Importance: Parent education is essential to pediatric occupational therapy (OT), yet there is a paucity of research regarding how to best support parents as adult learners. Objective: To explore the learning experiences of parents of children with sensory over-responsivity (SOR). Methods: An embedded mixed-methods design was used. Sixteen parents of children with SOR, aged 3–8 years, were recruited using purposive sampling. All parents participated in group trainings; of these, nine participated in one-on-one interviews. Quantitative data included pre-intervention parenting self-efficacy (PSE) scores and post-intervention learner satisfaction measures. Semi-structured interviews were used to explore parents’ learning experiences during group trainings. Intervention: Group trainings included varied learning opportunities focused on a problem-solving tool, A SECRET, to help parents support their children in varied contexts. Results: Five themes were extracted from interview data: 1) Learning process, 2) Learning challenges, 3) Fluctuating PSE, 4) Peer support, and 5) Future training suggestions. Quantitative analysis indicated no correlation between PSE and learning satisfaction. Mixing of methods provided support for understanding fluctuating PSE. Conclusions and Relevance: This study provides insight into parents' learning preferences and suggests A SECRET may enhance parent training. Findings indicate PSE may fluctuate for parents of children with SOR, warranting further investigation into both A SECRET's effectiveness and PSE's potential impact on parent learning.
Porter et al. (Wed,) studied this question.