The Effectiveness of Parental Engagement - The research
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Objective
Analysis of the effectiveness of early Parental Coaching in the Autism Spectrum Disorder.
Method
Randomized, controlled and blinded clinical trial to analyze parent-child interaction videos.
Results
The sample consisted of 18 children being followed up at the Autism Outpatient Clinic of a Neuropediatric Center in southern Brazil diagnosed with Autism Spectrum Disorder, between 29 and 42 months of age, randomly allocated to two groups: the Study Group (SG; n = 9), which received Parental Coaching performed by a professional certified by the ESDM (Early Start Denver Model); and the Control Group (CG; n = 9), which was in a routine follow-up, without treatment and training of parents by a trained professional. The parents of the SG were willing to attend weekly meetings and to apply the instructional techniques at home with their children. It took 12 weeks and an average of 2 h per meeting.
Conclusions
The learning rate for comprehensive development skills in the ESDM checklist, such as receptive communication, expressive communication, social capacity, imitation, cognition, games, fine motor skills, gross motor skills, behavior, and personal independence was significantly higher in the SG, as well as the strategies and the quality of interaction between parents and children. Thus, Parental Coaching presents as a possibility of early intervention in children with Autism Spectrum Disorder.
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Purpose: This review aimed to provide a qualitative description of family engagement (i.e., involvement and investment) in early speech pathology intervention, as represented in existing early speech pathology intervention literature.
Methods: A systematised review protocol was used to conduct a comprehensive search of the qualitative speech pathology literature within five electronic databases (CINAHL, MEDLINE, PubMed, PsycIFNO, SCOPUS) using key words related to engagement (e.g., family-professional partnerships, involvement, participation). Thematic synthesis was used to analyse the data.
Results: A total of 6935 unique papers were retrieved. Of these, 28 peer-reviewed articles satisfied the inclusion criteria. The following themes were identified: 1) engagement is both a state and a process; 2) parents are supported to engage with intervention when they build trusting relationships with speech-language pathologists; 3) parents are supported to engage with intervention when open, two-way communication is established; and 4) parents are supported to engage in intervention when speech-language pathologists work together with them in sessions.
Conclusions: Engagement in early speech pathology intervention is a complex, multifaceted state where parents are ready and empowered to take an active role in their child’s intervention, both inside and outside intervention sessions. All parents have different journeys towards engagement, but many parents need time and support from speech-language pathologists to “become engaged” in early speech pathology intervention.
• Implications for rehabilitation
• Based on this review, engagement in early speech pathology intervention can be described as a complex, multifaceted state where parents are ready and empowered to take an active role in their child’s intervention, both inside and outside speech pathology sessions.
• While all parents have different journeys towards engagement, most parents “become engaged” in early speech pathology intervention over time when supported to do so by their speech-language pathologist.
• Speech-language pathologists can support parents to become engaged in early speech pathology intervention by building a trusting relationship; establishing open, two-way communication; and working together with them in intervention sessions.
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This study investigates the effect of parental coaching capability on young children’s happiness. The study’s participants included 210 infants young children who were 6-7 years old, their parents, and teachers. The data were collected by asking questionnaires to children and parents. The research findings shows first, the general trends in coaching capability among the parents showed that consciousness was the highest factor determining parent’s coaching capability. Regarding the factors affecting the happiness of young children, ego characteristics were found to be the highest. Second, it was identified that there is a significant positive correlation between parental coaching capability and young children’s, happiness. Third, the effect of communication skills in the parental coaching capability on young children’s, happiness was found to be significant. It indicates that young children’s happiness will increases when communication capability is higher.
The significance of this study is that the result can be used in parental coaching programs and parent education by suggesting that parental coaching capability is a main variable in heightening the happiness of young children.
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The aim of this pilot study was to evaluate the effectiveness of an intervention program designed to help parents of children with autism spectrum disorders (ASD) to become informed consumers of evidence for speech pathology services. The program comprised an interactive workshop and the provision of written materials aimed at increasing the participants’ knowledge of evidence-based practice (EBP) principles and confidence discussing EBP with their children's speech pathologists. Using a repeated measures within-group design (pre/post) and mixed methods of analysis, the results indicate that the participants’ knowledge and confidence increased following their participation in the program. Qualitative analysis revealed that parents differed with regard to which component (workshop or written information) was most helpful. The results provide preliminary evidence to support the further development and testing of intervention programs aimed at supporting parents of children with ASD to become informed consumers of evidence-based speech pathology services.