Pub Date : 2021-07-12DOI: 10.1177/10883576211012599
C. S. Ng, Yuan Fang, Zixin Wang, Mengge Zhang
The sizable prevalence of autism spectrum disorder (ASD) in China has recently emerged as an urgent public health issue; however, studies investigating parenting stress in Chinese parents of children with ASD lack clarity in identifying the potential factors of stress. The aim of this systematic review was to identify and categorize the potential factors of stress based on findings in the literature. An extensive search of articles in online databases, including PubMed, Web of Science, and EBSCOhost (ERIC, MEDLINE and PsycINFO), was conducted, as a result of which 24 eligible articles published from 2007 to 2019 were identified. Four key categories of potential factors of parental stress—cultural factors, parents’ psychopathological symptoms, problem behaviors in ASD children, and caregiver burden—were identified. The impact of these potential factors on parental coping strategies and on the quality of life in affected families were also discussed.
自闭症谱系障碍（ASD）在中国的广泛流行最近成为一个紧迫的公共卫生问题；然而，对中国自闭症谱系障碍儿童父母的育儿压力进行调查的研究在确定压力的潜在因素方面缺乏明确性。这篇系统综述的目的是根据文献中的发现，识别和分类潜在的压力因素。对PubMed、Web of Science和EBSCOhost（ERIC、MEDLINE和PsycINFO）等在线数据库中的文章进行了广泛搜索，结果确定了2007年至2019年发表的24篇符合条件的文章。确定了四类潜在的父母压力因素——文化因素、父母的精神病理学症状、自闭症谱系障碍儿童的问题行为和照顾者负担。还讨论了这些潜在因素对父母应对策略和受影响家庭生活质量的影响。
{"title":"Potential Factors of Parenting Stress in Chinese Parents of Children With Autism Spectrum Disorder: A Systematic Review","authors":"C. S. Ng, Yuan Fang, Zixin Wang, Mengge Zhang","doi":"10.1177/10883576211012599","DOIUrl":"https://doi.org/10.1177/10883576211012599","url":null,"abstract":"The sizable prevalence of autism spectrum disorder (ASD) in China has recently emerged as an urgent public health issue; however, studies investigating parenting stress in Chinese parents of children with ASD lack clarity in identifying the potential factors of stress. The aim of this systematic review was to identify and categorize the potential factors of stress based on findings in the literature. An extensive search of articles in online databases, including PubMed, Web of Science, and EBSCOhost (ERIC, MEDLINE and PsycINFO), was conducted, as a result of which 24 eligible articles published from 2007 to 2019 were identified. Four key categories of potential factors of parental stress—cultural factors, parents’ psychopathological symptoms, problem behaviors in ASD children, and caregiver burden—were identified. The impact of these potential factors on parental coping strategies and on the quality of life in affected families were also discussed.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"237 - 248"},"PeriodicalIF":2.0,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10883576211012599","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48524997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-12DOI: 10.1177/10883576211028223
Sarah N. Douglas, Yan Shi, Saptarshi Das, S. Biswas
Children with autism spectrum disorders (ASD) struggle to develop appropriate social skills, which can lead to later social rejection, isolation, and mental health concerns. Educators play an important role in supporting and monitoring social skills development for children with ASD, but the tools used by educators are often tedious, lack suitable sensitivity, provide limited information to plan interventions, and are time-consuming. Therefore, we conducted a study to evaluate the use of a sensor system to measure social proximity between three children with ASD and their peers in an inclusive preschool setting. We compared video-coded data with sensor data using point-by-point agreement to measure the accuracy of the sensor system. Results suggest that the sensor system can adequately measure social proximity between children with ASD and their peers. The next steps for sensor system validation are discussed along with clinical and educational implications, limitations, and future research directions.
