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Purpose <p>We examined parents’ use of and perspectives after receiving Problem-Solving Education (PSE) in tandem with parent-implemented early autism intervention strategies (Early Social Interaction [ESI]). PSE is a preventive intervention grounded in cognitive behavioral therapy that has been shown to improve coping skills, decrease stress, and prevent depressive symptoms in parents – including for parents of toddlers on the autism spectrum.</p> Methods <p>We used explanatory sequential mixed methods to: (1) examine the types of problems that parents (<i>n</i> = 72) chose to focus on during PSE sessions and how their problem selection differed by larger clinical trial treatment group assignment (PSE + ESI with or without parent coaching); and (2) to explore the experiences and perspectives of a subset of parents (<i>n</i> = 14) who engaged in these interventions as part of a larger clinical trial.</p> Results <p>Approximately half of the problems discussed during PSE sessions were about the child with early signs of autism and half were about the parent or another member of the nuclear family. Parents who received PSE without ESI parent coaching were more likely to discuss child-related problems at PSE sessions (aOR = 2.24). Parents reported overall agreement that PSE was acceptable and feasible. Qualitative findings provided insight into problem selection, the complementariness of PSE with ESI, facilitators and barriers to acceptability, and actionable suggestions for future delivery.</p> Conclusion <p>Our combined quantitative and qualitative findings suggest that PSE can enhance and complement parent-implemented interventions for many children with early signs of autism and their parents.</p>

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Parent Use and Perceptions of Problem-Solving Education in the Context of Parent-Implemented Intervention for Toddlers With Early Signs of Autism

  • 期刊论文

  • 发表日期：

    2025年11月6日

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  • Jocelyn Kuhn,
  • Nina Menon,
  • Rocio Nunez-Pepen,
  • Emily Barnard,
  • Rhea Patel,
  • Margaret Much-Hichos,
  • Julianna Brody-Fialkin,
  • Jessica Hooker,
  • Elizabeth Slate,
  • Amy Wetherby,
  • Emily Feinberg

摘要

Purpose

We examined parents’ use of and perspectives after receiving Problem-Solving Education (PSE) in tandem with parent-implemented early autism intervention strategies (Early Social Interaction [ESI]). PSE is a preventive intervention grounded in cognitive behavioral therapy that has been shown to improve coping skills, decrease stress, and prevent depressive symptoms in parents – including for parents of toddlers on the autism spectrum.

Methods

We used explanatory sequential mixed methods to: (1) examine the types of problems that parents (n = 72) chose to focus on during PSE sessions and how their problem selection differed by larger clinical trial treatment group assignment (PSE + ESI with or without parent coaching); and (2) to explore the experiences and perspectives of a subset of parents (n = 14) who engaged in these interventions as part of a larger clinical trial.

Results

Approximately half of the problems discussed during PSE sessions were about the child with early signs of autism and half were about the parent or another member of the nuclear family. Parents who received PSE without ESI parent coaching were more likely to discuss child-related problems at PSE sessions (aOR = 2.24). Parents reported overall agreement that PSE was acceptable and feasible. Qualitative findings provided insight into problem selection, the complementariness of PSE with ESI, facilitators and barriers to acceptability, and actionable suggestions for future delivery.

Conclusion

Our combined quantitative and qualitative findings suggest that PSE can enhance and complement parent-implemented interventions for many children with early signs of autism and their parents.