父母对治疗的看法:针对学龄前儿童的PEERS®混合方法分析
Isita Tripathi1,2, Christine T Moody1, Elizabeth A Laugeson1
1University of California, Los Angeles, USA.
概括
家长报告了UCLA PEERS®学前儿童计划的积极经验,并指出他们的自闭症儿童的社会技能有所改善. 持续使用计划策略,如社会启动,导致更好的长期儿童结果和减少育儿压力.
科学领域:
- 儿童心理学 儿童心理学
- 发展心理学 发展心理学
- 自闭症谱系障碍 干预 干预
背景情况:
- 自闭症儿童经常面临影响友和心理健康的社交沟通挑战.
- 社会技能培训计划,特别是父母参与的培训计划,可以提高社会功能和儿童的成绩.
- 父母参与干预措施可以通过赋权和支持来减少育儿压力.
研究的目的:
- 检查家长对UCLA PEERS®学龄前儿童计划的看法.
- 了解家长的经验和感知到的好处干预后1-5年.
- 确定特别对家长有帮助的特定程序组件.
主要方法:
- 这是一项定性研究,涉及24名自闭症儿童的家长,他们完成了PEERS®学前儿童计划.
- 数据收集包括关于儿童进步的问卷和关于父母经验的半结构面试.
- 分析的重点是父母对孩子和自己报告的结果.
主要成果:
- 父母报告说,在课程结束后,孩子的社交技能和对孩子的信心增加了.
- 父母对孩子的积极感受,支持和理解得到了增强.
- 持续使用社交启动等策略与改善儿童长期结果和减少育儿压力有关.
结论:
- 幼儿园儿童PEERS®计划受到家长的积极认可,使儿童和家长都受益.
- 家长的参与和持续的战略实施是持续积极效应的关键.
- 该计划有效地支持自闭症儿童的社会发展,并赋予他们的父母权力.
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