Feasibility and acceptability of a parent‐toddler programme to support the development of executive functions in children at elevated likelihood of autism or ADHD: Pilot findings

Author:

Hulks Victoria1,Scerif Gaia1,Rhodes Sinead2,Smith Sally3,Charman Tony4ORCID,Mathers Sandra5,Hendry Alexandra1ORCID

Affiliation:

1. Department of Experimental Psychology University of Oxford Oxford UK

2. Centre for Clinical Brain Sciences University of Edinburgh Edinburgh UK

3. Peeple, The Peeple Centre, Littlemore Oxford UK

4. Institute of Psychiatry, Psychology & Neuroscience King's College London London UK

5. Department of Education University of Oxford Oxford UK

Abstract

AbstractThis study reports feasibility, fidelity and acceptability of a pilot of START; a 12‐week parent‐toddler, group‐based, neurodiversity‐affirming programme aiming to support executive function development in toddlers at elevated likelihood of autism or ADHD. After 4 days' training, community early years practitioner pairs delivered START to 13 UK families with a toddler showing elevated autistic traits, or with a parent or sibling with autism or ADHD, in groups of 6 and 7. Sessions were audio‐recorded and rated by practitioners and researchers regarding the extent to which programme and session aims were met. Practitioners' reflections on strengths and challenges in session delivery, adaptations to the session plan and researchers' observations from the audio recordings were probed in weekly debrief calls, and one‐to‐one interviews at programme end‐point. Recruitment and retention were monitored. Parent participants were asked to complete a feedback questionnaire after each session. Results show recruitment to the programme is feasible, but a large minority of parents experience barriers to regular attendance, which is a challenge for achieving exposure targets. Practitioners delivered the programme to a high quality and at least partially met programme and session‐specific aims in every session. The most significant barrier to fully meeting session aims was families' late arrival. Parents reported regularly engaging with the suggested activities at home and found the sessions useful, although not all parents responded each week. Overall, the results of this small‐scale pilot indicate START is feasible and acceptable as a parent‐mediated programme to support toddlers at elevated likelihood of autism or ADHD to thrive.

Funder

University of Oxford

National Institute for Health and Care Research

Economic and Social Research Council

Publisher

Wiley

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