Abstract
Date Presented 03/23/24
Parents children receiving sensory integration occupational therapy services require an in-depth understanding of these services to support their child’s performance across varying contexts outside of therapy. A parent education program was created and implemented to fill this gap.
Primary Author and Speaker: Taylor Gerace
Contributing Authors: Kristy Meyer, Teresa A. May-Benson
PURPOSE: Parents of a child with sensory integration and social competence concerns who receive occupational therapy services require an in- depth understanding of their child’s services to support their performance across varying contexts. There is an increased need for parent education on these areas of treatment, therefore, a parent education program was developed and examined.
DESIGN: This study employed a mixed-methods approach using quantitative and qualitative data collected pre and post implementation of the educational program. Participants were recruited through convenience sampling, via an email sent to already existing clients at the clinic.
METHOD: An educational program was implemented twice per week for six weeks that met in-person while participant’s children were engaged in a concurrent treatment group. Education was presented via presentations followed by discussion. Quantitative data was collected in the form of pre and post surveys using Likert scale and open-ended responses that evaluated parent and caregiver understanding of their child’s OT services, parent perceived self-efficacy, and program feasibility. Data was analyzed using mean scores, standard deviations, effect sizes, and confidence intervals.
RESULTS: Quantitative results analyzed from pre and post data demonstrate the education produced a significant change in parent perceived knowledge, understanding, and self-efficacy. Effect sizes from surveys resulted in the education having a medium to large effect based on responses to majority of questions.
CONCLUSION: The findings concluded the educational program to be effective in increasing parent understanding of OT services, and improving perceived parent self-efficacy and strength of the parent/child relationship. The study demonstrated that there is a need for parent education in sensory integration and social competence intervention, as parent training can lead to positive outcomes like increased carry over from therapy.
References
Kojovic, N., Hadid, L. B., Franchini, M., & Schaer, M. (2019). Sensory processing issues and their association with social difficulties in children with autism spectrum disorders. Journal of Clinical Medicine, 8(10), 1508. Doi: https://doi.org/10.3390/jcm8101508
Steiner, A. M., Koegel, L. K., Koegel, R. L., & Ence, W. A. (2012). Issues and theoretical constructs regarding parent education for autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(6), 1218–1227. https://doi.org/10.1007/s10803-011-1194-0
Patten Koenig, K., & Rudney, S. G. (2010). Performance challenges for children and adolescents with difficulty processing and integrating sensory information: A systematic review. The American Journal of Occupational Therapy, 64, pp. 430–442. https://doi.org/10.5014/ajot.2010.09073
Hilton, C., Graver, K., & LaVesser, P. (2007). Relationship between social competence and sensory processing in children with high functioning autism spectrum disorders. Research in Autism Spectrum Disorders, 1(2), 164–173. Doi: https://doi.org/10.1016/j.rasd.2006.10.002
