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Journal of Child and Family Studies

, Volume 28, Issue 3, pp 693–703 | Cite as

Enablers of Behavioral Parent Training for Families of Children with Autism Spectrum Disorder

  • Tracy J. RaulstonEmail author
  • Meme Hieneman
  • Nell Caraway
  • Jordan Pennefather
  • Naima Bhana
Original Paper
  • 89 Downloads

Abstract

Objective

Children with autism spectrum disorder (ASD) are at an increased risk to develop problem behavior, which can have deleterious effects on child and parental well-being. Because of this, parents are often provided with Behavioral Parent Training (BPT). However, attrition rates in BPT are high, and there is a relative dearth of research investigating factors that influence parental engagement in BPT.

Methods

We ran seven semi-structured online focus groups with a total of 30 parents of children with ASD and related disabilities. Parents were interviewed in order to gain a greater understanding of variables that enable or pose barriers to parental engagement in BPT. An inductive qualitative analysis was conducted by two independent authors.

Results

Our analyses revealed three themes indicating the need for (a) supportive, professional feedback; (b) accessible, flexible, and affordable training; and (c) social-emotional support and community connection in BPT for parents of children with ASD.

Conclusions

Results from this study suggest that parental engagement in BPT for children with ASD may be enhanced if it is relevant to the needs of families, facilitated by responsive professionals, flexible, and readily accessible. Additionally, parents may benefit from BPT that includes social and emotional support, such as assistance connecting with other families and evidence-based strategies to manage the stress associated with parenting a child with ASD and challenging behavior.

Keywords

Autism spectrum disorder Behavioral parent training Parental engagement Support Families 

Notes

Acknowledgements

Author Contributions

T.J.R.: collaborated with the design, recruited participants and executed the study, conducted data analyses, and wrote the paper. M.H.: designed and executed the study, conducted data analyses, and collaborated in writing the paper. N.C.: designed and executed the study, conducted data analyses, collaborated with writing the paper. J.P.: collaborated with the design and writing the paper. N.B.: conducted data analyses, collaborated in the writing and editing of the final manuscript.

Funding

This research was funded in part by the National Institutes of Health, grant #2R44MH102845-02, awarded to IRIS Educational Media (now Trifoia). The first author received leadership grant funds from the U.S. Department of Education Office of Special Education.

Compliance with ethical standards

Conflict of interest

This research was funded in part by a grant from the National Institutes of Health (2R44MH102845-02). IRIS Educational Media developed a parent training product using results from this study. Additionally, the first author received leadership grant funds from The U.S. Department of Education Office of Special Education Programs. The remaining authors declare that they have no conflict of interest.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2018

Authors and Affiliations

  • Tracy J. Raulston
    • 1
    Email author
  • Meme Hieneman
    • 2
  • Nell Caraway
    • 3
  • Jordan Pennefather
    • 3
  • Naima Bhana
    • 1
  1. 1.The Pennsylvania State UniversityUniversity ParkUSA
  2. 2.Positive Behavior Support ApplicationsPalm HarborUSA
  3. 3.TrifoiaEugeneUSA

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