Parent training is an essential and well-documented component of pediatric occupational therapy. For parents of children with Sensory Over-responsitivity (SOR), which is linked to high levels of parental anxiety and decreased parenting self-efficacy, training opportunities are particularly important. This study used a mixed-methods design to explore the lived experiences of parents of children with SOR and the possible relationships between parenting self-efficacy (PSE) and program satisfaction. The 3-part group parent-training intervention was designed for parents of children with SOR, with an emphasis on problem-solving and active learning. The purpose was to improve understanding of parents’ learning needs and expectations of a group training. Data from participants’ responses to surveys and semi-structured interview questions were mixed and analyzed to provide a deeper understanding of parents’ varied learning needs during the group training. Key findings indicate that while PSE may play an essential role in training, participants’ self-perceptions of efficacy very greatly and is therefore not a valid measure of parents’ satisfaction or learning needs. Qualitative findings illuminate parents’ learning experiences during the group training, and the mixing of data further corroborate the fluctuation in PSE. Therapists should consider parents’ varied learning needs, and assess children through a family system lens, allowing for variability in the sense of competence and further support parents of children with SOR and other sensory-based challenges.
