Abstract
One of the most prevalent means of intervention for the multiple disabilites exhibited by children with autism is parent training. Research has shown parent training to be an effective, cost-efficient method for behavior change and maintenance. Still, it is evident that not all parents respond similarly to training curricula and, thus, parent training may not be the most effective service delivery option for all families. A large number of variables undoubtedly contribute to the differential benefits that parents and their children may derive from parent training programs. This article discusses those factors that involve the psychological adjustment and functioning of the children's parents and family unit. In addition to reviewing literature specific to autism, relevant research on parent training with more prevalent childhood disorders is also reviewed. To investigate further the relationship between child, parent, and family variables, a model of a comprehensive assessment methodology is illustrated in the context of evaluating differential outcomes in an ongoing parent training program. In addition to presenting some preliminary trends in these data, sample data on two cases are presented to illustrate child and family profiles. It is suggested that future multivariate research in the areas of child, parent, and family functioning could contribute to clinical decision-making and the more desirable individualization of service delivery.
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Preparation of this manuscript was supported by Grant No. G008530082 from the U.S. Department of Education, Handicapped Children's Early Education Program. However, the opinions expressed herein do not necessarily reflect the opinions or policies of the Department and no official endorsement should be inferred. The authors wish to acknowledge the support and contributions of Marshall University's College of Education and the School of Medicine.
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Plienis, A.J., Robbins, F.R. & Dunlap, G. Parent adjustment and family stress as factors in behavioral parent training for young autistic children. Journal of the Multihandicapped Person 1, 31–52 (1988). https://doi.org/10.1007/BF01110554
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DOI: https://doi.org/10.1007/BF01110554