More Than Drop-Offs: How Parent Engagement Transforms Therapy

When it comes to pediatric therapy—whether it’s compassionate Applied Behavior Analysis (ABA), occupational therapy (OT), physical therapy (PT), or speech therapy—one thing is clear: parents are essential partners in their child’s progress. The journey isn’t just about what happens in the clinic, it’s about building a collaborative team that includes therapists, families, and most importantly, the child. The best therapists are looking for partnership and collaboration from every important stakeholder in a child’s life. So let’s talk about how parents play a role in therapeutic outcomes.

Why Parent Education and Training Matter

• Consistency Across Environments: Therapists may only see a child for a few hours each week, but parents are there for the rest. When parents are trained and educated about therapy techniques that are effective in the clinic, they can reinforce those skills at home, in school, and in the community. This will make progress more consistent and meaningful (Bearss et al., 2015), as well as ensuring consistent expectations for the child.

• Empowerment and Confidence: Parent education empowers families to understand the “why” behind therapy strategies and gives them the confidence to implement these approaches in their everyday. This empowerment leads to better outcomes and a greater sense of control over their child’s development (Novak et al., 2019).

• Personalized Support: Parents know their children best. When they’re involved and educated, they can provide therapists with valuable insights, helping to tailor therapy goals and strategies to fit their child’s unique needs (Zwaigenbaum et al., 2015). Therapists should desire to create treatment plans are are aligned with the child, cultural values, and family goals.

The Impact of Parent Buy-In

• Better Outcomes: Research consistently shows that children make more progress when their parents are engaged and committed to the therapy process. This is true across ABA, OT, PT, and speech therapy (Roberts & Kaiser, 2015).

• Skill Generalization: When parents “buy in” and practice therapy techniques at home, children are more likely to use new skills in real-life situations—not just in the clinic (Wainer & Ingersoll, 2015). Being able to practice skills learned in therapy increases the speed that a new skill is acquired and improves the independence of the child utilizing the new skill/tool.

• Stronger Family Bonds: Working together on therapy goals can strengthen the parent-child relationship, reduce family stress, and create a more supportive environment for growth (Bearss et al., 2015).

Real-Life Benefits Across Therapies

Making It Work Together

Parent education and buy-in aren’t just “nice to have”—they’re the foundation of successful pediatric therapy. When families and therapists work as a team, children receive consistent support, encouragement, and opportunities to thrive. So, if you’re a parent starting your child’s therapy journey, remember: your involvement truly makes all the difference.

References

Bearss, K., Johnson, C., Smith, T., Lecavalier, L., Swiezy, N., Aman, M., ... & Scahill, L. (2015). Effect of parent training vs parent education on behavioral problems in children with autism spectrum disorder: A randomized clinical trial. JAMA, 313(15), 1524-1533. https://doi.org/10.1001/jama.2015.3150

Novak, I., Morgan, C., Fahey, M., Finch-Edmondson, M., Galea, C., Hines, A., ... & Badawi, N. (2019). State of the evidence traffic lights 2019: Systematic review of interventions for preventing and treating children with cerebral palsy. Current Neurology and Neuroscience Reports, 19(10), 66. https://doi.org/10.1007/s11910-019-0996-1

Roberts, M. Y., & Kaiser, A. P. (2015). Early intervention for toddlers with language delays: A randomized controlled trial. Pediatrics, 135(4), 686-693. https://doi.org/10.1542/peds.2014-2134

Wainer, A. L., & Ingersoll, B. R. (2015). Intervention fidelity: An essential component for understanding ASD parent training research and practice. Clinical Psychology: Science and Practice, 22(1), 1-8. https://doi.org/10.1111/cpsp.12084

Zwaigenbaum, L., Bauman, M. L., Choueiri, R., Kasari, C., Carter, A., Granpeesheh, D., ... & Natowicz, M. R. (2015). Early intervention for children with autism spectrum disorder under 3 years of age: Recommendations for practice and research. Pediatrics, 136(Supplement 1), S60-S81. https://doi.org/10.1542/peds.2014-3667E