A social-cognitive intervention program for adolescents with autism: A pilot study

What parents want: A qualitative analysis of a parent-implemented intervention for autistic children

Background and aims

Guidelines regarding social cognitive interventions for autistic children suggest incorporating a holistic approach. This includes increasing the family's understanding of difficulties associated with autism, integrations of natural environments, and parents as active agents in the intervention while being supported for their well-being. The current availability of holistic parent-implemented interventions for autistic children is limited, with no qualitative understanding of how parents view the benefits for themselves or their children.

Method

The current study expands the literature regarding holistic approaches through a qualitative understanding of parent perceptions of a parent-implemented social communication intervention for autistic children (TalkAbility™), which incorporates a 6-month follow-up. This study sought to gain a deeper understanding from parents on their perceptions of a holistic approach, including the impact on themselves, their families, and their autistic child.

Results

Following Braun and Clarke's model of thematic analysis, data was coded into four themes: (a) communication difficulties, frustrations, and progress, (b) social relationships and concerns, (c) communication strategies, and (d) thoughts and emotions surrounding TalkAbility™.

Conclusions

Parents report that many components of a holistic approach are instrumental in encouraging social communication in their autistic child. Results highlight the importance of considering parent experiences regarding interventions for their child's social communication skills through a qualitative viewpoint.

Implications

Knowing the intervention aspects that parents view as most valuable allows targeted program modifications that reflect actual parent needs. Further understanding regarding the influence of holistic parent-implemented social communication interventions on child communication skills, parenting frustrations, and parent-child relationships is needed.

Qualitative Evaluation of a Social Cognitive Training Program for Parents of Children with Autism from Hong Kong

A key feature of autism spectrum disorder is a dysfunction in social participation. This study aimed to explore the parents' perceptions and experiences of social cognitive training for their child with autism in the Hong Kong context. Using a qualitative narrative approach, twenty-three parent participants were interviewed using purposive sampling techniques. Data were analyzed using content analysis method. Three themes included: Improvements and changes in children's social participation across different settings; Challenges in the implementation of and engagement in the social cognitive training; and Parents' views and suggestions about the training. The findings supported that there were parent perceived improvements in their child's social skills and social participation. The interviews also revealed generalization of social skills and behaviors across home, school and community settings. The results of this study can inform therapists to design appropriate social cognitive intervention and improve social participation for this population group.

Effect of Motorized Elephant-Assisted Therapy Program on Balance Control of Children with Autism Spectrum Disorder

Children with autism spectrum disorder (ASD) have poor balance, and this limitation has effects on their daily living activities. The purpose of this study was to create the motorized elephant-assisted therapy program (METP) and examine the effect of the METP on balance control improvement in individuals with ASD. Twenty participants, aged 8 to 19 years, were recruited from occupational therapy clinics around Chiang Mai city and were divided into 2 groups: control and experimental. Participants' balance control was tested by measuring their postural sways in a bipedal stance by using a Swaymeter under four conditions: “floor-eyes open,” “floor-eyes closed,” “foam-eyes open,” and “foam-eyes closed.” Pretests were administered one week before participation in the METP, and then, posttests were administered one week after completing the METP. Each participant took a 1.5-hour session of the METP, twice a week for a 4-week duration. In one session, 2 participants were assigned to work with two motorized elephants in 4 activities: washing the elephant, climbing up and down the elephant, riding the elephant, and playing a game while riding the elephant. Results showed that the pretest control and experimental groups were not significantly different in their balance control, but at posttest, the postural sway of the experimental group was significantly different from that of the control group in two conditions: floor-eyes open and floor-eyes closed. Their lesser anteroposterior range of postural sway showed that the experimental group gained balance control improvement. In conclusion, the finding of this study showed that the METP could be an alternative treatment method to facilitate better balance control in individuals with ASD.