The perspectives of parents/carers on a new parental education occupational therapy intervention

Introduction: Parental education has been highlighted as an effective intervention for children, young people and families. However, no parental education interventions are underpinned by occupational therapy (OT) theory. This study aimed to understand the perspectives of parents/carers of children with neurodevelopmental disorders on the acceptability and design of a parental educational intervention underpinned by OT theory. Method: 23 parents/carers of children aged between 5 and 11 years who had a diagnosis of Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder and/or Developmental Coordination Disorder participated in one of three online 90-minute focus groups. Participants were presented with a draft of the proposed intervention and engaged in a facilitated discussion about the acceptability and feasibility of the intervention. Data were analysed using thematic analysis. Results: Four themes were generated: (1) Parents want to develop skills to support their child, (2) parents also need support, (3) there are barriers to reaching parents and (4) parents need an inclusive environment to promote their learning. Conclusion: Parents/carers acknowledged the benefits of the intervention, highlighting the importance of focusing on supporting parents as well as their children. They also raised potential barriers to participation, which included time and money, and emphasised the importance of designing the group with inclusivity as a central principle.