Using parent/clinician partnerships in parent education programs for children with autism
Using parent/clinician partnerships in parent education programs for children with autism
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DOI：
10.1177/10983007040060040201
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发表时间：
2004-09-01
影响因子：
2.1
通讯作者：
Brookman-Frazee, L
中科院分区：
文献类型：
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作者：
Brookman-Frazee, L
最近，许多残疾儿童的治疗方法已经从纯粹的临床医生实施模式转变为专注于父母教育的模式。在目前的研究中，一个重复的逆转设计，比较家长教育干预的影响，将在家长赋权和生态文化文献与专业驱动的模式，不包括这些原则概述的原则。在以下指标上比较了父母/临床医生合作模式和临床医生指导模式：（a）观察到的父母压力，（B）观察到的父母信心，（c）观察到的儿童情感，以及（d）儿童反应和参与。结果进行了讨论的影响，家长教育计划和临床结果和类型的家长教育程序之间的关系。
Recently, many treatments for children with disabilities have shifted from a purely clinician-implemented model to one that focuses on a parent education component. In the current study, a repeated reversal design was employed to compare the effects of a parent education intervention that incorporates the principles outlined in the parent empowerment and ecocultural literature with a professional-driven model that does not incorporate these principles. The Parent/Clinician Partnership and Clinician-Directed models were compared on the following measures: (a) observed parent stress, (b) observed parent confidence, (c) observed child affect, and (d) child responsiveness and engagement. The results are discussed in terms of the implications for parent education programs and the relationships between clinical outcome and the type of parent education procedures implemented.