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

  • Lisa A. Osborne
  • Louise McHugh
  • Jo Saunders
  • Phil Reed
Original Paper

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.

Keywords

Parenting stress Early teaching interventions Intellectual functioning Educational functioning Adaptive behavioral functioning ASD 

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Copyright information

© Springer Science+Business Media, LLC 2007

Authors and Affiliations

  • Lisa A. Osborne
    • 1
  • Louise McHugh
    • 1
  • Jo Saunders
    • 1
  • Phil Reed
    • 1
  1. 1.Department of PsychologySwansea UniversitySwanseaUK

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