{"title":"Validation of Wearable Sensor Technology to Measure Social Proximity of Young Children With Autism Spectrum Disorders","authors":"Sarah N. Douglas, Yan Shi, Saptarshi Das, S. Biswas","doi":"10.1177/10883576211028223","DOIUrl":"https://doi.org/10.1177/10883576211028223","url":null,"abstract":"Children with autism spectrum disorders (ASD) struggle to develop appropriate social skills, which can lead to later social rejection, isolation, and mental health concerns. Educators play an important role in supporting and monitoring social skills development for children with ASD, but the tools used by educators are often tedious, lack suitable sensitivity, provide limited information to plan interventions, and are time-consuming. Therefore, we conducted a study to evaluate the use of a sensor system to measure social proximity between three children with ASD and their peers in an inclusive preschool setting. We compared video-coded data with sensor data using point-by-point agreement to measure the accuracy of the sensor system. Results suggest that the sensor system can adequately measure social proximity between children with ASD and their peers. The next steps for sensor system validation are discussed along with clinical and educational implications, limitations, and future research directions.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"24 - 33"},"PeriodicalIF":2.0,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10883576211028223","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43669426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-09DOI: 10.1177/10883576211030483
A. Hodges, Reinie Cordier, A. Joosten, H. Bourke-Taylor
School participation and connectedness have significant implications for student outcomes while at school and in later life. The need to develop evidence-based interventions to proactively support students with autism spectrum disorder (ASD) is imperative. A two-round Delphi technique was used to gain expert consensus to inform the development of a school-based intervention to improve the school participation and connectedness of elementary students with ASD. Seventy-six expert clinicians, educators, and researchers completed Round 1 and 65 completed Round 2. Consensus was achieved on the application of a conceptual framework of participation in Round 1, which informed the theoretical rationale of the intervention. Consensus on the importance of proposed classroom modules and the feasibility of proposed intervention techniques was achieved in Round 2. The process of gaining expert perspectives to develop an evidence-based intervention provides greater confidence that the intervention will be effective in achieving meaningful outcomes for students with ASD.
{"title":"Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum: A Delphi Study","authors":"A. Hodges, Reinie Cordier, A. Joosten, H. Bourke-Taylor","doi":"10.1177/10883576211030483","DOIUrl":"https://doi.org/10.1177/10883576211030483","url":null,"abstract":"School participation and connectedness have significant implications for student outcomes while at school and in later life. The need to develop evidence-based interventions to proactively support students with autism spectrum disorder (ASD) is imperative. A two-round Delphi technique was used to gain expert consensus to inform the development of a school-based intervention to improve the school participation and connectedness of elementary students with ASD. Seventy-six expert clinicians, educators, and researchers completed Round 1 and 65 completed Round 2. Consensus was achieved on the application of a conceptual framework of participation in Round 1, which informed the theoretical rationale of the intervention. Consensus on the importance of proposed classroom modules and the feasibility of proposed intervention techniques was achieved in Round 2. The process of gaining expert perspectives to develop an evidence-based intervention provides greater confidence that the intervention will be effective in achieving meaningful outcomes for students with ASD.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"13 - 23"},"PeriodicalIF":2.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10883576211030483","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45267838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-04DOI: 10.1177/10883576211028206
Amy K. Izuno-Garcia, Emily R. Jellinek, Georgina J. Rosenbrock, Milena A. Keller-Margulis, Sarah S. Mire
Students who enter kindergarten without school readiness skills are more likely to demonstrate academic, behavioral, and social struggles during school. Children with autism spectrum disorder (ASD) are particularly at risk for underdeveloped school readiness skills, which can undermine academic achievement and result in poor long-term outcomes. The purpose of this article is to synthesize literature that aligns with a widely used Office of Head Start’s model of school readiness, applied to children with ASD, and to present critical gaps in research and opportunities for practice that may improve school readiness in this population. Research in this area may ultimately help to enhance service delivery that improves preparation for school and, therefore, later academic and long-term life outcomes for students with ASD.
