HPA axis linkage in parent-child dyads: Effects of parent sex, autism spectrum diagnosis, and dyadic relationship behavior

2017 ◽  
Vol 59 (6) ◽  
pp. 776-786 ◽  
Author(s):  
Darby E. Saxbe ◽  
Ofer Golan ◽  
Sharon Ostfeld-Etzion ◽  
Yael Hirschler-Guttenberg ◽  
Orna Zagoory-Sharon ◽  
...  
Keyword(s):  
Hpa Axis ◽  
Autism Spectrum ◽  
Dyadic Relationship ◽  
Parent Child

Improving a Parent Coaching Model of Music Interventions for Young Autistic Children

2021 ◽  
Author(s):  
Eugenia Hernandez Ruiz ◽  
Blair B Braden
Keyword(s):  
Parental Stress ◽  
Family Satisfaction ◽  
Autism Spectrum ◽  
Music Intervention ◽  
Parent Coaching ◽  
Coaching Model ◽  
Parental Responsiveness ◽  
Observational Measures ◽  
Increase Risk ◽  
Parent Child

Abstract Parenting a child on the autism spectrum can be rewarding and enriching, but it may also increase risk of parental fatigue, stress, anxiety, and depression. Parent-mediated interventions contribute to increase family satisfaction and child social communication while helping to decrease parental stress and fatigue. Parent coaching, the education of parents in evidence-based strategies, has become common in the autism field. However, parent coaching in music therapy has only recently emerged and has limited research with families with an autistic member. In this study, we attempted to improve a previously published model of parent coaching, adapting only one aspect of the Early Start Denver Model (ESDM), the sensory social routine (SSR) to create a music intervention. Four parents participated in this 6-session parent coaching study. We compared the SSR-based intervention with and without music, in an alternating treatment design. Measures included parental responsiveness, child receptive and initiation joint attention, parent–child similar affect and synchronized gaze, and the Parent Coaching-ESDM (PC-ESDM) parent fidelity rating system. Results from these observational measures were mixed, with better parental responses in the no-music condition, but improved child responses and parent–child synchrony in the music condition for 3 out of the 4 participants. Parent learning increased for all participants, and 3 out of the 4 reached fidelity (a score of at least 80%), according to the PC-ESDM. Although mixed results were observed across participants, implications for practice are possible. Better outcome measures of this complex intervention are needed.

Profiles and Correlates of Parent–Child Agreement on Social Anxiety Symptoms in Youth with Autism Spectrum Disorder

2018 ◽  
Vol 48 (6) ◽  
pp. 2023-2037 ◽  
Author(s):  
Catherine A. Burrows ◽  
Lauren V. Usher ◽  
Emily M. Becker-Haimes ◽  
Camilla M. McMahon ◽  
Peter C. Mundy ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Anxiety ◽  
Autism Spectrum ◽  
Anxiety Symptoms ◽  
Spectrum Disorder ◽  
Parent Child

Mindfulness-Based Interventions and Parent-Child Relationship in Parents of Children With Autism Spectrum Disorder

2022 ◽  
pp. 110-126
Author(s):  
Kamlam Gopalkrishnan Iyer
Keyword(s):  
Autism Spectrum Disorder ◽  
Indian Subcontinent ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Age Group ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Relationship Importance ◽  
Parent Child

Mindfulness has been noticed in the domain of psychology and neuroscience for the last two decades. With the plethora of studies based on interventional benefits of mindfulness-based techniques in various populations, the present review assesses if parent-child relationship studies effectively use mindfulness-based interventions on parents of children with autism spectrum disorder (ASD). The children are in the age group of below 5 years. The aspects of ASD, mindfulness techniques, and parent-child relationship importance are explored, albeit briefly. One study could be reviewed and was assessed for its treatment fidelity. The conclusion was based on the need to conduct more mindfulness-based intervention studies for the parent population of children in the younger ages and with ASD. This review recommends such replication of studies on the parents of the Indian subcontinent as well.

scholarly journals Parent perceptions of participation in a parent-mediated communication-focussed intervention with their young child with autism spectrum disorder

Autism ◽  
2020 ◽  
Vol 24 (8) ◽  
pp. 2129-2141
Author(s):  
Kathy Leadbitter ◽  
Wendy Macdonald ◽  
Carol Taylor ◽  
Karen Leneh Buckle ◽  
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Controlled Trial ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Family Quality Of Life ◽  
Parent Child Communication ◽  
Young Children With Autism ◽  
Parent Child

