The Experts below are selected from a list of 264 Experts worldwide ranked by ideXlab platform
Amanda Mossman Steiner - One of the best experts on this subject based on the ideXlab platform.
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a strength based approach to Parent Education for children with autism
Journal of Positive Behavior Interventions, 2011Co-Authors: Amanda Mossman SteinerAbstract:Despite the ubiquitous nature of Parent Education in autism treatment, relatively few studies directly address how Parent Education should be conducted. Given that the literature on Parental well-b...
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Issues and theoretical constructs regarding Parent Education for autism spectrum disorders.
Journal of autism and developmental disorders, 2011Co-Authors: Amanda Mossman Steiner, Lynn Kern Koegel, Robert L. Koegel, Whitney A. EnceAbstract:Participation of Parents of children with autism is commonplace in most comprehensive intervention programs, yet, there is limited research relating to the best practices in this area. This article provides an overview of Parent Education programs for young children with autism and details data-driven procedures which are associated with improved Parent and child outcomes. In addition, we provide a troubleshooting guide based on the literature for professionals regarding a variety of complex issues which may arise during Parent Education.
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A Strength-Based Approach to Parent Education for Children With Autism
Journal of Positive Behavior Interventions, 2010Co-Authors: Amanda Mossman SteinerAbstract:Despite the ubiquitous nature of Parent Education in autism treatment, relatively few studies directly address how Parent Education should be conducted. Given that the literature on Parental well-being suggests that treatments that facilitate positive Parental adaptation to their child’s disability may be beneficial, this study examined the impact of a strength-based approach to Parent Education. An alternating treatments design was used to compare the effects of therapist statements that highlighted the child’s deficits versus those that emphasized strengths. These two approaches were evaluated on the following measures: Parent affect, Parent statements regarding child behavior, and the quality of Parent—child interactions. Results indicate that Parents displayed improved affect, made more positive statements about their child, and also exhibited more physical affection toward their child during the strength-based approach. Findings have implications for autism programming, Parental coping, and Parent—ch...
Lawrence Scahill - One of the best experts on this subject based on the ideXlab platform.
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the autism managing eating aversions and limited variety plan vs Parent Education a randomized clinical trial
The Journal of Pediatrics, 2019Co-Authors: William G Sharp, Lindsey T Burrell, Rashelle C Berry, Kathryn H Stubbs, Courtney Mccracken, Scott Gillespie, Lawrence ScahillAbstract:Objective To assess the feasibility and initial efficacy of a structured Parent training program for children with autism spectrum disorder and moderate food selectivity. Study design This 16-week randomized trial compared the Managing Eating Aversions and Limited variety (MEAL) Plan with Parent Education. MEAL Plan (10 core and 3 booster sessions) provided Parents with nutrition Education and strategies to structure meals and expand the child's diet. Parent Education (10 sessions) provided information about autism without guidance on nutrition, meal structure, or diet. In addition to feasibility outcomes, primary efficacy outcomes included the Clinical Global Impression - Improvement scale and the Brief Autism Mealtime Behaviors Inventory. Grams consumed during a meal observation served as a secondary outcome. Results There were 38 eligible children (19 per group, 32 males). For MEAL Plan, attrition was 80%. Therapists achieved >90% fidelity. At week 16, positive response rates on the Clinical Global Impression - Improvement scale were 47.4% for the MEAL Plan and 5.3% for Parent Education (P Conclusions The MEAL Plan seems to be feasible, and preliminary efficacy results are encouraging. If further study replicates these results, the MEAL Plan could expand treatment options for children with autism spectrum disorder and moderate food selectivity. Trial registration Clinicaltrials.gov : NCT02712281 .
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Parent Education for young children with autism and disruptive behavior response to active control treatment
Journal of Clinical Child and Adolescent Psychology, 2018Co-Authors: Jessica Bradshaw, Karen Bearss, Cynthia R Johnson, Tristram Smith, Luc Lecavalier, Naomi B Swiezy, Courtney Mccracken, Lawrence ScahillAbstract:This study examines Parent and child characteristics in young children with autism spectrum disorder and disruptive behavior who showed a positive response to a Parent Education program in a randomized clinical trial of Parent training. Children with autism spectrum disorder (N = 180) were randomized to Parent training (PT) or Parent Education program (PEP) for 6 months. Using the Clinical Global Impression–Improvement scale, masked independent evaluators rated positive response in 68.5% of children in PT compared to 39.6% in PEP. We compared baseline characteristics and change in Parental stress, strain, competence, and mental health for participants who showed a positive response to PEP (PEP-R) to those who did not (PEP-NR). We also compared change in child and Parent measures for PEP-R participants to those who showed a positive response to PT (PT-R). At baseline, PEP-R and PEP-NR participants did not differ on any demographic or clinical characteristics. Parents in PEP-R reported significant reduction...