{"title":"School Readiness for Children With Autism Spectrum Disorder: Critical Gaps and Call for Research","authors":"Amy K. Izuno-Garcia, Emily R. Jellinek, Georgina J. Rosenbrock, Milena A. Keller-Margulis, Sarah S. Mire","doi":"10.1177/10883576211028206","DOIUrl":"https://doi.org/10.1177/10883576211028206","url":null,"abstract":"Students who enter kindergarten without school readiness skills are more likely to demonstrate academic, behavioral, and social struggles during school. Children with autism spectrum disorder (ASD) are particularly at risk for underdeveloped school readiness skills, which can undermine academic achievement and result in poor long-term outcomes. The purpose of this article is to synthesize literature that aligns with a widely used Office of Head Start’s model of school readiness, applied to children with ASD, and to present critical gaps in research and opportunities for practice that may improve school readiness in this population. Research in this area may ultimately help to enhance service delivery that improves preparation for school and, therefore, later academic and long-term life outcomes for students with ASD.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"46 - 55"},"PeriodicalIF":2.0,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10883576211028206","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45668807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.1177/10883576211023312
Priscilla Vindin, N. Wilson, Hoe C Lee, Reinie Cordier
Gaining a driver’s license can be difficult for student drivers with autism spectrum disorder (ASD), yet little is known about their experiences of learning to drive. In this qualitative study, focus groups and individual interviews were employed to ascertain the perceptions of three participant groups, including people with ASD, parents of people with ASD, and driving instructors with experience teaching people with ASD to drive. Participants in each group were asked to discuss their feelings, concerns, and barriers encountered while learning to drive, along with the driving behaviors, challenges, and strategies used when supporting people with ASD to learn to drive. Grounded theory analysis was used to shed light on the experience of learning to drive for people with ASD. Five themes emerged supporting the core construct that targeted support ameliorates intrinsic driving complexities, generating success: (a) challenges that increase the complexity of learning to drive, (b) external challenges to overcome, (c) concerns about the reality of driving, (d) the need for a specialized model of training, and (e) success is possible. These findings highlight the importance of developing an autism-specific driving training intervention designed for people with ASD, their families, and driving instructors.
{"title":"The Experience of Learning to Drive for People With Autism Spectrum Disorder","authors":"Priscilla Vindin, N. Wilson, Hoe C Lee, Reinie Cordier","doi":"10.1177/10883576211023312","DOIUrl":"https://doi.org/10.1177/10883576211023312","url":null,"abstract":"Gaining a driver’s license can be difficult for student drivers with autism spectrum disorder (ASD), yet little is known about their experiences of learning to drive. In this qualitative study, focus groups and individual interviews were employed to ascertain the perceptions of three participant groups, including people with ASD, parents of people with ASD, and driving instructors with experience teaching people with ASD to drive. Participants in each group were asked to discuss their feelings, concerns, and barriers encountered while learning to drive, along with the driving behaviors, challenges, and strategies used when supporting people with ASD to learn to drive. Grounded theory analysis was used to shed light on the experience of learning to drive for people with ASD. Five themes emerged supporting the core construct that targeted support ameliorates intrinsic driving complexities, generating success: (a) challenges that increase the complexity of learning to drive, (b) external challenges to overcome, (c) concerns about the reality of driving, (d) the need for a specialized model of training, and (e) success is possible. These findings highlight the importance of developing an autism-specific driving training intervention designed for people with ASD, their families, and driving instructors.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"225 - 236"},"PeriodicalIF":2.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10883576211023312","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45858920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.1177/10883576211023326
Ana D. Dueñas, Sophia R. D’Agostino, Joshua B. Plavnick
Peer-mediated intervention (PMI) within the inclusive early childhood setting increases social exposure between children with autism spectrum disorder (ASD) and typically developing peers. However, PMI research to date has provided limited data on the adherence of strategies taught to typically developing peers during training. The present study examined the extent to which a packaged intervention consisting of video modeling (VM) was an effective tool to promote bids to play by typically developing peers to children with ASD during unstructured indoor and outdoor play. A multiple probe across participants design demonstrated that (a) all three typically developing peers learned to invite children with ASD to play after observing video models and (b) children with ASD increased independent responses to initiations with least-to-most prompting from an adult.
