使用自助应用程序为患有发育障碍的幼儿护理人员提供沟通策略:一项试点调查

IF 2.5 4区 医学 Q2 HEALTH POLICY & SERVICES Journal of Policy and Practice in Intellectual Disabilities Pub Date : 2022-07-27 DOI:10.1111/jppi.12436
Mary Ann Romski, Rose A. Sevcik, Marika King, Gianluca DeLeo, Lee Branum-Martin, Juan Bornman
{"title":"使用自助应用程序为患有发育障碍的幼儿护理人员提供沟通策略:一项试点调查","authors":"Mary Ann Romski,&nbsp;Rose A. Sevcik,&nbsp;Marika King,&nbsp;Gianluca DeLeo,&nbsp;Lee Branum-Martin,&nbsp;Juan Bornman","doi":"10.1111/jppi.12436","DOIUrl":null,"url":null,"abstract":"<p>One important evidence-based component of early communication interventions in high-income countries is teaching parents and other primary caregivers to provide communication opportunities in daily activities to stimulate the development of beginning communication skills. To address some of the barriers to communication interventions for children with developmental disorders (DD) in rural South Africa, we developed a prototype Web-based self-guided app for caregivers to use at home with their children with DD who were at the beginning stages of communication development. The purpose of this study is to examine how this app intervention functioned for caregivers and its secondary effects on their children. Fifty-one caregiver-child dyads were randomly assigned to either a typical care intervention group (a 30-minute hospital-based intervention once a month) or the self-guided mobile health technology (MHT) app plus the typical care intervention. We assessed both the caregivers and their children. The majority of the 27 caregiver-child dyads (81%) assigned to the app group used the app and completed a mean of 35.8 sessions across the 48 sessions (mean range = 5.08–15.75). Eighty percent of these caregivers employed the “help” function of the app (<i>M</i> per caregiver = 9.89). The caregivers who completed 44–48 sessions reported that more than half of the children moved from pre-symbolic forms of communication (e.g., crying) to symbolic forms of communication (e.g., words) by the end of the intervention. Compared to the typical care group, the caregivers perceived that their children's success increased even though their difficulties remained stable. The app group showed a very modest gain in expressive language while the typical care group did not. The findings suggest that the self-guided app framework shows promise as a supplement to traditional monthly speech-language intervention in South Africa.</p>","PeriodicalId":47236,"journal":{"name":"Journal of Policy and Practice in Intellectual Disabilities","volume":"20 1","pages":"73-88"},"PeriodicalIF":2.5000,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jppi.12436","citationCount":"3","resultStr":"{\"title\":\"Using a self-guided app to provide communication strategies for caregivers of young children with developmental disorders: A pilot investigation\",\"authors\":\"Mary Ann Romski,&nbsp;Rose A. Sevcik,&nbsp;Marika King,&nbsp;Gianluca DeLeo,&nbsp;Lee Branum-Martin,&nbsp;Juan Bornman\",\"doi\":\"10.1111/jppi.12436\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>One important evidence-based component of early communication interventions in high-income countries is teaching parents and other primary caregivers to provide communication opportunities in daily activities to stimulate the development of beginning communication skills. To address some of the barriers to communication interventions for children with developmental disorders (DD) in rural South Africa, we developed a prototype Web-based self-guided app for caregivers to use at home with their children with DD who were at the beginning stages of communication development. The purpose of this study is to examine how this app intervention functioned for caregivers and its secondary effects on their children. Fifty-one caregiver-child dyads were randomly assigned to either a typical care intervention group (a 30-minute hospital-based intervention once a month) or the self-guided mobile health technology (MHT) app plus the typical care intervention. We assessed both the caregivers and their children. The majority of the 27 caregiver-child dyads (81%) assigned to the app group used the app and completed a mean of 35.8 sessions across the 48 sessions (mean range = 5.08–15.75). Eighty percent of these caregivers employed the “help” function of the app (<i>M</i> per caregiver = 9.89). The caregivers who completed 44–48 sessions reported that more than half of the children moved from pre-symbolic forms of communication (e.g., crying) to symbolic forms of communication (e.g., words) by the end of the intervention. Compared to the typical care group, the caregivers perceived that their children's success increased even though their difficulties remained stable. The app group showed a very modest gain in expressive language while the typical care group did not. The findings suggest that the self-guided app framework shows promise as a supplement to traditional monthly speech-language intervention in South Africa.</p>\",\"PeriodicalId\":47236,\"journal\":{\"name\":\"Journal of Policy and Practice in Intellectual Disabilities\",\"volume\":\"20 1\",\"pages\":\"73-88\"},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2022-07-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jppi.12436\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Policy and Practice in Intellectual Disabilities\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jppi.12436\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"HEALTH POLICY & SERVICES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Policy and Practice in Intellectual Disabilities","FirstCategoryId":"3","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jppi.12436","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"HEALTH POLICY & SERVICES","Score":null,"Total":0}
引用次数: 3