Paediatric Autism Communication Therapy is a parent-mediated, video-aided, communication-focussed intervention for young children with autism spectrum disorder. It has been shown in a UK randomised controlled trial to lead to improvements in parent–child communication and family quality of life, together with a sustained reduction in child autism symptom severity. This qualitative study examined parental perceptions of their participation in Paediatric Autism Communication Therapy within the context of the randomised controlled trial. Semi-structured interviews were carried out with 18 parents within 12 months of completion of the therapy. The thematic analysis provides insights into parents’ hopes, expectations, and learning processes when working with Paediatric Autism Communication Therapy therapists and carrying out daily practice in the home. Parents reported positive changes in their interaction and relationship with their child and improvements to their child’s communication and interaction. Some also highlighted poignant realisations and emotional challenges associated with taking part in this post-diagnostic therapy. Practical difficulties were also emphasised. Implications for the clinical practice of parent-mediated interventions with young children with autism spectrum disorder are discussed. Lay abstract Paediatric Autism Communication Therapy is an intervention for young children with autism spectrum disorder that focuses on parent–child communication. In Paediatric Autism Communication Therapy, the therapist and parent watch videos of the parent and child playing together. The therapist coaches the parent to carefully observe the child’s communication and to interact with their child in a more sensitive and responsive way. Parents are encouraged to use the strategies with their child at home. Paediatric Autism Communication Therapy has been shown to lead to long-term improvements in parent–child communication and family quality of life. This study aimed to explore parents’ perceptions of their participation in Paediatric Autism Communication Therapy. Interviews were carried out by an independent researcher with 18 parents. Parents discussed the learning processes they went through when working with Paediatric Autism Communication Therapy therapists and carrying out home practice. Some parents described initial doubts about the approach and hesitations about being videoed and analysing video material. In time, most parents came to really value the therapy and their relationship with the therapist. They reported positive changes in their interaction and relationship with their child and improvements to their child’s communication and interaction. Some also highlighted poignant realisations and emotional challenges associated with taking part in this post-diagnosis therapy. Practical difficulties were also emphasised, including the time commitment, accessibility of therapy venues and difficulties in occupying the child during therapist–parent discussion. Implications for the clinical practice of parent-mediated interventions are discussed.

scholarly journals Neural correlates of parent–child HPA axis coregulation

2015 ◽  
Vol 75 ◽  
pp. 25-32 ◽  
Author(s):  
Darby Saxbe ◽  
Larissa Del Piero ◽  
Gayla Margolin
Keyword(s):  
Hpa Axis ◽  
Neural Correlates ◽  
Parent Child

scholarly journals Parent mediated intervention programmes for children and adolescents with neurodevelopmental disorders in South Asia: A systematic review

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0247432
Author(s):  
Kamrun Nahar Koly ◽  
Susanne P. Martin-Herz ◽  
Md. Saimul Islam ◽  
Nusrat Sharmin ◽  
Hannah Blencowe ◽  
...  
Keyword(s):  
Systematic Review ◽  
Children And Adolescents ◽  
South Asia ◽  
Neurodevelopmental Disorders ◽  
Autism Spectrum ◽  
Learning Ability ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
The Impact ◽  
Parent Child

Objective Parent-mediated programmes have been found to be cost effective for addressing the needs of the children and adolescents with Neurodevelopmental Disorders (NDD) in high-income countries. We explored the impact of parent-mediated intervention programmes in South Asia, where the burden of NDD is high. Methods A systematic review was conducted using the following databases; PUBMED, MEDLINE, PsycINFO, Google Scholar and Web of Science. Predefined MeSH terms were used, and articles were included if published prior to January 2020. Two independent researchers screened the articles and reviewed data. Outcomes measures The review included studies that targeted children and adolescents between 1 and 18 years of age diagnosed with any of four specific NDDs that are commonly reported in South Asia; Autism Spectrum Disorder (ASD), Intellectual Disability (ID), Attention Deficit Hyperactivity Disorder (ADHD) and Cerebral Palsy (CP). Studies that reported on parent or child outcomes, parent-child interaction, parent knowledge of NDDs, or child activities of daily living were included for full text review. Results A total of 1585 research articles were retrieved and 23 studies met inclusion criteria, including 9 Randomized Controlled Trials and 14 pre-post intervention studies. Of these, seventeen studies reported effectiveness, and six studies reported feasibility and acceptability of the parent-mediated interventions. Three studies demonstrated improved parent-child interaction, three studies demonstrated improved child communication initiations, five studies reported improved social and communication skills in children, four studies demonstrated improved parental knowledge about how to teach their children, and four studies reported improved motor and cognitive skills, social skills, language development, learning ability, or academic performance in children. Conclusion This systematic review of 23 studies demonstrated improvements in parent and child skills following parent-mediated intervention in South Asia. Additional evaluations of locally customized parent-mediated programmes are needed to support development of feasible interventions for South Asian countries.

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