Parents’ perceptions and experiences of parent-mediated intervention : a qualitative approach. (2020)
Type of ContentTheses / Dissertations
Thesis DisciplineHealth Sciences
Degree NameMaster of Arts
PublisherUniversity of Canterbury
AuthorsSeo, Jiwonshow all
Parent Mediated Intervention (PMI) is a type of early intervention that provides systematic training in evidence-based intervention techniques to support parents to deliver therapy for their child with ASD. PMI is found to be one of the most cost-effective and ecologically validating approaches, where the role of parents is advocated and maximised. In the past few decades, much research has been undertaken to examine the effectiveness of PMI. However, there has been little research into how parents perceive and experience PMI. The two studies in this thesis addressed this gap by providing a qualitative systematic review and synthesis of parents’ perceptions of PMI (Study 1), and a qualitative analysis of parents’ experiences participating in ESDM-based parent training and low-intensity direct therapy (Study 2).
Study 1: Qualitative systematic review and synthesis of parents’ perceptions of PMI
Objectives: First, to identify and synthesise the factors that facilitated or challenged parents’ engagement in the parent-training component of PMI, and second, to evaluate the perceived outcomes of PMI from the perspectives of parents.
Method: A systematic search of qualitative studies relating to parents’ perceptions and experiences of PMI for children with ASD was undertaken. Databases searched included Psych Info, MEDLINE, PubMed and Scopus. The Mixed Method Appraisal Tool (MMAT) was used to assess the methodological rigour of the studies, and thematic analysis was employed to synthesise the findings of the included studies.
Results: A total of 358 studies were identified, and 15 studies met the inclusion criteria. Of the 15 studies, one was excluded as it failed to meet the two screening criteria outlined in the MMAT. Three main themes and ten subthemes were identified: (1) facilitating factors (therapist factors, flexibility and accessibility and benefits of a group-based format), (2) perceived barriers (difficulty coping with programme demands, circumstantial challenges, unmet needs of parents), and (3) perceived outcomes (acquisition of knowledge and skills, changes in parents’ perception of their child and themselves, improved sense of well-being and improved parent-child relationship).
Conclusion: Two main conclusions were drawn from the findings. Firstly, the provision of PMI may benefit from establishing positive parent-therapist relationship, providing flexible scheduling and convenient location, supporting parents’ emotional wellbeing and using a group-training format. Secondly, the theme perceived outcomes suggested that the positive impact of parent-training may occur at three levels. At first, parents gain new knowledge and skills through training. This then helps them to change the way they see themselves and their child, improve their interaction with their child and increase their sense of wellbeing. As a result, the relationship between parents and their child improves.
Study 2: Qualitative analysis of parents’ perceptions of ESDM-based parent-training and low-intensity direct-therapy
Background: This study explored parents’ perceptions and experiences of participating in ESDM-based parent-training and low-intensity ESDM direct-therapy. The data was gathered by an external research team as a part of their experimental research. A semi-structured interview was used to collect the data, and the verbatim transcripts of the interviews was provided for the purpose of this study.
Objectives: This study had two key objectives. The first was to understand how parents perceive ESDM-based parent-training and low-intensity direct-therapy. The second was to identify parent’s preference between the two interventions approaches.
Method: The interview transcripts of four parents of young children with ASD were analysed using a qualitative content analysis.