[article] 
inJournal of Autism and Developmental Disorders > 38-6 (July 2008) . - p.1092-1103

Titre :	Parenting Stress Reduces the Effectiveness of Early Teaching Interventions for Autistic Spectrum Disorders
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Lisa A. OSBORNE, Auteur ; Phil REED, Auteur ; Louise MCHUGH, Auteur ; Jo SAUNDERS, Auteur
Année de publication :	2008
Article en page(s) :	p.1092-1103
Langues :	Anglais (eng)
Mots-clés :	Parenting-stress Early-teaching-interventions Intellectual-functioning Educational-functioning Adaptive-behavioral-functioning ASD
Index. décimale :	PER Périodiques
Résumé :	This community-based study examined the influence of early teaching interventions on children diagnosed with Autistic Spectrum Disorders, and the dynamics between the time intensity of the interventions and parenting stress, on child outcomes. Intellectual, educational, and adaptive behavior and social functioning were all measured. Sixty-five children were divided into four groups, based on the levels of time intensity of their intervention, and on their parents’ stress levels. There were gains in intellectual, educational, and adaptive behavioral and social skills, and there was a positive relationship between the time intensity of the early teaching interventions and child outcome gains. More importantly, however, high levels of parenting stress counteracted the effectiveness of the early teaching interventions.
En ligne :	http://dx.doi.org/10.1007/s10803-007-0497-7
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

[article] Parenting Stress Reduces the Effectiveness of Early Teaching Interventions for Autistic Spectrum Disorders [Texte imprimé et/ou numérique] / Lisa A. OSBORNE, Auteur ; Phil REED, Auteur ; Louise MCHUGH, Auteur ; Jo SAUNDERS, Auteur . - 2008 . - p.1092-1103.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 38-6 (July 2008) . - p.1092-1103

Mots-clés :	Parenting-stress Early-teaching-interventions Intellectual-functioning Educational-functioning Adaptive-behavioral-functioning ASD
Index. décimale :	PER Périodiques
Résumé :	This community-based study examined the influence of early teaching interventions on children diagnosed with Autistic Spectrum Disorders, and the dynamics between the time intensity of the interventions and parenting stress, on child outcomes. Intellectual, educational, and adaptive behavior and social functioning were all measured. Sixty-five children were divided into four groups, based on the levels of time intensity of their intervention, and on their parents’ stress levels. There were gains in intellectual, educational, and adaptive behavioral and social skills, and there was a positive relationship between the time intensity of the early teaching interventions and child outcome gains. More importantly, however, high levels of parenting stress counteracted the effectiveness of the early teaching interventions.
En ligne :	http://dx.doi.org/10.1007/s10803-007-0497-7
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474