scholarly journals Parent perceptions of a group telepractice communication intervention for autism

2022 ◽  
Vol 7 ◽  
pp. 239694152110701
Author(s):  
Robyn Garnett ◽  
Bronwyn Davidson ◽  
Patricia Eadie
Keyword(s):  
Service Delivery ◽  
Parenting Stress ◽  
Parental Stress ◽  
Group Intervention ◽  
Parent Perceptions ◽  
Children With Autism ◽  
Service Access ◽  
Post Intervention ◽  
Face To Face ◽  
Barriers To Service

Background & Aims Estimates suggest that one in 59 children receive a diagnosis of autism and that early intervention can be effective if applied consistently and intensively. Parent implemented intervention can increase intervention consistency and intensity however, availability of providers, geographical factors, time constraints, and parental stress levels can all act as barriers to service access. Limitations in understanding elements that support family engagement can also impact participation in intervention. Telepractice can increase availability of intervention services and decrease the time and costs associated with face-to-face delivery. Research focused on children with autism has shown that telepractice is acceptable to parents. Despite positive findings for telepractice services with individual clients, limited research has been conducted on telepractice services for parent groups; parent perceptions and preferences regarding intervention; and service delivery methods. This research aimed to investigate parent perceptions of a group intervention programme for autism; the telepractice approach; parent and child outcomes; and parental stress. The purpose of the investigation was to build an understanding of parent's intervention preferences to inform future service offerings, increase choice, and support participation. Methods Eleven parents of preschool children with autism participated in a telepractice delivered group training programme called Hanen More Than Words (HMTW). The intervention is traditionally delivered face to face and teaches strategies to facilitate social-communication development in young children. Quantitative and qualitative measures were used to evaluate parent perceptions of the telepractice HMTW intervention. Data were collected via the Parenting Stress Index, HMTW programme evaluation forms, and online parent survey. Quantitative data was analysed using descriptive statistics. Pre- and post-intervention comparisons of parenting stress were conducted using paired T-Tests. Open comment field responses were analysed qualitatively using a directed content analysis. Results Parents reported high levels of satisfaction with telepractice delivered HMTW across intervention and post programme evaluations. Interactive learning opportunities, group participation, video coaching, individualisation of service, and programme facilitation were identified as key supports to learning. Parents perceived increased insight into the interaction, learning, and behaviour of themselves and their children. They reported positive changes in strategy implementation and confidence. Parents also perceived improvements in their children's communication, responsiveness, interaction, and play following intervention. Parental stress measurements from pre- to post intervention, were not significantly different. Conclusions Telepractice may reduce service barriers and improve access, particularly with the efficiency of a group delivery approach. Utilising technology to deliver group intervention was acceptable to parents and perceived to have positive outcomes for both parent and child. Further investigation into parent perceptions of intervention types and delivery approaches, could facilitate a broader understanding of family needs with respect to service access and engagement. Implications Expansion of telepractice offerings can increase efficiencies and service choice for families and providers. Limitations in service availability and barriers to service access and engagement, confirm the importance of pursuing ongoing service improvements and evaluating the preferences of service users. Development of standardised tools to measure and compare parent perceptions across intervention types and service delivery approaches would be beneficial.

scholarly journals Father communication coaching for children with autism spectrum disorder: A single-subject study

2019 ◽  
Vol 4 ◽  
pp. 239694151987737
Author(s):  
Michelle Flippin
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Parental Stress ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Post Intervention ◽  
Object Play ◽  
Physical Play

Background and aims Parent-mediated interventions have been shown to be effective for improving communication skills for children with autism spectrum disorder when implemented by mothers. Little is known about the efficacy of autism spectrum disorder communication interventions implemented by fathers. This study investigated the effects of a 12-week coaching program on a father’s use of responsive strategies. Targeted responsive strategies included follow-in comments, follow-in directives, responsive physical play, and responsive object play. Collateral measures of changes to child communication skills and parental stress levels were also investigated. Methods A single subject, multiple baselines across behaviors experiment was conducted with one dyad (i.e. father and child with autism spectrum disorder). Results Results showed that the participating father was able to quickly learn to use three of the four targeted responsive strategies (i.e. follow-in comments, follow-in directives, responsive physical play). Child’s use of single words increased over baseline level and beginning use of multi-word utterances was documented. Pre–post intervention changes in ratings of stress for the participating father and mother were noted across child and parent domains. Conclusions and implications Findings of this pilot study may have important implications for developing much-needed parent coaching programs to enhance fathers’ use of responsive strategies and increase social communication skills for children with autism spectrum disorder.

