Effectiveness of an Online Psychological Support Program for Mothers of Children With Autism
Effectiveness of an Online Psychological Support Program for Mothers of Children Diagnosed With Autism Spectrum Disorder: A Controlled Study
研究概览
地位
详细说明
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by difficulties in social communication and interaction, repetitive behaviors, and restricted interests. Since ASD is a developmental disorder that affects language, speech, cognitive, social, and emotional skills, raising a child with ASD can be a challenging experience for parents. Parents of children with ASD generally experience higher levels of stress, anxiety, and depression compared to parents of typically developing children, and their chronic stress levels are also higher compared to parents of children with developmental delays. A longitudinal study has shown that acceptance plays a protective role in parents' adaptation to an autism diagnosis and is associated with lower levels of depression both cross-sectionally and over time. In contrast, caregivers with increasing levels of self-blame and hopelessness toward the diagnosis have been observed to experience worsened mental health and decreased life satisfaction.
Acceptance and Commitment Therapy (ACT) is a form of cognitive-behavioral therapy that focuses on acceptance and mindfulness. This therapeutic approach aims to increase psychological flexibility by altering individuals' relationship with events and their function through six flexible hexagonal concepts (acceptance, defusion, present moment contact, context-based self, values, and value-driven behavior). A review study conducted in 2022 demonstrated that ACT interventions for parents of children with ASD can be beneficial.
The rationale for this study stems from the need for approaches to improve the mental health of mothers of children diagnosed with ASD, as these mothers experience higher levels of stress, anxiety, and depression. The literature on the effects of ACT-based interventions on parents' psychological well-being is limited. Research on the effectiveness of ACT-based psychological support programs for parents of children with ASD is still in its early stages. Therefore, it is important to evaluate how ACT-based psychological support programs affect the anxiety, stress, and depression levels of parents of children with ASD, the factors related to these effects, and how reductions in parenting stress influence children's behavioral problems and autism severity.
研究类型
注册 (实际的)
阶段
- 不适用
联系人和位置
学习地点
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Ankara、土耳其（türkiye）
- Herguner Therapy Private Clinic
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参与标准
资格标准
适合学习的年龄
- 孩子
接受健康志愿者
描述
Inclusion Criteria:
- The participant must have at least one child with a clinically confirmed diagnosis of ASD.
- The child with autism must be between 2 and 11 years of age.
- Parents must be able to speak and read Turkish sufficiently.
- Parents must agree not to participate in any other mental health support program during the study.
Exclusion Criteria:
- Incomplete completion of the scales
- The child with autism is not between the ages of 2 and 11
- Parents are participating in another mental health support program.
学习计划
研究是如何设计的？
设计细节
- 主要用途：治疗
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：无（打开标签）
武器和干预
参与者组/臂 |
干预/治疗 |
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实验性的：The intervention group
Parents in the intervention group will participate in a 5-week Online Acceptance and Commitment Therapy (ACT) Based Parent Support Program.
Six weeks after the program completion, they will attend a follow-up session for additional support.
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The sessions are structured around the core ACT skills (contact with the present moment, acceptance, defusion, values, commitment, and contextual self).
Each session includes stages of information sharing, exemplification, meditation practice, feedback, and group discussion.
The topics and practices are derived from standardized content commonly used in ACT groups.
After each session, home exercises related to the weekly topic are provided, and feedback on these exercises is gathered from participants at the beginning of the next session.
Audio recordings for the meditation practices are created and sent to participants via email.
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无干预：The control group
Participants assigned to the control group will not receive the intervention during the study period.
They will remain on a waitlist and will receive the online ACT-based parent support program after completion of the post-intervention assessment.
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研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
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Changes in Depression, Anxiety, and Stress
大体时间：Baseline (T1), End of Week 5 (T2), End of Week 11 (T3)
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The Depression Anxiety Stress Scales-21 (DASS-21) is a 21-item self-report questionnaire assessing symptoms of depression, anxiety, and stress.
Each item is rated on a 4-point Likert scale (0-3).
Scores for each subscale range from 0 to 42, with higher scores indicating greater symptom severity.
The total score ranges from 0 to 126, with higher scores indicating greater overall psychological distress.
The scale will be administered at baseline (T1), at the end of the 5-week intervention (T2), and at the 6-week follow-up (T3) in the intervention group.
The control group will be assessed at T1 and T2 only.
Changes in scores from T1 to T2 will be compared between groups using analysis of covariance (ANCOVA), controlling for baseline values.
Within-group changes across T1, T2, and T3 will also be evaluated in the intervention group.
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Baseline (T1), End of Week 5 (T2), End of Week 11 (T3)
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次要结果测量
结果测量 |
措施说明 |
大体时间 |
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Changes in Parenting Stress
大体时间：Baseline (T1), End of Week 5 (T2), End of Week 11 (T3)
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The 15-item version of the Parent Stress Scale (PSS) was used to assess parenting-related stress.