Sandra Prince-embury - One of the best experts on this subject based on the ideXlab platform.
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The Resiliency Scales for Children and Adolescents as Related to Parent Education Level and Race/Ethnicity in Children
Canadian Journal of School Psychology, 2009Co-Authors: Sandra Prince-emburyAbstract:This study explores associations between scores on the Resiliency Scales for Children and Adolescents (RSCA), Parent Education level, and race/ethnicity in a normative sample of 450 children. Small but significant associations were found between Parent Education level and the RSCA Sense of Relatedness Scale score. Race/ethnicity did not contribute unique variance when Parent Education level was controlled.
Lynn Kern Koegel - One of the best experts on this subject based on the ideXlab platform.
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Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review
American journal of speech-language pathology, 2020Co-Authors: Lynn Kern Koegel, Katherine M Bryan, Mohini Vaidya, Stephen CamarataAbstract:Purpose The purpose of this systematic review was to identify Parent Education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent Education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from Parent Education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether Parent Education was implemented. We found 36 studies that included a Parent Education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the Parent Education program provided, (c) the format of the Parent Education, (d) the duration of the Parent Education, (e) the measurement of Parent Education, and (f) the Parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a Parent Education component, descriptions of the Parent Education programs are unclear in most studies, and few studies have scored the Parents' implementation of the intervention. Conclusions Currently, there is great variability in Parent Education programs in regard to participant age, hours provided, fidelity of implementation, format of Parent Education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of Parent Education programs.
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Issues and theoretical constructs regarding Parent Education for autism spectrum disorders.
Journal of autism and developmental disorders, 2011Co-Authors: Amanda Mossman Steiner, Lynn Kern Koegel, Robert L. Koegel, Whitney A. EnceAbstract:Participation of Parents of children with autism is commonplace in most comprehensive intervention programs, yet, there is limited research relating to the best practices in this area. This article provides an overview of Parent Education programs for young children with autism and details data-driven procedures which are associated with improved Parent and child outcomes. In addition, we provide a troubleshooting guide based on the literature for professionals regarding a variety of complex issues which may arise during Parent Education.
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Parent Education for Families of Children with Autism Living in Geographically Distant Areas
Journal of Positive Behavior Interventions, 2002Co-Authors: Robert L. Koegel, Jennifer B. G. Symon, Lynn Kern KoegelAbstract:Many families who are geographically distant from a center that specializes in intervention for autism are unable to access specialized services for their children. This article describes an evaluation of an intensive, week-long, center-based Parent Education program that teaches procedures for improving social communication for children with autism. Five representative families who participated in this program are described. Data were collected on Parent implementation of target behaviors using specific motivational teaching procedures of Pivotal Response Training. Data suggest improvements in the Parents' use of the procedures, Parent affect, and child expressive language during a week-long Parent Education session. Furthermore, follow-up measures demonstrate that these positive changes generalized to the families' home communities and maintained over time. These findings suggest the feasibility of a short-term, intensive Parent Education program for families who live in areas that are geographically distant from an intervention center.
Whitney A. Ence - One of the best experts on this subject based on the ideXlab platform.
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Issues and theoretical constructs regarding Parent Education for autism spectrum disorders.
Journal of autism and developmental disorders, 2011Co-Authors: Amanda Mossman Steiner, Lynn Kern Koegel, Robert L. Koegel, Whitney A. EnceAbstract:Participation of Parents of children with autism is commonplace in most comprehensive intervention programs, yet, there is limited research relating to the best practices in this area. This article provides an overview of Parent Education programs for young children with autism and details data-driven procedures which are associated with improved Parent and child outcomes. In addition, we provide a troubleshooting guide based on the literature for professionals regarding a variety of complex issues which may arise during Parent Education.
