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Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-07-2008 | Original Paper

Parenting Stress Reduces the Effectiveness of Early Teaching Interventions for Autistic Spectrum Disorders

Auteurs: Lisa A. Osborne, Louise McHugh, Jo Saunders, Phil Reed

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2008

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.

vorige artikel Stability of the Autism Diagnostic Interview—Revised from Pre-School to Elementary School Age in Children with Autism Spectrum Disorders

volgende artikel Head Circumference as an Early Predictor of Autism Symptoms in Younger Siblings of Children with Autism Spectrum Disorder

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Titel: Parenting Stress Reduces the Effectiveness of Early Teaching Interventions for Autistic Spectrum Disorders
Auteurs: Lisa A. Osborne
Louise McHugh
Jo Saunders
Phil Reed
Publicatiedatum: 01-07-2008
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 6/2008
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-007-0497-7

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