The objective of the study was to test the efficacy of psychoeducational intervention in dispelling the misconceptions and in meeting certain needs of the parents of children with Autism Spectrum Disorders (ASD‟s) and the sample consisted of fifteen (15) parents who had children with ASD. The Investigator was identified the parent's needs and then disseminated information regarding autistic condition in accordance with the identified needs.
The intervention was conducted in four sessions for a period of 30 days and one hour per session followed by post assessment. Significant results were found between pre- and post-assessment indicating the beneficial effect of psychoeducational intervention for parents of children with ASD‟s. The findings were revealed that the parent training helped in dispelling the parents' misconceptions, satisfied their information needs and their child condition.
Table of Contents
CHAPTER – I Introduction
1.1 History
1.2 Classification of Autism
1.2.1 DSM IV Classification
1.2.2 ICD-10 Classification
1.3 Characteristics of Autism Disorder
1.4 Incidence and Prevalence
1.5 Causes
1.5.1 Psychological theories
1.5.2 Biological theories
1.6 Assessment Of Autism
1.7 Services For People With Autism:
1.7.1 Pharmacological Approaches
1.7.2 Behavioural approaches
1.7.3 Educational approaches
1.7.4 Psychoeducational approaches
1.8 Functions of Psychoeducational Intervention
1.9 The advantages of Training Parents as Co- Therapists:
1.10 Rationale for the Parent Training
CHAPTER-2 Review of Literature
2.1 Origin of pschoeducational intervention
2.2 The Need for Psychoeducation
2.3 Studies Related to Misconception Regarding the Concept of Autism Spectrum Disorders
2.4 Studies related to effectiveness of Psychoeducational Interventions
2.5 Review of literature - major findings
2.6 Need for the Present Study
Chapter – 3 Present Study
3.1 Aim of the Study
3.2 Objectives
3.3 Hypotheses
3.4 Operational Definitions
3.4.1 Psychoeducation
3.4.2 Parent
3.4.4 Autism Spectrum Disorder
3.5 Methodology
3.5.1 Sample
3.5.2 The inclusion criteria
3.5.3 The exclusion criteria
3.5.4 Locale
3.6 Research Design
3.7. Description Of The Tools
3.7.1 Client Data Sheet (CDS):
3.7.2 Autism Misconception Scale (AMS):
3.7.4 NIMH- Family Needs Schedules (Parents)
3.8 Data Collection and Procedure
3.9 Analysis of the Data
3.10 Ethical Issues
Chapter – 4 Results and Discussion
4.1 Effectiveness of Pre – Post Psychoeducational Intervention on measures of two tools
4.2 Effectiveness of Pre – Post Psychoeducational Intervention Programme on Using Autism Misconception Scale (Ams)
4.3 Effectiveness of Pre - Post Psychoeducational Intervention Programme on using Family Needs Schedule (FAMNS)
4.4 Effectiveness of Pre-Post Psychoeducational Intervention Different Areas of Needs on Measures of (FAMNS)
Chapter – 5 Summary and Conclusion
5.1 Aim of the Study
5.2 Hypotheses
5.3 Sample
5.4 Tools & Intervention
5.5 Significant Results of the Study
5.6 Limitations
5.7 Suggestions
5.8 Conclusion
Objectives and Scope
This study aims to evaluate the effectiveness of a psychoeducational intervention program for parents of children with autism spectrum disorders. The primary objective is to determine whether such an intervention can successfully dispel misconceptions about the condition and identify as well as meet the specific service needs of the parents, thereby improving their coping mechanisms and the overall quality of life for their children.
- Evaluating the reduction of common misconceptions among parents regarding autism.
- Assessing the change in the needs profile of parents pre- and post-intervention.
- Examining the effectiveness of a structured, four-session psychoeducational program.
- Analyzing the impact of parental training on child management and family support systems.
- Identifying specific domains of parental unmet needs in an Indian socio-cultural context.