scholarly journals Longitudinal psychometric evaluation of the developmental disorder parenting stressor index with Japanese parents of children with autism

Autism ◽  
2021 ◽  
pp. 136236132110093
Author(s):  
Takahiro Yamane
Keyword(s):  
Stress Response ◽  
Psychometric Properties ◽  
Parenting Stress ◽  
Parental Stress ◽  
Developmental Disorder ◽  
Cognitive Appraisal ◽  
Children With Autism ◽  
Clinical Implications ◽  
Personal Distress ◽  
Parent Relationships

Assessing parenting stress in parents of children with autism has crucial clinical implications because increased parental stress is associated with psychological disorders and personal distress, which can result in worse child–parent relationships. We examined the psychometric properties of a new index for assessing parenting stressors—the Developmental Disorder Parenting Stressor Index and the temporal variability of parenting stressors using longitudinal data of 212 Japanese parents of children with autism aged 2–18 years. The findings indicated that the Developmental Disorder Parenting Stressor Index has appropriate cross-validity, structural validity, construct validity, and reliability. Moreover, the psychometric properties and the brevity of the Developmental Disorder Parenting Stressor Index increase the clinical utility of the scale. The implications of the findings of this study are discussed. Lay abstract Parents of children with autism experience high rates of parenting stress. Assessing parenting stress in them has crucial clinical implications because increased parental stress is associated with psychological disorders and personal distress, which can result in worse child–parent relationships. Theorists have proposed that a person’s cognitive appraisal determines whether or not a situation or an encounter is personally stressful. However, prior scales merely measure the outcomes of parental stress as a stress response: little the scales were designed to assess events and cognitive appraisal-related parenting stressors of parents of children with autism. We investigated whether a new index for assessing parenting stressors—the Developmental Disorder Parenting Stressor Index is a valid measure to assess parenting stressors of parents of children with autism using longitudinal online surveys at three times. Participants were 212 Japanese parents of children with autism aged 2–18 years who completed the Developmental Disorder Parenting Stressor Index and measures of autism symptoms and stress response . Overall, the findings indicated that the Developmental Disorder Parenting Stressor Index can be reliably used to measure both experiences and cognitive appraisal of parenting stressors among parents of children with autism. Moreover, the Developmental Disorder Parenting Stressor Index has several advantages and is a valuable measurement tool to be able to evaluate parenting stressors in clinical settings; Developmental Disorder Parenting Stressor Index is shorter, easier to complete, and can evaluate both viewpoints of parenting stressors.

scholarly journals Implementation of an educational module on nosocomial infection control measures: a randomised hospital-based trial

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Gamil Ghaleb Alrubaiee ◽  
Anisah Baharom ◽  
Ibrahim Faisal ◽  
Hayati Kadir Shahar ◽  
Shaffe Mohd Daud ◽  
...  
Keyword(s):  
Group Intervention ◽  
Intervention Group ◽  
Control Measures ◽  
Hard Copy ◽  
Post Intervention ◽  
Educational Module ◽  
Face To Face ◽  
Significant Difference ◽  
Service Training ◽  
The Mean

Abstract Background Previous cross-sectional studies have reported limited knowledge and practices among nurses regarding controlling nosocomial infections (NIs). Even though health institutions offer many irregular in-service training courses to solve such issues, a three year-nursing educational programme at institutions is not adequate to enable nurses to handle NIs. Therefore, this study aims to evaluate the implementation of an educational module on NIs control measures among Yemeni nurses. Methods A single-blinded randomised hospital-based trial was undertaken involving 540 nurses assigned to two intervention groups and a waitlist group. Intervention group-1 received a face-to-face training course comprising 20 h spread over six weeks and a hard copy of the module, while intervention group-2 only received the hard copy of the module “without training”. In contrast, the waitlist group did not receive anything during the period of collecting data. A self-administered NI control measures-evaluation questionnaire was utilised in collecting the data from the participants; before the intervention, at six weeks and 3 months after the end of the intervention. The period of data collection was between 1st May and 30th October 2016. Results The results from collecting and analysing the data showed a statistically significant difference in the mean knowledge scores between the intervention groups that were detectable immediately post-intervention with a mean difference (MD) of 4.31 (P < 0.001) and 3 months after the end of the intervention (MD = 4.48, P < 0.001) as compared to the waitlist group. Similarly, the results showed a statistically significant difference in the mean practice scores between the intervention groups immediately post-intervention (MD = 2.74, P < 0.001) and 3 months after the intervention (MD = 2.46, P < 0.001) as compared to the waitlist group. Intervention-1 (face-to-face training + module) was more effective than intervention-2 (module only) in improving Yemeni nurses’ knowledge and practices regarding NI control measures compared to the waitlist group. Conclusion The findings of this study found that intervention-1 could be offered to nurses in the form of an in-service training course every six months. The NI course should also be included in nursing curricula, particularly for the three-year-nursing diploma in Yemen. Trial registration Nosocomial infection educational module for nurses ISRCTN19992640, 20/6/2017. The study protocol was retrospectively registered.