{"title":"Teaching Young Children to Make Bids to Play to Peers With Autism Spectrum Disorder","authors":"Ana D. Dueñas, Sophia R. D’Agostino, Joshua B. Plavnick","doi":"10.1177/10883576211023326","DOIUrl":"https://doi.org/10.1177/10883576211023326","url":null,"abstract":"Peer-mediated intervention (PMI) within the inclusive early childhood setting increases social exposure between children with autism spectrum disorder (ASD) and typically developing peers. However, PMI research to date has provided limited data on the adherence of strategies taught to typically developing peers during training. The present study examined the extent to which a packaged intervention consisting of video modeling (VM) was an effective tool to promote bids to play by typically developing peers to children with ASD during unstructured indoor and outdoor play. A multiple probe across participants design demonstrated that (a) all three typically developing peers learned to invite children with ASD to play after observing video models and (b) children with ASD increased independent responses to initiations with least-to-most prompting from an adult.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"201 - 212"},"PeriodicalIF":2.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10883576211023326","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45696156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-03DOI: 10.1177/10883576211012597
J. Kouo, Courtney Visco
Inferential readings skills are necessary in ensuring that students with autism spectrum disorders (ASD) are successful in the general education curriculum. These skills provide a foundation for reading comprehension across content areas. Technology-aided instruction and intervention (TAII) has the potential to address these reading deficits, by presenting content in an interactive format. Using an adapted alternating treatment design (ATD), the present study compared the impact of the TinyTap app, videos, and traditional graphic organizers to improve the inferential reading skills of two middle school students with ASD. Replication of the most effective intervention occurred, and maintenance data were collected. The results suggested that the TinyTap treatment condition was the most functionally effective in increasing inferential reading skills. From the research, there are a number of implications moving forward for both practitioners and future researchers examining the impact of TAII on academic skills.
{"title":"Technology-Aided Instruction and Intervention in Teaching Students With Autism to Make Inferences","authors":"J. Kouo, Courtney Visco","doi":"10.1177/10883576211012597","DOIUrl":"https://doi.org/10.1177/10883576211012597","url":null,"abstract":"Inferential readings skills are necessary in ensuring that students with autism spectrum disorders (ASD) are successful in the general education curriculum. These skills provide a foundation for reading comprehension across content areas. Technology-aided instruction and intervention (TAII) has the potential to address these reading deficits, by presenting content in an interactive format. Using an adapted alternating treatment design (ATD), the present study compared the impact of the TinyTap app, videos, and traditional graphic organizers to improve the inferential reading skills of two middle school students with ASD. Replication of the most effective intervention occurred, and maintenance data were collected. The results suggested that the TinyTap treatment condition was the most functionally effective in increasing inferential reading skills. From the research, there are a number of implications moving forward for both practitioners and future researchers examining the impact of TAII on academic skills.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"148 - 155"},"PeriodicalIF":2.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10883576211012597","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41483964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-09DOI: 10.1177/1088357621989324
C. Short, Pedro Vital
A large and varied evidence base supporting the efficacy of social therapies to improve the social behaviors of children with autism spectrum disorders (ASD) does not permit a clear understanding of which specific types of social behavior are improved by specific social therapies. Social maintenance behaviors function to form and sustain relationships, which has been associated with a reduction in negative social experiences in children with ASD. The present systematic review investigates the effectiveness of interactive social therapy in increasing these specific behaviors in this population. A systematic search of PsycArticles, Medline, Education Resources Information Centre, Child Development and Adolescent Studies, and Scopus databases identified 18 articles as relevant for inclusion. The extant evidence suggests that interactive social therapies are effective in increasing social maintenance behaviors in children with ASD. Explicit targeting of these behaviors and inclusion of reinforcement are highlighted as potentially active components in this regard.
{"title":"A Systematic Review of Social Maintenance Behavior Outcomes of Interactive Social Interventions for Children With Autism Spectrum Disorders","authors":"C. Short, Pedro Vital","doi":"10.1177/1088357621989324","DOIUrl":"https://doi.org/10.1177/1088357621989324","url":null,"abstract":"A large and varied evidence base supporting the efficacy of social therapies to improve the social behaviors of children with autism spectrum disorders (ASD) does not permit a clear understanding of which specific types of social behavior are improved by specific social therapies. Social maintenance behaviors function to form and sustain relationships, which has been associated with a reduction in negative social experiences in children with ASD. The present systematic review investigates the effectiveness of interactive social therapy in increasing these specific behaviors in this population. A systematic search of PsycArticles, Medline, Education Resources Information Centre, Child Development and Adolescent Studies, and Scopus databases identified 18 articles as relevant for inclusion. The extant evidence suggests that interactive social therapies are effective in increasing social maintenance behaviors in children with ASD. Explicit targeting of these behaviors and inclusion of reinforcement are highlighted as potentially active components in this regard.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"108 - 120"},"PeriodicalIF":2.0,"publicationDate":"2021-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357621989324","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41526847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-09DOI: 10.1177/1088357621989260
Keith C. Radley, Kate A. Helbig, S. Schrieber, Mary E. Ware, Evan H. Dart
A substantial number of multicomponent interventions have been developed to address social functioning in individuals with autism spectrum disorder (ASD). For multicomponent interventions, identifying critical elements of the intervention related to behavior change is critical and may potentially improve the social validity of interventions. Such an analysis of the Superheroes Social Skills program was conducted. Three participants with ASD and one participant without a diagnosis participated in a 4-week intervention in which three target social skills were taught. Participants were first exposed to only the video-based elements of intervention, followed by participation in the full curriculum. Results of the study indicated that exposure to video elements often resulted in limited increases in skill accuracy, but the largest increases were observed during training with the full curriculum. Limitations and future directions are discussed with respect to multicomponent interventions for individuals with ASD.
