An Evaluation of Child and Parent Outcomes Following Community-Based Early Intervention with Randomised Parent-Mediated Intervention for Autistic Pre-Schoolers

• Published in: Child & youth care forum 2024-10, Vol.53 (5), p.1213-1233
• Main Authors: Green, Cherie C., Bent, Catherine A., Smith, Jodie, Chetcuti, Lacey, Uljarević, Mirko, Pye, Katherine, Toscano, Gabrielle, Hudry, Kristelle
• Format: Article
• Language: English
• Subjects: Adaptive behavior; Autism; Autistic children; Behavioral Science and Psychology; Child and School Psychology; Children; Children & youth; Coaching; Cognition & reasoning; Cognitive skills; Cognitive-behavioral factors; Community services; Community-based programs; Early intervention; Families & family life; Family (Sociological Unit); Health status; Intervention; Mental health; Mental health services; Original Paper; Parental stress; Parents; Parents & parenting; Pilot projects; Preschool Children; Psychology; Thinking Skills; Well being
• ISSN: 1053-1890; 1573-3319
• DOI: 10.1007/s10566-024-09792-x

Background As autistic children are being diagnosed at a younger age, the need to identify appropriate early supports has increased. Therapist-delivered and parent-mediated autism intervention may benefit children and parents. Objective This pilot study examined developmental outcomes for autistic pre-schoolers and mental health and wellbeing outcomes for their parents ( n  = 53) following a 10-month intervention period. Methods All families were accessing therapist-delivered interventions—the Early Start Denver Model (ESDM) or usual community services—and some families also received additional parent-coaching ESDM (P-ESDM). Families were assessed at 3 timepoints. Results Overall children made significant gains in cognitive skills and adaptive behaviour, with no differences between groups. Parents overall reported increased parenting stress over time. P-ESDM conferred no added benefit for child outcomes, and similarly, no clear benefit for parent outcomes. Conclusions Our findings suggest that children receiving early intervention make developmental gains, regardless of type of intervention, and challenges assumptions that, as an adjunct to other intervention programs, P-ESDM improves child or parent outcomes. Further research is needed to explore the effects of parent-mediated programs.