Program factors influencing parents’ engagement in a friendship-making intervention for youth with disabilities

References

• Costley D, Baldwin S, Clark T, et al. The association between parent engagement and child outcomes in social skills training programs: discovering the Secret Agent Society in partnership. Australas J Spec Incl Educ. 2020;44(1):46–14.
   Google Scholar
• Laugeson EA, Frankel F, Mogil C, et al. Parent-assisted social skills training to improve friendships in teens with autism spectrum disorders. J Autism Dev Disord. 2009;39(4):596–606.
   PubMed Web of Science ®Google Scholar
• White SW, Keonig K, Scahill L. Social skills development in children with autism spectrum disorders: a review of the intervention research. J Autism Dev Disord. 2007;37(10):1858–1868.
   PubMed Web of Science ®Google Scholar
• Brown SM, Humphry R, Taylor E. A model of the nature of family-therapist relationships: implications for education. Am J Occup Ther. 1997;51(7):597–603.
   PubMed Web of Science ®Google Scholar
• King G, Williams L, Hahn Goldberg S. Family-oriented services in pediatric rehabilitation: a scoping review and framework to promote parent and family wellness. Child Care Health Dev. 2017;43(3):334–347.
   PubMed Web of Science ®Google Scholar
• King G, Keenan S, McDougall C, et al. Investigating a participation-based friendship intervention for youth with disabilities: effects on goal attainment, social self-efficacy, and engagement. Phys Occup Ther Pediatr. 2020;40(2):152–167.
   PubMed Web of Science ®Google Scholar
• Gerhardt S, McCallum A, McDougall C, et al. The goal of making friends for youth with disabilities: creating a goal menu. Child Care Health Dev. 2015;41(6):1018–1029.
   PubMed Web of Science ®Google Scholar
• Odom SL, McConnell SR, McEvoy MA, et al. Relative effects of interventions supporting the social competence of young children with disabilities. Topics Early Childhood Spec Educ. 1999;19(2):75–91.
   Web of Science ®Google Scholar
• Guralnick JM. A hierarchical model for understanding children’s peer-related social competence. In: Odom SL, McConnell SR, McEvoy MA, editors. Social competence of young children with disabilties: issues and strategies for intervention. Baltimore (Mass): Brookes; 1992. p. 37–64.
   Google Scholar
• Blase K, Fixsen D. Core intervention components: identifying and operationalizing what makes programs work. ASPE Research Brief. Washington (DC): US Department of Health and Human Services. 2013.
   Google Scholar
• Hock R, Yingling ME, Kinsman A. A parent-informed framework of treatment engagement in group-based interventions. J Child Fam Stud. 2015;24(11):3372–3382.
   Web of Science ®Google Scholar
• Jensen PS, Weersing R, Hoagwood KE, et al. What is the evidence for evidence-based treatments? A hard look at our soft underbelly. Ment Health Serv Res. 2005;7(1):53–74.
   PubMedGoogle Scholar
• Matthews JM, Hudson AM. Guidelines for evaluating parent training programs. Family Relations. 2001;50(1):77–86.
   Web of Science ®Google Scholar
• So M, Rojo ALA, Robinson LR, et al. Parent engagement in an original and culturally adapted evidence‐based parenting program, Legacy for Children™. Infant Ment Health J. 2020;41(3):356–377.
   PubMed Web of Science ®Google Scholar
• King G, Chiarello LC, McLarnon MJW, et al. A measure of parent engagement: plan appropriateness, partnering, and positive outcome expectancy in pediatric rehabilitation sessions. Disabil Rehabil. 2020. DOI:https://doi.org/10.1080/09638288.2020.1864036
   Google Scholar
• King G, Chiarello LA, Ideishi R, et al. The nature, value, and experience of engagement in pediatric rehabilitation: perspectives of youth, caregivers, and service providers. Dev Neurorehabil. 2020;23(1):18–30.
   PubMed Web of Science ®Google Scholar
• Kim HS, Munson MR, McKay MM. Engagement in mental health treatment among adolescents and young adults: a systematic review. Child Adolesc Soc Work J. 2012;29(3):241–266.
   Google Scholar
• Simmons-Mackie N, Kovarsky D. Engagement in clinical interaction: an introduction. Semin Speech Lang. 2009;30(1):5–10.
   PubMedGoogle Scholar
• King G, Currie M, Petersen P. Child and parent engagement in the mental health intervention process: a motivational framework. Child Adolesc Ment Health. 2014;19(1):2–8.
   PubMed Web of Science ®Google Scholar
• King G, Chiarello LA, Thompson L, et al. Development of an observational measure of therapy engagement for pediatric rehabilitation. Disabil Rehabil. 2019;41(1):86–97.
   PubMed Web of Science ®Google Scholar
• King G, Schwellnus H, Keenan S, et al. Youth engagement in pediatric rehabilitation: service providers’ perceptions in a real-time study of solution-focused coaching for participation goals. Phys Occup Ther Pediatr. 2018;38(5):527–547.
   PubMed Web of Science ®Google Scholar
• Olds DL, Sadler L, Kitzman H. Programs for parents of infants and toddlers: recent evidence from randomized trials. J Child Psychol Psychiatry. 2007;48(3–4):355–391.
   PubMed Web of Science ®Google Scholar
• Law M, Rosenbaum P, King G, et al. Working together: from providing information to working in partnership. Hamilton (ON): CanChild Centre for Childhood Disability, McMaster University; 2003. FCS Sheet #10.
