Examining the Feasibility and Fit of Family Implemented TEACCH for Toddlers in Rural Settings

2021 ◽  
pp. 105381512110093
Author(s):  
Heather Coleman ◽  
Kara Hume ◽  
Leslie Fanning ◽  
Samantha Scott
Keyword(s):  
Rural Communities ◽  
Rural Community ◽  
Autism Spectrum ◽  
Community Based ◽  
Parent Coaching ◽  
Part C ◽  
Coaching Strategies ◽  
Rural Settings ◽  
The University ◽  
Model Family

Many autism-focused early intervention (EI) models have not yet been adopted by community-based providers in rural settings due to fit and feasibility when working within the Part C model. Family Implemented TEACCH for Toddlers (FITT, based on the University of North Carolina TEACCH Autism Program) is a research-based, Part-C compatible, EI model incorporating parent-coaching and naturalistic strategies with early evidence of efficacy in rural communities. Its use by rural community providers has not yet been examined. Thus, in this multiple baseline study, rural EI professionals ( n = 3) working with caregivers and their toddlers with autism spectrum disorder (ASD) were provided training and weekly coaching on the use of the FITT model and parent-coaching strategies. The implementation of FITT and parent-coaching strategies were measured, and social validity information was gathered from participants. Results indicate that FITT is both feasible to implement, as demonstrated by provider implementation, and acceptable to both EI providers and caregivers.

scholarly journals The Uncertainty of COVID-19 Inducing Social Fear and Pressure on the Continuity of Rural, Community-Based Medical Education: A Thematic Analysis

Healthcare ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 223
Author(s):  
Ryuichi Ohta ◽  
Yoshinori Ryu ◽  
Chiaki Sano
Keyword(s):  
Medical Education ◽  
Direct Observation ◽  
Rural Community ◽  
Thematic Analysis ◽  
Community Based ◽  
Postgraduate Students ◽  
Medical Trainees ◽  
Rural Settings ◽  
Social Fear ◽  
Medical Educators

Rural community-based medical education (CBME) enriches undergraduate and postgraduate students’ learning but has been impacted by the coronavirus disease 2019 (COVID-19) pandemic. We identified the challenges faced by stakeholders as well as the relevant solutions to provide recommendations for sustainable CBME in community hospitals during the COVID-19 pandemic. A total of 31 pages of field and reflection notes were collated through direct observation and used for analysis. Five physicians, eight nurses, one clerk, fourteen medical trainees, and three rural citizens were interviewed between 1 April and 30 September 2020. The interviews were recorded and their contents were transcribed verbatim and analyzed using thematic analysis. Three themes emerged: uncertainty surrounding COVID-19, an overwhelming sense of social fear and pressure within and outside communities, and motivation and determination to continue providing CBME. Rural CBME was impacted by not only the fear of infection but also social fear and pressure within and outside communities. Constant assessment of the risks associated with the pandemic and the implications for CMBE is essential to ensure the sustainability of CBME in rural settings, not only for medical educators and students but also stakeholders who administrate rural CBME.

scholarly journals Project ImPACT for Toddlers: Pilot outcomes of a community adaptation of an intervention for autism risk

Autism ◽  
2019 ◽  
Vol 24 (3) ◽  
pp. 617-632 ◽  
Author(s):  
Aubyn C Stahmer ◽  
Sarah R Rieth ◽  
Kelsey S Dickson ◽  
Josh Feder ◽  
Marilee Burgeson ◽  
...  
Keyword(s):  
Usual Care ◽  
Pilot Trial ◽  
Autism Spectrum ◽  
Community Based ◽  
Family Outcomes ◽  
Project Impact ◽  
Part C ◽  
Parent Child Interactions ◽  
Quasi Experimental

This study reports child and family outcomes from a community-based, quasi-experimental pilot trial of Project ImPACT for Toddlers that is a parent-mediated, naturalistic, developmental behavioral intervention for children with or at-risk for autism spectrum disorder developed through a research–community partnership. Community early interventionists delivered either Project ImPACT for Toddlers ( n = 10) or Usual Care ( n = 9) to families based on Part C assigned provider. Twenty-five families participated, with children averaging 22.76 months old ( SD = 5.06). Family and child measures were collected at intake, after 3 months of service, and after a 3-month follow-up. Results indicate significantly greater improvements in positive parent–child interactions for Project ImPACT for Toddlers than usual care families, as well as large, but non-significant, effect sizes for Project ImPACT for Toddlers families in children’s social and communication skills.

scholarly journals A Community-Based Workshop on Addressing Dementia-Related Stigma: First Insights From a Rural Community

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 876-876
Author(s):  
Juanita Bacsu ◽  
Marc Viger ◽  
Shanthi Johnson ◽  
Megan O’Connell
Keyword(s):  
Rural Communities ◽  
Focus Group ◽  
Rural Community ◽  
Warning Signs ◽  
Structured Interviews ◽  
Community Based ◽  
Reduction Strategies ◽  
Related Stigma ◽  
Risk Reduction Strategies ◽  
Different Cultures