摘要

在高收入国家,早期沟通干预措施的一个重要循证组成部分是教导父母和其他主要照顾者在日常活动中提供沟通机会,以刺激初步沟通技能的发展。为了解决南非农村发育障碍儿童(DD)沟通干预的一些障碍,我们开发了一个基于网络的自我引导应用程序原型,供护理人员在家与处于沟通发展初期的DD儿童一起使用。本研究的目的是研究该应用程序干预对护理人员的作用及其对孩子的二次影响。51对照顾者-儿童夫妇被随机分配到典型的护理干预组(每月一次30分钟的医院干预)或自我指导的移动医疗技术(MHT)应用程序加上典型的护理干预。我们对看护人和他们的孩子进行了评估。被分配到应用程序组的27名护理者-儿童二人组中的大多数(81%)使用了该应用程序,并在48次会议中平均完成了35.8次会议(平均范围= 5.08-15.75)。这些护理人员中有80%使用了应用程序的“帮助”功能(每个护理人员M = 9.89)。完成44-48个疗程的护理人员报告说,在干预结束时,超过一半的孩子从前符号形式的交流(例如,哭泣)转变为符号形式的交流(例如,言语)。与典型的照顾组相比,照顾者认为他们的孩子的成功增加了,即使他们的困难保持稳定。应用程序组在表达语言方面表现出非常温和的进步,而典型护理组则没有。研究结果表明,在南非,这种自我引导的应用程序框架有望成为传统的每月语音语言干预的补充。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

摘要图片

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Using a self-guided app to provide communication strategies for caregivers of young children with developmental disorders: A pilot investigation

One important evidence-based component of early communication interventions in high-income countries is teaching parents and other primary caregivers to provide communication opportunities in daily activities to stimulate the development of beginning communication skills. To address some of the barriers to communication interventions for children with developmental disorders (DD) in rural South Africa, we developed a prototype Web-based self-guided app for caregivers to use at home with their children with DD who were at the beginning stages of communication development. The purpose of this study is to examine how this app intervention functioned for caregivers and its secondary effects on their children. Fifty-one caregiver-child dyads were randomly assigned to either a typical care intervention group (a 30-minute hospital-based intervention once a month) or the self-guided mobile health technology (MHT) app plus the typical care intervention. We assessed both the caregivers and their children. The majority of the 27 caregiver-child dyads (81%) assigned to the app group used the app and completed a mean of 35.8 sessions across the 48 sessions (mean range = 5.08–15.75). Eighty percent of these caregivers employed the “help” function of the app (M per caregiver = 9.89). The caregivers who completed 44–48 sessions reported that more than half of the children moved from pre-symbolic forms of communication (e.g., crying) to symbolic forms of communication (e.g., words) by the end of the intervention. Compared to the typical care group, the caregivers perceived that their children's success increased even though their difficulties remained stable. The app group showed a very modest gain in expressive language while the typical care group did not. The findings suggest that the self-guided app framework shows promise as a supplement to traditional monthly speech-language intervention in South Africa.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
4.10
自引率
5.90%
发文量
38
期刊最新文献
What Would Have Helped People With Profound Intellectual and Multiple Disabilities in the UK During COVID-19? Talk-LD and Talk-LD+: A pilot trial of school-based interventions to challenge discrimination and promote inclusion Moving toward a time-based and balanced quality of life Evaluation of an Australian community-based model of care for adults with intellectual and developmental disabilities undergoing procedures under sedation After us, together with us: Quality of life in adults with disabilities in an inclusive and sustainable future
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1