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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
PubMed

Insights

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.

Keywords:
Parent-trainingPrader-Willi SyndromePretend playSocial CognitionTelehealth

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