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Abstract
Objective: To evaluate changes in knowledge, attitudes among parents of children under five years with ASD following an educational intervention program.
Methods: A pre–post interventional study without a control group was conducted among 48 parents at a healthcare facility. Data were collected using a structured KA questionnaire an. Pre–post comparisons were performed using appropriate statistical tests, with p < 0.05 considered significant.
Results: After the intervention, the proportion of parents with correct knowledge of ASD increased from 10.4% to 89.5%, and knowledge of causes improved from 12.5% to 87.5%. Awareness of the parental role in intervention increased from 10.4% to 97.9%. Acceptance of the child’s condition increased from 16.6% to 93.7%, while negative emotions significantly decreased.
Conclusion: The educational intervention significantly improved parental knowledge, attitudes, and practices. Scaling up structured parent-training programs is recommended to enhance early intervention effectiveness for children with ASD.
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References
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