Leveraging technology to make parent training more accessible: Randomized trial of in-person versus online executive function training for parents of autistic children.

Researchers compared online and face-to-face parent training programs to help children with autism improve their executive function skills (like flexibility and emotional control). Both training methods worked equally well - parents felt less stressed and saw improvements in their children. However, more parents finished the face-to-face training (94%) compared to online training (59%). The online training was harder for parents to complete over 10 weeks, but it offers a good option for families who can't attend in-person sessions.

This randomized controlled trial compared online versus in-person parent training programs for executive function intervention in autism. 97 parents of autistic children aged 8-12 without intellectual disability were randomized to either condition. Both groups showed equivalent outcomes, with parents reporting reduced parenting strain and improvements in their child's flexibility, emotional control, and global executive function. However, completion rates differed significantly: 94% completed in-person training versus 59% for online modules. Parents found it challenging to maintain motivation for the 10-week online program.

The study demonstrates that brief parent training can effectively support executive function development in autistic children, with online delivery offering accessibility benefits despite lower completion rates.

Online parent training offers equivalent effectiveness to in-person delivery, providing accessible options for families with barriers to face-to-face services. However, completion rates suggest online programs may benefit from enhanced motivation strategies and support structures to improve engagement over extended timeframes.

Single study with moderate sample size. Higher dropout rates in online condition may affect generalizability. Study limited to children aged 8-12 without intellectual disability. No long-term follow-up data provided to assess sustained effects.

This study compared the first online parent training program for executive function intervention for autism to in-person parent training on the same content. Participants were parents of autistic children, who were between 8 and 12 years of age and did not have intellectual disability. Parents were randomized to the in-person ( = 51) or online ( = 46) training conditions. Both trainings were developed with stakeholder (parents and autistic people) guidance.

In this trial, most parents reported that they liked both trainings and that they were able to implement what they learned with their children. Parents in both groups spent equivalent amounts of time (about 8 hours) with the training materials, but while 94% of parents in the in-person training attended both parent trainings, only 59% of parents in the online group completed all 10 online modules. Parents reported that it was difficult to stay motivated to complete the online trainings over the 10-week trial. Parent and child outcomes did not differ significantly between the groups.

Overall, parents reported that the trainings resulted in a reduction in their own parenting strain and improvements in their child's flexibility, emotional control, and global executive function, but not planning and organization. These findings indicated brief in-person and online training can help parents learn to support and improve their autistic children's executive function abilities, reducing their own experience of parenting strain. The finding that the online training was equivalent to the in-person trainings is important because it is accessible to parents who encounter barriers to in-person care.