Items are rated on a 5-point Likert scale.
Total scores range from 15 to 75, with higher scores indicating greater parenting stress.
The scale was administered at baseline (T1), at the end of the 5-week intervention (T2), and at 6-week follow-up (T3) in the intervention group.
The control group was assessed at T1 and T2 only.
Changes in scores from T1 to T2 will be compared between the intervention and control groups using analysis of covariance (ANCOVA), controlling for baseline values.
Within-group changes across T1, T2, and T3 will be evaluated for the intervention group.
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Baseline (T1), End of Week 5 (T2), End of Week 11 (T3)
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Changes in Autistic Traits (Autism Spectrum Quotient-10, AQ-10)
大体时间：Baseline (T1), End of Week 5 (T2), End of Week 11 (T3)
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The Autism Spectrum Quotient-10 (AQ-10) was used to assess autistic traits.
The scale consists of 10 items scored in a binary format (0-1).
Total scores range from 0 to 10, with higher scores indicating greater levels of autistic traits.
The scale was administered at T1, T2, and T3 in the intervention group, and at T1 and T2 in the control group.
Changes in scores from T1 to T2 will be compared between groups using ANCOVA, controlling for baseline values.
Within-group changes across T1, T2, and T3 will be evaluated for the intervention group.
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Baseline (T1), End of Week 5 (T2), End of Week 11 (T3)
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Changes in Psychological Flexibility (Acceptance and Action Questionnaire-II, AAQ-II)
大体时间：Baseline (T1), End of Week 5 (T2), End of Week 11 (T3)
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The Acceptance and Action Questionnaire-II (AAQ-II) was used to assess psychological flexibility.
The scale consists of 7 items rated on a 7-point Likert scale.
Total scores range from 7 to 49, with higher scores indicating greater psychological inflexibility (i.e., lower psychological flexibility).
The scale was administered at T1, T2, and T3 in the intervention group, and at T1 and T2 in the control group.
Changes in scores from T1 to T2 will be compared between groups using ANCOVA, controlling for baseline values.
Within-group changes across T1, T2, and T3 will be evaluated for the intervention group.
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Baseline (T1), End of Week 5 (T2), End of Week 11 (T3)
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Changes in Cognitive Fusion (Cognitive Fusion Questionnaire, CFQ)
大体时间：Baseline (T1), End of Week 5 (T2), End of Week 11 (T3)
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The Cognitive Fusion Questionnaire (CFQ) was used to assess cognitive fusion.
The scale consists of 7 items rated on a 7-point Likert scale.
Total scores range from 7 to 49, with higher scores indicating greater cognitive fusion.
The scale was administered at T1, T2, and T3 in the intervention group, and at T1 and T2 in the control group.
Changes in scores from T1 to T2 will be compared between groups using ANCOVA, controlling for baseline values.
Within-group changes across T1, T2, and T3 will be evaluated for the intervention group.
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Baseline (T1), End of Week 5 (T2), End of Week 11 (T3)
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Changes in Autism Severity (Social Responsiveness Scale, SRS)
大体时间：Baseline (T1), End of Week 5 (T2)
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The Social Responsiveness Scale (SRS) was used to assess autism-related social impairments in children.
The scale consists of 65 items rated on a Likert scale.
Total scores range from 0 to 195, with higher scores indicating greater severity of autism symptoms.
The scale was administered at baseline (T1) and at the end of the 5-week intervention (T2) in both groups.
Changes in scores from T1 to T2 will be compared between the intervention and control groups using ANCOVA, controlling for baseline values.
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Baseline (T1), End of Week 5 (T2)
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Changes in Behavioral Problems (Abnormal Behavior Checklist, ABC)
大体时间：Baseline (T1), End of Week 5 (T2)
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The Abnormal Behavior Checklist (ABC) was used to evaluate behavioral problems in children.
The scale consists of 58 items rated on a 4-point Likert scale.
Total scores range from 0 to 174, with higher scores indicating greater severity of behavioral problems.
The scale was administered at T1 and T2 in both groups.
Changes in scores from T1 to T2 will be compared between the intervention and control groups using ANCOVA, controlling for baseline values.
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Baseline (T1), End of Week 5 (T2)
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合作者和调查者
调查人员
- 研究主任：Sabri Hergüner, Assoc.Prof.、Herguner Tharapy Private Clinic
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (实际的)
研究完成 (实际的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
与本研究相关的术语
其他相关的 MeSH 术语
其他研究编号
- ACTParentsAutism
计划个人参与者数据 (IPD)
计划共享个人参与者数据 (IPD)？
IPD 计划说明
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