social competence intervention for parents (sci-p) comparing outcomes for a parent education program targeting adolescents with asd社交能力干预对父母(sci-p)比较结果父母教育项目针对青少年患者.pdfVIP

Hindawi Publishing Corporation Autism Research and Treatment Volume 2012, Article ID 681465, 10 pages doi:10.1155/2012/681465 Research Article Social Competence Intervention for Parents (SCI-P): Comparing Outcomes for a Parent Education Program Targeting Adolescents with ASD Tia R. Schultz,1, 2 Janine P. Stichter,1 Melissa J. Herzog,1 Stephanie D. McGhee,1 and Kristin Lierheimer1 1 Department of Special Education, University of Missouri, Columbia, MO 65211, USA 2 FPG Child Development Institute, The University of North Carolina at Chapel Hill, Chapel Hill, NC 27599, USA Correspondence should be addressed to Tia R. Schultz, tia.schultz@ Received 1 July 2011; Revised 16 November 2011; Accepted 12 December 2011 Academic Editor: Bryan King Copyright © 2012 Tia R. Schultz et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Research has shown that parent education programs can address some of the distinct challenges that parents of youth with autism spectrum disorders (ASDs) encounter. This study examined the effectiveness of the Social Competence Intervention for Parents (SCI-P), a parent education program, administered in conjunction with a social competence intervention that targeted youth with ASD ages 11–14 (SCI-A). Using a quasi-experimental pre-post design, parents were assigned to either the SCI-P group (n = 16) or to the waitlist comparison group (n = 10). Analyses of covariance (ANCOVAs) revealed a significant effect for parent education participation such that SCI-P participants experienced significantly greater reductions in levels of stress and a trend for increases in parenting sense of competence