Pilot Study Examining Caregiver-Child and Family Functioning in PEERS® for Preschoolers

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dc.contributor.authorFactor, Reina S.en
dc.contributor.authorRea, Hannah M.en
dc.contributor.authorDahiya, Angela, Ven
dc.contributor.authorLaugeson, Elizabeth A.en
dc.contributor.authorScarpa, Angelaen
dc.date.accessioned2023-05-09T12:43:03Zen
dc.date.available2023-05-09T12:43:03Zen
dc.date.issued2022-09en
dc.description.abstractSocial impairments characteristic of autism spectrum disorder (ASD) are evident in early childhood and often worsen. Research indicates including caregivers in social skills groups may increase generalization for child outcomes, while also benefiting caregivers by increasing their self-confidence in ability to coach their child. Further, there may be an impact on the entire family. This pilot study examined benefits to the caregiver-child relationship, caregiver self-efficacy, parenting style, and family functioning in an exploratory study of the PEERS® for Preschoolers (P4P) social skills program. The present pilot study aimed to examine the above variables with 15 children with ASD (11 boys; 66.7% white) without intellectual impairment in four groups, applying this novel intervention, informed by other PEERS® programs. Children ranged from 4 to 7 years (M = 4.87, SD = 1.25). Children and caregivers participated in groups twice weekly (i.e., 8 weeks, 16 sessions). Measures that captured specified variables were completed by caregivers as well as through an observational task. Results showed increases in parenting self-efficacy and positive caregiver-child interaction strategies, specifically in caregiver affect/animation and achievement orientation over intervention and at follow-up. Caregivers also noted improvements in overall parenting styles. Changes in family functioning were not indicated. This pilot intervention may positively impact both the child and caregiver, though more research is needed with larger samples that include a control group and apply conclusions to the larger population. Future research should address why changes to family functioning did not emerge and specific mechanisms that lead to positive caregiver-specific outcomes.en
dc.description.notesThe work was supported by the Virginia Tech Center for Autism Research under the SEED Student Grant as well as the Psi Chi Honor Society under the Mamie Phipps Clark Diversity Research Grant (neither funding source had specific grant numbers or made study-design decisions; funding for the first author).en
dc.description.sponsorshipVirginia Tech Center for Autism Research under the SEED Student Grant; Psi Chi Honor Society under the Mamie Phipps Clark Diversity Research Granten
dc.description.versionPublished versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.1007/s10826-022-02441-8en
dc.identifier.eissn1573-2843en
dc.identifier.urihttp://hdl.handle.net/10919/114984en
dc.language.isoenen
dc.publisherSpringeren
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectAutism spectrum disorderen
dc.subjectSocial skills interventionen
dc.subjectCaregiver training interventionen
dc.subjectCaregiver-child relationshipen
dc.subjectFamily functioningen
dc.titlePilot Study Examining Caregiver-Child and Family Functioning in PEERS® for Preschoolersen
dc.title.serialJournal of Child and Family Studiesen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten

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