EXPERIMENTAL EVALUATION OF A PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT PROGRAM FOR YOUNG CHILDREN WITH AUTISM SPECTRUM DISORDER BASED ON A FAMILY-CENTERED APPROACH
DOI:
https://doi.org/10.31392/UDU-nc.series19.2026.50.05Keywords:
autism spectrum disorder, early intervention, family-centered approach, psychological and pedagogical support, parental competence, adaptive behavior, interdisciplinary collaborationAbstract
The article presents the results of an experimental evaluation of an original psychological and pedagogical support program for young children with autism spectrum disorder (ASD) within an early intervention system. The study addressed the need to strengthen systematic parental involvement in support planning and the implementation of intervention strategies in everyday family routines. The research was conducted in 2024–2026 across seven educational, rehabilitation, and developmental support settings. The sample included 54 family dyads consisting of a child aged 24–48 months with ASD and a parent or primary caregiver. The dyads were allocated to an experimental group (n = 28) and a control group (n = 26), comparable in children’s age, functional profile, required level of support, and baseline parental competence. The intervention combined individualized psychological and pedagogical support for the child, ten 90-minute parent-training sessions, guided home practice, monitoring diaries, and interdisciplinary consultation. Selected strategies from the Early Start Denver Model, TEACCH, DIR/Floortime, applied behavior analysis, and naturalistic developmental behavioral interventions were used according to functional goals rather than as complete combined protocols. Outcomes were assessed with Vineland-3, CSBS DP, selected VB-MAPP domains, a semi-structured parent interview, an original parental competence questionnaire, and indicators of parental participation in support planning. Wilcoxon signed-rank, Mann–Whitney U, and Pearson chi-square tests were applied. Following the formative stage, the experimental group demonstrated statistically significant growth in parental competence, more consistent use of support strategies in daily routines, greater participation in interdisciplinary planning, and positive changes in children’s communication, socialization, daily living skills, and motor development. The findings support a family-centered organization of psychological and pedagogical support for young children with ASD and highlight parent training and routine-based practice as important components of early intervention.
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