Parenting stress reduces the effectiveness of early teaching interventions for autistic spectrum disorders

Osborne, Lisa and McHugh, Louise and Saunders, Jo and Reed, Phil (2008) Parenting stress reduces the effectiveness of early teaching interventions for autistic spectrum disorders. Journal of Autism and Developmental Disorders, 38 (6). pp. 1092-1103. ISSN 0162-3257

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Abstract

This community-based study examined the influence of early teaching interventions on children diagnosed with Autistic Spectrum Disorders, and the dynamics between the time intensity of the interventions and parenting stress, on child outcomes. Intellectual, educational, and adaptive behavior and social functioning were all measured. Sixty-five children were divided into four groups, based on the levels of time intensity of their intervention, and on their parents’ stress levels. There were gains in intellectual, educational, and adaptive behavioral and social skills, and there was a positive relationship between the time intensity of the early teaching interventions and child outcome gains. More importantly, however, high levels of parenting stress counteracted the effectiveness of the early teaching interventions.

Creators(s): Osborne, Lisa, McHugh, Louise, Saunders, Jo ORCID logoORCID: https://orcid.org/0000-0003-2634-9713 and Reed, Phil;
Item type:Article
ID code:41477
Keywords:parenting stress, early teaching interventions, intellectual functioning, educational functioning, adaptive behavioral functioning, ASD, Psychology, Developmental and Educational Psychology
Subjects:Philosophy. Psychology. Religion > Psychology
Department:Faculty of Humanities and Social Sciences (HaSS) > School of Psychological Science and Health > Psychology
Depositing user: Pure Administrator
Date deposited:16 Oct 2012 10:59
Last modified:05 Feb 2021 04:36
URI:https://strathprints.strath.ac.uk/id/eprint/41477
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