How effective are group-based psychoeducation programs for parents of children with ASD in Turkey? A systematic review and meta-analysis

AĞIRKAN M., Koç M., Avcı Ö. H.

Research in Developmental Disabilities, cilt.139, 2023 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 139
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1016/j.ridd.2023.104554
  • Dergi Adı: Research in Developmental Disabilities
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, PASCAL, BIOSIS, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), EMBASE, Linguistics & Language Behavior Abstracts, MEDLINE, Psycinfo
  • Anahtar Kelimeler: Autism spectrum disorder, Meta-analysis, Parents, Psychoeducation programs, Systematic review
  • Hacettepe Üniversitesi Adresli: Evet

Özet

Recent research shows that group-based psychoeducation programs designed for parents of children with ASD have grown in popularity over time. The international evidence for the effectiveness of psychoeducation programs designed for parents of children with ASD in developed societies emphasizes the importance of providing a synthesis of the effectiveness of programs in developing societies. This study's primary aim is to assess the efficacy of group-based psychoeducation programs in Turkey for parents of children with ASD. The second aim is to investigate how the programs are influenced by the potential moderators (type of involvement, research design, number of sessions, duration of sessions, and number of participants). For these purposes, a database search was conducted that included group-based psychoeducation programs for parents of children with ASD implemented in Turkey. Twelve group-based psychoeducation programs that met the inclusion criteria were included in the study. The results showed that group-based psychoeducation programs for parents of children with ASD had “medium” effects on psychological symptoms [ES(SE) = 0.65 (.08), 95%CI (0.48–0.81)], “low” effects on social skills [ES(SE) = 0.32 (.16), 95%CI (0.02–0.62)], and “high” effects on well-being [ES(SE) = 1.05 (.19), 95%CI (0.66–1.43)]. According to moderator analyses, the type of involvement and the number of sessions were statistically significant moderators of psychological symptoms, but not the research design, duration of sessions, or number of participants.