title: Issues and theoretical constructs regarding parent education for autism spectrum disorders.
abstract: Participation of parents of children with autism is commonplace in most comprehensive intervention programs, yet, there is limited research relating to the best practices in this area. This article provides an overview of parent education programs for young children with autism and details data-driven procedures which are associated with improved parent and child outcomes. In addition, we provide a troubleshooting guide based on the literature for professionals regarding a variety of complex issues which may arise during parent education.
authors.affiliation: Child Study Center, Yale School of Medicine, 40 Temple Street, Suite 7D, New Haven, CT 06510, USA. amanda.mossman@yale.edu
authors.forename: Amanda M
authors.initials: AM
authors.lastname: Steiner
authors.forename: Lynn K
authors.initials: LK
authors.lastname: Koegel
authors.forename: Robert L
authors.initials: RL
authors.lastname: Koegel
authors.forename: Whitney A
authors.initials: WA
authors.lastname: Ence
mesh_terms: D002648:Child; D002659:Child Development Disorders, Pervasive; D002675:Child, Preschool; D006801:Humans; D010287:Parent-Child Relations; D016487:Parenting / Q000523:psychology*; D010290:Parents / Q000193:education*; D013315:Stress, Psychological / Q000523:psychology*