Abstract Dementia-related stigma can delay early dementia diagnosis and lead to social isolation, depression, and suicide. Despite this knowledge, few studies identify strategies to reduce dementia-related stigma. This late-breaker poster begins to address this gap by showcasing the educational components of a community-based workshop to share study findings on reducing dementia-related stigma in rural communities. Guided by solutions-focused theory, semi-structured interviews were conducted with 18 seniors including family members, friends, caregivers and people affected by dementia and other forms of cognitive impairment in rural Saskatchewan, Canada. A focus group was conducted with 7 rural community leaders. The interview and focus group transcripts were analyzed using thematic analysis. Based on the interview and focus group findings, educational components of the workshop included: a dementia definition, different dementia types, warning signs/symptoms, risk reduction strategies, and information on dementia-related stigma and myths. Several strategies to reduce stigma were identified ranging from hosting inter-generational programs to inviting guest speakers with dementia. This study was found to be beneficial for improving knowledge, attitudes, comfort levels, and awareness of dementia. Additional research is needed to develop, implement, and evaluate interventions to reduce dementia-related stigma in different cultures and contexts.

scholarly journals Perceptions of Teachers and Parents on the Educational Experiences of Students with Autism in a Remote Rural Community

2018 ◽  
Vol 38 (3) ◽  
Author(s):  
Amy Price Azano ◽  
Mary Elizabeth Tackett
Keyword(s):  
Professional Development ◽  
Rural Communities ◽  
General Education ◽  
Rural Community ◽  
Educational Experiences ◽  
Autism Spectrum ◽  
Steady Increase ◽  
Data Generation ◽  
Online Questionnaire ◽  
Teachers And Parents

While there is a steady increase in the prevalence of autism spectrum disorder (ASD), relatively little is known about the unique experiences of students with ASD in rural communities. This study investigates how the rural context influences the educational experiences of students with ASD. The researchers used an online questionnaire and in-person interviews of special education teachers, general education teachers, and parents to collect their perceptions of the unique experiences for students with ASD living in a remote rural community of Appalachia. Data generation and analysis led to the discussion of three salient themes: limited parental knowledge, lack of resources and need for professional development, and low socioeconomic status and family or community structures. The authors discuss how these findings manifest in rural communities and make suggestions for further research and professional development.

Addressing the Teacher Recruitment and Retention Dilemma in Rural Settings

2020 ◽  
pp. 319-343
Author(s):  
Bryan S. Zugelder ◽  
Dawn M. Shelton
Keyword(s):  
Rural Communities ◽  
Elementary Education ◽  
Teacher Candidates ◽  
Teacher Recruitment ◽  
Rural Poverty ◽  
School Partnerships ◽  
Recruitment And Retention ◽  
Pedagogical Training ◽  
Rural Settings ◽  
The University

This chapter addresses how an elementary education program at a large university prepares teacher candidates for success working with children and families in rural poverty through a structured, linked, K-2 language arts practicum experience that provides pedagogical training in planning, instruction, and assessment. This descriptive chapter includes a thorough account of program development and employed strategies with example tools and resources to provide the reader with contextual understanding of the methods the authors use to prepare teacher candidates for success. The described structure of the program is centered on the development and sustainable nature of the university and school partnerships, designed to provide teacher candidates with meaningful opportunities for intentional application of theory in real-world, rural settings to address the teacher recruitment and retention dilemma in the state's most economically disadvantaged rural communities, while improving the quality of life for citizens in this region of the country.

scholarly journals Community work project in Gazankulu: A community-based training experience

1992 ◽  
Vol 39 (1) ◽  
Author(s):  
Melissa A. Bortz ◽  
Barbara Schoub ◽  
Judy Mckenzie
Keyword(s):  
Rural Community ◽  
Field Trip ◽  
Hearing Screening ◽  
Speech Pathology ◽  
Training Experience ◽  
Community Based ◽  
Community Work ◽  
The University

Speech Pathology and Audiology students at the University of Witwatersrand participated in a field trip to learn about rural community work. In collaboration with rehabilitation workers at Tintswalo Hospital, Gazankulu, projects in pre-school language stimulation, aphasia assessment and intervention and hearing screening were undertaken. Projects adhered to community work principles. These were successful in terms of both providing a service to the community and teaching students principles and practice of community work.

Community based education in speech pathology and audiology at the University of Durban-Westville

1994 ◽  
Vol 41 (1) ◽  
Author(s):  
Glen W. Jager
Keyword(s):  
Rural Community ◽  
Learning Experience ◽  
Research Programme ◽  
Speech Pathology ◽  
Service Needs ◽  
Language Therapy ◽  
Community Based ◽  
Community Based Education ◽  
The University ◽  
And Training

In South Africa there is increasing awareness both in academic and clinical domains of the inadequacy of education and training of health personnel, in preparing graduates to meet the service needs of the disadvantaged majority. A feasibility study is reported in which the regular curriculum of final year speech, language therapy/audiology students was adapted to provide a more relevant, more appropriate learning experience. This comprised a community based action research programme in a Zulu peri-rural community. A qualitative critical analysis of the project is presented, in an attempt to identify factors that could be likely to hinder and promote the greatly needed process of curriculum transformation within the university; and in the process of strengthening the role that the university can play in meeting the needs of the community it serves.

