A comparative analysis of two online behavioural training programs for parents of children with autism spectrum disorder

Background: Children with autism spectrum disorder (ASD) commonly experience significant behavioural challenges that interfere with their ability to participate in valued family routines. Behavioural interventions, including parent training, have been demonstrated to be effective in building children's skills and resolving difficult behaviour. These interventions, however, have been plagued by inaccessibility, high attrition, and parental non-adherence. Recent approaches engage parents as active problem-solvers and provide more flexible ways to participate via technology. Method and materials: In this study, we evaluated two online behavioural parent training (BPT) programs entitled Teaching Routines (TR) and Practiced Routines (PR), designed to improve child behaviour during family routines. We employed a mixed-model repeated measures, randomised comparison group design. 192 families were randomly assigned across the two groups. Measures included family quality of life, parenting stress, mindful parenting, parenting knowledge and child behaviour. The TR group was self-directed and focused on teaching behavioural parenting skills. The PR group was facilitated by a parent educator and in addition to teaching behavioural parenting skills incorporated mindfulness practices. Results: Between group experimental results showed statistically significant improvements in parenting knowledge for the PR group in comparison to the TR group. Within group quasi-experimental results showed significant improvements for both groups across different sets of family, parent, and child outcomes. Conclusions: Implications for online behavioural parent training programs that focus on embedding behavioural interventions into natural family routines are discussed.