Relationships between parental self-efficacy, parent training instructional practices and models of parent professional interaction

Research has shown that parents of children with autism have lower levels of selfefficacy (i.e., self-perceptions of their ability to nurture their children’s growth and development) when compared to other parents. This is problematic, as parents of children with autism who feel more confident and effective when implementing intervention strategies and who believe that their involvement has a positive impact on the development of their child tend to be more involved in early intervention than parents who lack confidence and do not believe they are effective. Fortunately, research suggests that parental self-efficacy can be affected by parent-professional relationships as well as by parent training, although the exact nature of these relationships is not clear. This research will examine the impact of parent-professional interaction styles and parent training techniques on the self-efficacy of mothers of children with autism receiving early intervention. The results will assist the partner organization to provide optimal intervention supports that facilitate active parental involvement.

Faculty Supervisor:

Dr. Pat Mirenda

Student:

Sari van Delft

Partner:

Family Centred Practices Group

Discipline:

Education

Sector:

Education

University:

University of British Columbia