(PS11-D85) Predictors of Parental Attendance in an Online Executive Functioning Coaching Program for Parents of Children Diagnosed with ASD

In response to the COVID-19 pandemic, significant efforts have been put forth to adapt and deliver evidence-based interventions for autism spectrum disorders (ASD) in an online modality. Telehealth adaptations of parent-mediated interventions for ASD have been found to be highly acceptable, comparable to face-to-face interventions, and provide a promising avenue to support autistic individuals and their families by reducing certain barriers that commonly preclude participation (de Nocker & Toolan, 2021; Corona et al., 2021). Current literature predominantly cites parent and child outcome measures in conjunction with rates of attendance and attrition to demonstrate the efficacy and acceptability of telehealth adaptations (de Nocker & Toolan, 2021). However, there is a lack of research investigating predictors of parental attendance in telehealth delivered parent-mediated interventions for ASD. To explore this, we investigated how maternal levels of parenting stress and their child’s executive functioning skills predict attendance in an online executive functioning parent coaching program, e-Unstuck and On Target Course for Parents (Cannon et al., 2018; Kenworthy et al., 2014). Eighty-nine mothers of children 5-13 years diagnosed with ASD completed the Parenting Stress Index Short Form 4th Edition (PSI-4 SF; Abidin, 1995) and the Behavior Rating Scales of Executive Function 2nd Edition (BRIEF-2; Gioia et al., 2015) prior to beginning the nine-week program. Multiple linear regression analyses were conducted to predict program attendance based on the following variables: PSI-4 Parental Distress (PD), Parent-Child Dysfunctional Interaction (PCDI), and Difficult Child Stress (DC); and BRIEF-2 Behavior Regulation Index, Emotion Regulation Index, and Cognitive Regulation Index. A backward elimination method was used to find the model of best fit. The model of best fit predicting program attendance was significant and included parent-child dysfunctional interaction, child behavior regulation, and child cognitive regulation (F (3,85) = 4.767, p< .01, R²=.144). Significant predictors were parent-child dysfunctional interaction (b=-.245, p< .05), child behavior regulation (b=-.325, p< .01), and child cognitive regulation (b=.310, p< .05). Thus, increased parent-child interaction stress and increased child behavior regulation deficits predict decreased program attendance. Conversely, increased child cognitive regulation deficits predict increased program attendance. These findings hold meaningful implications for understanding parental attendance and attrition throughout telehealth interventions for ASD. While telehealth interventions hold immense promise in diminishing barriers to intervention accessibility, individual factors may reduce a parent’s ability to or desire to engage in telehealth interventions. Future directions should investigate how other demographic factors such as marital status or socioeconomic status may influence program attendance and participation.