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Intervention Response by Genetic Subtype: PRETEND-Preschool Program for Children with Prader-Willi Syndrome via
Anastasia Dimitropoulos1, Ellen A Doernberg2, Sandra W Russ2
1Case Western Reserve University, Cleveland, OH, USA. anastasia.dimitropoulos@case.edu.
Journal of Autism and Developmental Disorders
|August 6, 2022
Summary
A remote parent-training program improved pretend play and social cognition in preschoolers with Prader-Willi Syndrome (PWS). The intervention was effective for the mUPD subtype, but less so for the DEL subtype.
Area of Science:
- Neuroscience
- Developmental Psychology
- Genetics
Background:
- Prader-Willi Syndrome (PWS) is a rare neurodevelopmental disorder.
- Social cognitive challenges are common in PWS.
- Pretend play is a valuable tool for developmental progress.
Purpose of the Study:
- To evaluate the preliminary efficacy of a remote, play-based parent-training program.
- To assess improvements in pretend play and social cognitive skills in preschoolers with PWS.
Main Methods:
- Two studies were conducted to assess intervention efficacy.
- Live-coaching play sessions were incorporated into the program.
- Intervention effects were compared between treated and waitlisted groups for the mUPD subtype.
Main Results:
- The remote parent-training program demonstrated efficacy in enhancing play skills.
- Children with the mUPD subtype of PWS showed increased play skills post-intervention.
- Children with the DEL subtype of PWS were less responsive to the intervention.
Conclusions:
- Remote, play-based parent training can be an effective intervention for preschoolers with PWS.
- Intervention outcomes may differ based on PWS genetic subtypes (mUPD vs. DEL).
- Further research is warranted to optimize interventions for all PWS subtypes.
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