scholarly journals Participation and engagement of a rural community in Ciclovía: progressing from research intervention to community adoption

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Linda K. Ko ◽  
Eligio Jimenez ◽  
Oralia Cisneros ◽  
Emily V. R. Brown ◽  
Genoveva Ibarra ◽  
...  
Keyword(s):  
Rural Communities ◽  
Rural Community ◽  
Implementation Process ◽  
Community Based Participatory Research ◽  
Lessons Learned ◽  
Community Based ◽  
Roles And Responsibilities ◽  
Safe Spaces ◽  
Planning Guide ◽  
Motorized Vehicles

Abstract Background Open streets events, where roads are temporarily closed to motorized vehicles, can provide safe spaces for physical activity (PA) and become sustainable community infrastructure. Since 2016, we have collaborated with a rural community to implement an open streets event, named ciclovía. In 2019, ciclovía was adopted as a community-wide program. This paper describes the process of building and progressing a ciclovía from a research intervention to a community-adopted program and participation of a rural community in ciclovía. Methods We used community-based participatory research to foster bidirectional learning on how to optimize the content and implementation of ciclovía to be feasible and acceptable for rural communities. The community-academic partnership focused on: 1) understanding the science of ciclovía; 2) learning the implementation process; 3) creating tools to facilitate planning, implementation, and evaluation of ciclovía; and 4) developing transition steps from a research intervention to a community-adopted program. Results The progression of the research intervention to community adoption spanned 2 years. First, the partnership met quarterly to discuss the science of ciclovía, its utility, and its adaptation for rural communities. Second, the partnership studied processes that facilitated ciclovía implementation. Third, the partnership created the ciclovía planning guide and tools for communities to establish their own ciclovía. The guide included forming a planning committee, setting meeting and communication plans, marketing and promotion, and selecting evaluation tools. Fourth, the transition steps from research intervention to community adoption included creating roles and responsibilities, implementing ciclovía using the planning guide, and convening listening sessions for improvement on implementation. Community attendance at ciclovía doubled from 189 individuals (126 children and 63 adults) when it was a research intervention to 394 individuals (277 children and 117 adults) when it was a community program. Conclusions The progression from a research intervention to a community-adopted program encompasses multiple steps that involve bidirectional learning and partnership with the community. Lessons learned from this study are integrated into a disseminatable ciclovía planning guide.

scholarly journals Chicken housing among the rural community of Tonj County in South Sudan: Types and designs

2021 ◽  
pp. 153-158
Author(s):  
A. S. Jubara ◽  
◽  
J. Danga ◽  
J. A. Deng ◽  
E. B. Ochi ◽  
...  
Keyword(s):  
Rural Communities ◽  
Rural Community ◽  
South Sudan ◽  
Ground Level ◽  
Cross Sectional Study ◽  
Sample Collection ◽  
Cross Sectional ◽  
Rural Settings ◽  
Farmers Field School ◽  
The Village

Rural communities usually exert talents and arts in the construction of chickens’ shelters as a token for chickens’ contributions to their livelihoods worldwide. A purposive cross-sectional study was conducted to highlight types and designs of rural chickens’ houses among the village/Boma communities in Tonj County, South Sudan. A total of 400 (four hundred) households owning chickens were randomly selected from 4 (four) villages for the study. A stratified randomized sample collection method, direct interview, enumeration and observations were used. Observations revealed that 271 (67.75%) of the households built houses above the ground level compared to 129 (32.25%) that built close to the ground level. 117 (43.17%) of the households preferred the dome shaped design houses, meanwhile 192(48%) frequently utilized bamboos for constructing the houses. The study concluded that high proportion of rural community was aware of the importance of housing to chickens. Furthermore, the dome shaped design and the bamboos were preferred for chickens’ houses. Farmers Field School (FFS) is needed for educating households to develop inclusive housing structures that realize more benefits and disseminate reciprocation of such study elsewhere in similar rural settings of South Sudan.

From Volunteering to Academic Programming: A Case Example

2016 ◽  
Vol 1 (17) ◽  
pp. 7-11 ◽  
Author(s):  
Cindy Gill ◽  
Sneha Bharadwaj ◽  
Nancy Quick ◽  
Sarah Wainscott ◽  
Paula Chance
Keyword(s):  
Special Needs ◽  
Cultural Relevance ◽  
Master's Program ◽  
Speech Language Pathology ◽  
Community Based ◽  
Charitable Organization ◽  
Language Pathology ◽  
The University

A speech-language pathology master's program that grew out of a partnership between the University of Zambia and a U.S.-based charitable organization, Connective Link Among Special needs Programs (CLASP) International, has just been completed in Zambia. The review of this program is outlined according to the suggested principles for community-based partnerships, a framework which may help evaluate cultural relevance and sustainability in long-term volunteer efforts (Israel, Schulz, Parker, & Becker, 1998).

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