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1.1 History
In 1943, Leo Kanner, child psychiatrist in the USA, described 11 children who had in common a peculiar pattern of behavior. This pattern comprised many different features but Kanner thought the main ones to be as follows: a profound lack of emotional contact with other people; absence of speech or else peculiar; idiosyncratic ways of speaking that do not seem designed for conversation; fascination with objects and skills in manipulating them; an anxiously obsessive desire for preserving sameness in the environment and /or familiar routines; evidence for potentially good intelligence shown by facial appearance and feats of memory, or skill in performance tasks involving fitting and assembly tasks, such as inset and jig-saw puzzles.
Kanner considered that these features defined a specific syndrome that was quite different from all other childhood conditions and decided to name it ‘early infantile autism’ (the term autism had, before this, been used to describe the social withdrawal found in adult schizophrenia, and this led to confusion of the two conditions).
In 1944, Dr. Hans Asperger, of Vienna, Austria, published another famous paper that first described a similar condition that later became known as Asperger Syndrome. These landmark papers featured the first theoretical attempts to explain these complex disorders. Despite the papers published by Kanner and Asperger in the 1940s, autism has long been a mystery to the medical community even today.
Summary of Chapters
CHAPTER – I Introduction: This chapter provides an overview of autism spectrum disorders, covering the history, classification systems (DSM-IV, ICD-10), characteristics, and various psychological and biological theories of causation.
CHAPTER-2 Review of Literature: This section reviews existing research on psychoeducational interventions, the specific needs of parents with autistic children, and the role of parents as co-therapists in the management of the disorder.
Chapter – 3 Present Study: This chapter outlines the methodology of the current research, including the aim, objectives, hypotheses, sample selection criteria, the experimental design, and the tools used for data collection.
Chapter – 4 Results and Discussion: This section presents the statistical analysis of the pre- and post-intervention data, evaluating the effectiveness of the psychoeducational program in reducing misconceptions and meeting parental needs.
Chapter – 5 Summary and Conclusion: This final chapter synthesizes the study findings, discusses limitations, offers suggestions for future research, and presents the final conclusion regarding the efficacy of the intervention.
Keywords
Autism Spectrum Disorders, Psychoeducational Intervention, Parent Training, Co-Therapists, Misconceptions, Family Needs Schedule, FAMNS, Child Management, Mental Health, Parental Stress, Coping Skills, Developmental Milestones, Autism Misconception Scale, AMS, Rehabilitation.
Frequently Asked Questions
What is the primary focus of this research study?
The study focuses on the effectiveness of a structured psychoeducational intervention designed to support parents of children diagnosed with autism spectrum disorders.
What are the central thematic areas covered?
The core themes include the identification and clarification of misconceptions about autism, child management techniques, and meeting the specific psychological and service-related needs of parents.
What is the primary goal or research question?
The primary goal is to determine if a psychoeducational program can effectively dispel misconceptions and address parental unmet needs, thereby improving their ability to support their children.
Which scientific method is employed in this study?
The study uses a single-group experimental design with pre- and post-test assessments, analyzed using paired t-tests to measure the statistical significance of the intervention.
What is treated in the main body of the work?
The main body covers the theoretical background of autism, a review of existing literature, the detailed methodology of the intervention, and an analysis of the results using specific psychometric scales.
Which keywords best characterize this work?
The work is best characterized by terms such as Psychoeducational Intervention, Parent Training, Autism Spectrum Disorders, Misconception Reduction, and Family Needs Assessment.
How were the parental needs measured in the study?
Parental needs were measured using the NIMH Family Needs Schedule (FAMNS), which evaluates 15 different domains of parental requirements and support needs.
What was the outcome regarding parental misconceptions?
The study found a statistically significant reduction in parental misconceptions after the intervention, particularly in the areas of etiology and management of autism.
What conclusions did the author reach regarding parent training?
The author concludes that training parents as co-therapists is a highly effective strategy that improves parental competence, reduces stress, and enhances the overall quality of life for the family.
- Arbeit zitieren
- Dr. Vijay Prasad Barre (Autor:in), 2006, Psychoeducational Intervention for Parents of Children with Autism Spectrum Disorder, München, GRIN Verlag, https://www.grin.com/document/512159