scholarly journals Predictors of parenting stress in parents of children diagnosed with autism spectrum disorder: a scoping review

2021 ◽  
Vol 57 (1) ◽  
Author(s):  
Haytham Mohammad Al-Oran ◽  
Lee Khuan
Keyword(s):  
Autism Spectrum Disorder ◽  
Parenting Stress ◽  
Scoping Review ◽  
Parental Stress ◽  
Health Care Services ◽  
Children With Autism ◽  
Initial Step ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
High Level

Abstract Introduction Identifying the predictors of parenting stress in parents of children with autism spectrum disorder is crucial to provide the best health-care services. Main text The scoping review was conducted. Search engines (EBSCO, Springer, PubMed, Ovid, Google Scholar, and Science Direct) were used to collate published studies between the years 2009 and 2020. Keywords used were parenting stress, parental stress, predictors of parenting stress, Autism disorder, Autism, and scoping review. Primary screening of the titles and abstracts of 1039 articles was conducted. The secondary screening of 348 articles resulted in 27 articles included in this review. The reviewed articles revealed core symptoms of the disorder, namely, behavior problems, and socio-communication impairments strongly linked with the high level of parenting stress. Conclusion This scoping review is the initial step toward encouraging future efforts to provide supportive interventions for parents of children with autism spectrum disorder.

Case Studies for Telepractice in AAC

2014 ◽  
Vol 23 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Tanya Rose Curtis
Keyword(s):  
Service Delivery ◽  
Case Studies ◽  
Eye Gaze ◽  
Cognitive Impairments ◽  
Perceived Barriers ◽  
Computer Experience ◽  
Access Methods ◽  
Complex Communication Needs ◽  
Barriers To Service ◽  
Communication Needs

As the field of telepractice grows, perceived barriers to service delivery must be anticipated and addressed in order to provide appropriate service delivery to individuals who will benefit from this model. When applying telepractice to the field of AAC, additional barriers are encountered when clients with complex communication needs are unable to speak, often present with severe quadriplegia and are unable to position themselves or access the computer independently, and/or may have cognitive impairments and limited computer experience. Some access methods, such as eye gaze, can also present technological challenges in the telepractice environment. These barriers can be overcome, and telepractice is not only practical and effective, but often a preferred means of service delivery for persons with complex communication needs.

A nonrandomized trial of a behavioral parent training intervention for parents with children with challenging behaviors: In-person versus internet-HOT DOCS

2021 ◽  
pp. 135910452110275
Author(s):  
Heather Agazzi ◽  
Holland Hayford ◽  
Nicholas Thomas ◽  
Cristina Ortiz ◽  
Abraham Salinas-Miranda
Keyword(s):  
Parent Training ◽  
Parenting Stress ◽  
Disruptive Behavior ◽  
Consumer Satisfaction ◽  
Challenging Behaviors ◽  
Disruptive Behaviors ◽  
Behavioral Parent Training ◽  
Post Intervention ◽  
Child Disruptive Behavior ◽  
Post Test

Behavioral parent training (BPT) programs are the first-line interventions for childhood disruptive behaviors. In light of the COVID-19 pandemic, adapting these programs to telehealth modalities is necessary to ensure continued services to children and families. This study evaluates the use of telehealth versus in-person modality to deliver the Helping Our Toddlers, Developing Our Children’s Skills (HOT DOCS) BPT. The study design was quasi-experimental with two nonequivalent groups: in-person HOT DOCS ( n = 152) and internet-HOT DOCS ( n = 46). Participants were caregivers of children ages 2–5 exhibiting disruptive behaviors. Pre- and post-intervention outcome measures were collected for child disruptive behavior and parenting stress and post-test only for consumer satisfaction. Multiple linear and Poisson regression models were performed to assess the effect of class modality on the outcomes. Child disruptive behavior and parenting stress post-test scores for in-person and telehealth groups were not significantly different, even after adjusting for baseline characteristics. Consumer satisfaction scores were significantly more positive for the in-person group. The results of this study provide preliminary evidence for the i-HOT DOCS modality as being as effective as the in-person program. Study findings may be beneficial to practitioners utilizing telehealth interventions during the COVID-19 pandemic and onward.

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