Parents matter: Parent acceptance of school-based executive functions interventions relates to improved child outcomes.

ABSTRACT:

Objectives

School-based interventions with parent-training components might improve access among lower-income families to effective help for children with neurodevelopmental disorders. This potential might be realized, however, only if parents perceive the interventions as acceptable and therefore engage with treatment.

Methods

Parents (N = 124) of 3rd-5th grade students diagnosed with Autism Spectrum Disorder or Attention-Deficit/Hyperactivity Disorder rated the acceptability of their child's treatment (one of two culturally responsive behavioral interventions). Parent engagement was measured through attendance at parent training sessions and the extent to which they read a corresponding workbook.

Results

Education and income correlated inversely with parent percepti

SUBMITTER: Rothschild LB 

PROVIDER: S-EPMC9203869 | biostudies-literature | 2022 Jul

REPOSITORIES: biostudies-literature