Intervention Response by Genetic Subtype: PRETEND-Preschool Program for Children with Prader-Willi Syndrome via Remote Parent Training

• Published in: Journal of autism and developmental disorders Vol. 52; no. 12; pp. 5191 - 5206
• Main Authors: Dimitropoulos, Anastasia, Doernberg, Ellen A., Russ, Sandra W., Zyga, Olena
• Format: Journal Article
• Language: English
• Published: New York Springer US 01-12-2022; Springer; Springer Nature B.V
• Subjects: Autistic children; Behavioral Science and Psychology; Care and treatment; Child and School Psychology; Child Development; Children; Coaching; Coaching (Performance); Cognition & reasoning; Cognitive ability; Cognitive skills; Communication; Developmental Delays; Distance Education; Efficacy; Emotions; Feasibility; Genetic Disorders; Genetics; Imagination; Intellectual Disability; Interpersonal Competence; Intervention; Neurodevelopmental disorders; Neurosciences; Parent Child Relationship; Parent Education; Parenthood education; Parents; Parents & parenting; Pediatrics; Play therapy; Prader-Willi syndrome; Preschool Children; Pretend play; Psychology; Public Health; Response to Intervention; S.I. :Expanding Telehealth Opportunities in Neurodevelopmental Disorders; Social Cognition; Social cognitive skills; Social skills; Telemedicine; Training; United States; Parent-training; Telehealth; Pretend play; Social Cognition; Prader-Willi Syndrome
• ISSN: 0162-3257; 1573-3432
• DOI: 10.1007/s10803-022-05695-9

Prader-Willi Syndrome (PWS) is a rare neurodevelopmental disorder associated with social cognitive challenges, and pretend play has been demonstrated as a tool to achieve developmental goals. Following previous report on feasibility and acceptability of a remote, play-based parent-training program (Zyga, Russ, & Dimitropoulos, 2018), we now report on preliminary efficacy of this program to enhance pretend play skills and social cognitive skills in preschoolers with PWS. Results across two studies demonstrated efficacy when live-coaching play sessions incorporated children into the intervention. Increases in play skills were observed for children with the mUPD subtype of PWS who underwent intervention, compared with children with mUPD who were waitlisted. Children with DEL subtype were less likely to respond to intervention. Implications for results are discussed.