   Google Scholar
• Holdsworth E, Bowen E, Brown S, et al. Client engagement in psychotherapeutic treatment and associations with client characteristics, therapist characteristics, and treatment factors. Clin Psychol Rev. 2014;34(5):428–450.
   PubMed Web of Science ®Google Scholar
• Reuter T, Ziegelmann JP, Wiedemann AU, et al. Changes in intentions, planning, and self-efficacy predict changes in behaviors: an application of latent true change modeling. J Health Psychol. 2010;15(6):935–947.
   PubMed Web of Science ®Google Scholar
• King G. The role of the therapist in therapeutic change: how knowledge from mental health can inform pediatric rehabilitation. Phys Occup Ther Pediatr. 2017;37(2):121–138.
   PubMed Web of Science ®Google Scholar
• Chu BC, Suveg C, Creed TA, et al. Involvement shifts, alliance ruptures, and managing engagement over therapy. In: Castro-Bianc D, Karver M, editors. Elusive alliance: treatment engagement strategies with high-risk adolescents. Washington (DC): American Psychological Association; 2010. p. 95–121.
   Google Scholar
• Chu BC, Kendall PC. Positive association of child involvement and treatment outcome within a manual-based cognitive-behavioral treatment for children with anxiety. J Consult Clin Psychol. 2004;72(5):821–829.
   PubMed Web of Science ®Google Scholar
• Eubanks CF, Muran JC, Safran JD. Alliance rupture repair: a meta-analysis. Psychotherapy. 2018;55(4):508–519.
   PubMed Web of Science ®Google Scholar
• Laugeson EA, Frankel F, Gantman A, et al. Evidence-based social skills training for adolescents with autism spectrum disorders: the UCLA PEERS program. J Autism Dev Disord. 2012;42(6):1025–1036.
   PubMed Web of Science ®Google Scholar
• Frankel F, Laugeson EA. Social skills for teenagers with developmental and autism spectrum disorders: the PEERS treatment manual. New York: Routledge; 2011.
   Google Scholar
• Mandelberg J, Laugeson EA, Cunningham TD, et al. Long-term treatment outcomes for parent-assisted social skills training for adolescents with autism spectrum disorders: The UCLA PEERS program. J Ment Health Res Intellect Disabil. 2014;7(1):45–73.
   Web of Science ®Google Scholar
• Schwellnus H, King G, Thompson L. Client-centred coaching in the paediatric health professions: a critical scoping review. Disabil Rehabil. 2015;37(15):1305–1315.
   PubMed Web of Science ®Google Scholar
• Baldwin P, King G, Evans J, et al. Solution-focused coaching in pediatric rehabilitation: an integrated model for practice. Phys Occup Ther Pediatr. 2013;33(4):467–483.
   PubMed Web of Science ®Google Scholar
• Creswell JW, Plano Clark V. Choosing a mixed methods design. In: Creswell JW, Clark VL, editors. Designing and conducting mixed methods research. Thousand Oaks (CA): Sage; 2011. p. 53–106.
   Google Scholar
• Tashakkori A, Teddlie C. Mixed methodology: combining qualitative and quantitative approaches. Bickman L, Rog DJ, editors. Thousand Oaks (CA): SAGE Publications; 1998. p. 1–185.
   Google Scholar
• Kaushik V, Walsh CA. Pragmatism as a research paradigm and its implications for social work research. Soc Sci. 2019;8(9):255.
   Google Scholar
• Morse JM. Approaches to qualitative-quantitative methodological triangulation. Nurs Res. 1991;40(2):120–123.
   PubMed Web of Science ®Google Scholar
• Greene JC, Caracelli VJ, Graham WF. Toward a conceptual framework for mixed-method evaluation designs. Educ Eval Policy Anal. 1989;11(3):255–274.
   Google Scholar
• Bryman A. Paradigm peace and the implications for quality. Int J Soc Res Methodol. 2006;9(2):111–126.
   Google Scholar
• Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3(2):77–101.
   Google Scholar
• Sandelowski M. What’s in a name? Qualitative description revisited. Res Nurs Health. 2010;33(1):77–84.
   PubMed Web of Science ®Google Scholar
• Decuir-Gunby JT, Marshall PL, Mcculloch AW. Developing and using a codebook for the analysis of interview data: an example from a professional development research project. Field Methods. 2011;23(2):136–155.
   Web of Science ®Google Scholar
• Tracy SJ. Qualitative quality: eight “big-tent” criteria for excellent qualitative research. Qual Inq. 2010;16(10):837–851.
   Web of Science ®Google Scholar
• Fiese BH, Bickham NL. Qualitative inquiry: an overview for pediatric psychology. J Pediatr Psychol. 1998;23(2):79–86.
   PubMed Web of Science ®Google Scholar
• Lincoln YS, Guba EG. Naturalistic inquiry. Newbury Park (CA): Sage Publications; 1985. p. 1–416.
   Google Scholar
• King G, Schwellnus H, Servais M, et al. Solution-focused coaching in pediatric rehabilitation: investigating transformative experiences and outcomes for families. Phys Occup Ther Pediatr. 2019;39(1):16–32.
   PubMed Web of Science ®Google Scholar
• Kazdin AE, Wassell G. Predictors of barriers to treatment and therapeutic change in outpatient therapy for antisocial children and their families. Ment Health Serv Res. 2000;2(1):27–40.
   PubMedGoogle Scholar