父母很重要：父母对基于学校的执行功能干预的接受程度与孩子的改善结果有关。
Parents matter: Parent acceptance of school-based executive functions interventions relates to improved child outcomes.
机构信息
Department of Psychology, Asbury Building, American University, Washington, District of Columbia, USA.
Center for Autism Spectrum Disorders, Children's National Hospital, Rockville, Maryland, USA.
出版信息
J Clin Psychol. 2022 Jul;78(7):1388-1406. doi: 10.1002/jclp.23309. Epub 2022 Jan 8.
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 perceptions of treatment acceptability. Acceptability correlated positively with engagement, more strongly among lower-income families. Acceptability had an indirect effect on treatment outcome, mediated by parent engagement.
CONCLUSIONS
Treatment providers should focus on strategies to increase parent acceptability, with particular attention to improving access for lower-income families.
目的
以家长培训为内容的学校干预措施可能会增加经济条件较差的家庭获得儿童神经发育障碍有效治疗的机会。然而，只有当父母认为干预措施是可以接受的，从而参与治疗时，这种潜力才有可能实现。
方法
接受过自闭症谱系障碍或注意缺陷多动障碍（ADHD）诊断的 3 至 5 年级学生的家长（N=124）对其子女治疗的可接受性进行了评价（两种具有文化响应能力的行为干预措施之一）。家长的参与度通过参加家长培训课程和阅读相应工作手册的程度来衡量。
结果
教育程度和收入与父母对治疗可接受性的看法呈负相关。可接受性与参与度呈正相关，在收入较低的家庭中相关性更强。可接受性通过家长参与度间接影响治疗结果。
结论
治疗提供者应关注提高家长可接受性的策略，特别要关注为低收入家庭提供更多的服务。
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