Bearss Karen, Burrell T Lindsey, Stewart Lindsay, Scahill Lawrence
Marcus Autism Center, Children's Healthcare of Atlanta, Emory University School of Medicine, 1920 Briarcliff Road, NE, Atlanta, GA, 30329, USA,
Clin Child Fam Psychol Rev. 2015 Jun;18(2):170-82. doi: 10.1007/s10567-015-0179-5.
Parent training (PT) is well understood as an evidence-based treatment for typically developing children with disruptive behavior. Within the field of autism spectrum disorder (ASD), the term parent training has been used to describe a wide range of interventions including care coordination, psychoeducation, treatments for language or social development, as well as programs designed to address maladaptive behaviors. As a result, the meaning of "parent training" in ASD is profoundly uncertain. This paper describes the need to delineate the variants of PT in ASD and offers a coherent taxonomy. Uniform characterization of PT programs can facilitate communication with families, professionals, administrators, and third-party payers. Moreover, it may also serve as a framework for comparing and contrasting PT programs. In support of the taxonomy, a purposive sampling of the literature is presented to illustrate the range of parent training interventions in ASD.
家长培训（PT）作为一种针对具有破坏性行为的正常发育儿童的循证治疗方法，已被广泛理解。在自闭症谱系障碍（ASD）领域，“家长培训”一词被用于描述一系列广泛的干预措施，包括护理协调、心理教育、语言或社交发展治疗，以及旨在解决适应不良行为的项目。因此，ASD中“家长培训”的含义非常不确定。本文描述了明确ASD中PT变体的必要性，并提供了一个连贯的分类法。PT项目的统一特征描述有助于与家庭、专业人员、管理人员和第三方支付者进行沟通。此外，它还可以作为比较和对比PT项目的框架。为支持该分类法，本文对文献进行了有目的抽样，以说明ASD中家长培训干预措施的范围。
