Training Parents to Teach Daily Living Skills: A Review of the Literature
College
College of Arts and Sciences
Department
Psychology
Date
11-2024
Abstract
Objectives This review summarizes research on Parent Training (PT) in the context of teaching activities of daily living (ADLs) to children with developmental disabilities or autism.
Methods Researchers searched APA PsycInfo for peer-reviewed articles published through 2023. Articles were screened to ensure that studies included PT, participants included parents or caregivers of children with autism or developmental disabilities, and activities of daily living were taught. Researchers also reviewed the reference lists of the articles found via PsycInfo for additional articles.
Results All studies employed experimental designs, and most parents met mastery criteria, suggesting that the PT interventions were generally efficacious in changing parent behavior. Due to a lack of comparative analyses and consistently reported efficiency measures, we were not able to draw conclusions about the most efficacious or efficient PT methods. Most studies included an assessment of social validity, but only four studies involved the child in assessing social validity.
Conclusions The literature provides support for the efficacy of PT interventions for ADLs. However, this area of literature would benefit from intervention comparisons, detailed data on efficiency of training, and the assessment of social validity with parents and children and multiple points in the intervention process.
Recommended Citation
Lim, Alicia Z. H. and Thompson, Rachel H., "Training Parents to Teach Daily Living Skills: A Review of the Literature" (2024). Student Work - College of Arts and Sciences. 71.
https://digitalcommons.wne.edu/casstudent/71
Original Citation
Hoon Lim, A. Z., & Thompson, R. H. (2024). Training parents to teach daily living skills: a review of the literature. International Journal of Developmental Disabilities, 1-15. https://doi.org/10.1080/20473869.2024.2431373
