Evidence map›Paper›PMID 41196475›Full record

ArticleJournal of autism and developmental disorders2025

Parent Use and Perceptions of Problem-Solving Education in the Context of Parent-Implemented Intervention for Toddlers With Early Signs of Autism.

Jocelyn Kuhn, Nina Menon, Rocio Nunez-Pepen, Emily Barnard, Rhea Patel, Margaret Much-Hichos, Julianna Brody-Fialkin, Jessica Hooker, Elizabeth Slate, Amy Wetherby and 1 more

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Article in Journal of autism and developmental disorders, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors.

Jocelyn KuhnEmory University, Atlanta, GA, USA. Jocelyn.lara.kuhn@emory.edu.ORCID http://orcid.org/0000-0001-7349-664X
Nina MenonEmory University, Atlanta, GA, USA.
Rocio Nunez-PepenHarvard University, Boston, MA, USA.
Emily BarnardBoston Medical Center, Boston, MA, USA.
Rhea PatelBoston Children's Hospital, Boston, MA, USA.
Margaret Much-HichosBoston Medical Center, Boston, MA, USA.
Julianna Brody-FialkinBoston Children's Hospital, Boston, MA, USA.
Jessica HookerFlorida State University, Tallahassee, FL, USA.
Elizabeth SlateFlorida State University, Tallahassee, FL, USA.
Amy WetherbyFlorida State University, Tallahassee, FL, USA.
Emily FeinbergBrown University, Providence, RI, USA.

Funding

Eunice Kennedy Shriver National Institute of Child Health and Human Development R01HD093055
6 · The paper itself

Abstract

purposeWe examined parents' use of and perspectives after receiving Problem-Solving Education (PSE) in tandem with parent-implemented early autism intervention strategies (Early Social Interaction [ESI]). PSE is a preventive intervention grounded in cognitive behavioral therapy that has been shown to improve coping skills, decrease stress, and prevent depressive symptoms in parents - including for parents of toddlers on the autism spectrum.

methodsWe used explanatory sequential mixed methods to: (1) examine the types of problems that parents (n = 72) chose to focus on during PSE sessions and how their problem selection differed by larger clinical trial treatment group assignment (PSE + ESI with or without parent coaching); and (2) to explore the experiences and perspectives of a subset of parents (n = 14) who engaged in these interventions as part of a larger clinical trial.

resultsApproximately half of the problems discussed during PSE sessions were about the child with early signs of autism and half were about the parent or another member of the nuclear family. Parents who received PSE without ESI parent coaching were more likely to discuss child-related problems at PSE sessions (aOR = 2.24). Parents reported overall agreement that PSE was acceptable and feasible. Qualitative findings provided insight into problem selection, the complementariness of PSE with ESI, facilitators and barriers to acceptability, and actionable suggestions for future delivery.

conclusionOur combined quantitative and qualitative findings suggest that PSE can enhance and complement parent-implemented interventions for many children with early signs of autism and their parents.

Indexed as

Mixed methodsNaturalistic developmental behavioral interventionParent-implemented interventionParent supportsProblem-solving education

Identifiers

PMID41196475

What OpenQuestion holds

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.