针对西班牙语家庭的 NDBI 的初步成果和调整

IF 1.5 4区 医学 Q2 EDUCATION, SPECIAL Journal of Early Intervention Pub Date : 2023-12-18 DOI:10.1177/10538151231217475
Katherine Pickard, Karen Guerra, Nicole Hendrix, Meena Khowaja, Chris Nicholson
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引用次数: 0

摘要

自然、发展和行为干预(NDBIs)是一种针对自闭症儿童及其家庭的经验性干预方法。讲西班牙语的拉美裔家庭在自闭症干预研究中的代表性不足,这限制了我们对 NDBI 是否符合拉美裔家庭价值观和信仰体系的了解。本研究在针对拉美裔 SS 家庭的门诊服务中试行了以家长为中介的 NDBI 项目 ImPACT。我们旨在研究 ImPACT 项目对家庭和儿童结果的初步影响,同时使用生态有效性模型来评估双语临床医生对项目进行的调整。来自 15 个家庭的研究结果表明,治疗完成情况良好,满意度较高,同时儿童的社交沟通技能和家长支持孩子发展的自我效能感都有显著提高。研究项目调整的混合方法数据表明,有必要提供更多与自闭症、双语语言发展和服务导航相关的信息,并对项目中使用的语言和隐喻进行调整。
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Preliminary Outcomes and Adaptation of an NDBI for Spanish-Speaking Families
Naturalistic, Developmental, and Behavioral Interventions (NDBIs) are an empirically supported intervention approach for young autistic children and their families. Spanish-speaking (SS) Latinx families have been underrepresented in autism intervention research, limiting our understanding of whether NDBIs are aligned with Latinx family values and belief systems. This study piloted a parent-mediated NDBI, Project ImPACT, within outpatient services for SS Latinx families. We aimed to examine the preliminary impact of Project ImPACT on family and child outcomes while using the Ecological Validity Model to evaluate program adaptations made by bilingual clinicians. Results from 15 families indicated good treatment completion and high satisfaction, alongside significant increases in child social communication skills and parent self-efficacy in supporting their child’s development. Mixed-methods data examining program adaptations indicated the need to provide additional information related to autism, bilingual language development, and service navigation, as well as adaptations to language and metaphors used in the program.
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来源期刊
CiteScore
3.30
自引率
7.10%
发文量
21
期刊介绍: The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.
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