{"title":"Superheroes Social Skills: A Comparison of Video Only and Full Curriculum on Social Skill Use","authors":"Keith C. Radley, Kate A. Helbig, S. Schrieber, Mary E. Ware, Evan H. Dart","doi":"10.1177/1088357621989260","DOIUrl":"https://doi.org/10.1177/1088357621989260","url":null,"abstract":"A substantial number of multicomponent interventions have been developed to address social functioning in individuals with autism spectrum disorder (ASD). For multicomponent interventions, identifying critical elements of the intervention related to behavior change is critical and may potentially improve the social validity of interventions. Such an analysis of the Superheroes Social Skills program was conducted. Three participants with ASD and one participant without a diagnosis participated in a 4-week intervention in which three target social skills were taught. Participants were first exposed to only the video-based elements of intervention, followed by participation in the full curriculum. Results of the study indicated that exposure to video elements often resulted in limited increases in skill accuracy, but the largest increases were observed during training with the full curriculum. Limitations and future directions are discussed with respect to multicomponent interventions for individuals with ASD.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"95 - 107"},"PeriodicalIF":2.0,"publicationDate":"2021-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357621989260","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41539639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-08DOI: 10.1177/1088357620986947
S. Magaña, Marie Tejero Hughes, Kristen Salkas, W. Gonzales, Giselle Núñez, M. Morales, M. Garcia Torres, Marisol Moreno-Angarita
Knowledge and identification of autism spectrum disorder (ASD) are increasing in Latin America, yet there are limited resources available to help families of children with ASD. For this study, researchers adapted and tested a parent educational program created for Latino immigrant parents of children with ASD in the United States to the needs of parents of children with ASD in Colombia. Parents were randomized into two intervention delivery modes, one led by parents and the other by students. All measures were self-reported by parents (n = 20). Parents improved in understanding their child’s strengths and needs and frequency of using evidence-based strategies. Parents in the student-led group reported significantly lower depressive symptoms between baseline and follow-up. In focus groups, parents expressed satisfaction with the intervention and described ways they were using the information. This study demonstrated promising results to improve the experience of parents of children with ASD in Colombia.
{"title":"Implementing a Parent Education Intervention in Colombia: Assessing Parent Outcomes and Perceptions Across Delivery Modes","authors":"S. Magaña, Marie Tejero Hughes, Kristen Salkas, W. Gonzales, Giselle Núñez, M. Morales, M. Garcia Torres, Marisol Moreno-Angarita","doi":"10.1177/1088357620986947","DOIUrl":"https://doi.org/10.1177/1088357620986947","url":null,"abstract":"Knowledge and identification of autism spectrum disorder (ASD) are increasing in Latin America, yet there are limited resources available to help families of children with ASD. For this study, researchers adapted and tested a parent educational program created for Latino immigrant parents of children with ASD in the United States to the needs of parents of children with ASD in Colombia. Parents were randomized into two intervention delivery modes, one led by parents and the other by students. All measures were self-reported by parents (n = 20). Parents improved in understanding their child’s strengths and needs and frequency of using evidence-based strategies. Parents in the student-led group reported significantly lower depressive symptoms between baseline and follow-up. In focus groups, parents expressed satisfaction with the intervention and described ways they were using the information. This study demonstrated promising results to improve the experience of parents of children with ASD in Colombia.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"165 - 175"},"PeriodicalIF":2.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620986947","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48535889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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