scholarly journals Effectiveness of the Caregiver-Mediated Intervention: A Pilot Study for Children with Neurodevelopmental Disorders

2021 ◽  
Author(s):  
Dongmei Ge ◽  
Hua Wei ◽  
Yue Wang ◽  
Yan Li ◽  
Jinmei Luo ◽  
...  
Keyword(s):  
Parent Education ◽  
Neurodevelopmental Disorders ◽  
Adult Child ◽  
Family Intervention ◽  
Skills Training ◽  
Autism Diagnostic Observation Schedule ◽  
Clinical Trial Registry ◽  
Social Adaptability ◽  
Developmental Scale ◽  
Skill Improvement

Abstract Background: The Caregiver-Mediated Intervention(CMI), based on Parent Skills Training(PST), is one family-mediated intervention model for children with neurodevelopmental disorders(NDDs), especially for ASD. This study aims to evaluate the effectiveness of CMI. Methods: 33 children (aged 22-69 months from our department) and their caregivers were included in a two-week training of ten 90-minute lessons. Then caregivers were encouraged to try their best to apply intervention skills in both home routines and play routines, in order to prompt the ability of cognition, motion, social adaptability and behavior of children. The based demographic information, video-taking data and diagnostic sales were collected at two key time‐points at least: Baseline(BL); Post-training (PT; within six months). Results: The outcomes mainly involved three aspects - primary variables, secondary variables and correlation analyses. Compared with BL, those favored PT in (1) Adult/Child Interaction Fidelity Rating (P<0.01), (2) adaptability of Gesell Developmental Scale and stereotyped behaviors and limited interests of Autism Diagnostic Observation Schedule (P<0.05, P<0.01). Moreover, a negative correlation appeared between caregiver skill improvement and parent education(P<0.05), without correlation with other demographics. Conclusions: As an efficacious family intervention for both children and their caregivers, CMI, with little limitation, is worth being generalized widely. Trial registration: China Clinical Trial Registry (ChiCTR-IOC-17013638, 15/12/2017).

Saving Children from a Life of Crime: the Benefits Greatly Outweigh the Costs!

2014 ◽  
Vol 52 (1-2) ◽  
pp. 67-92 ◽  
Author(s):  
David P. Farrington ◽  
Brandon C. Welsh
Keyword(s):  
Parent Education ◽  
Home Visiting ◽  
Cost Benefit ◽  
Management Training ◽  
Skills Training ◽  
Parent Management Training ◽  
Randomized Experiments ◽  
Communities That Care ◽  
Multidimensional Treatment Foster Care ◽  
Parent Management

SummaryThis article reviews some of the most effective programmes for saving children from a life of crime, and also presents the results of cost-benefit analyses of some of these programmes. The best programmes include general parent education in home visiting programmes, parent management training, pre-school intellectual enrichment programmes, child skills training, Functional Family Therapy, Multidimensional Treatment Foster Care and Multisystemic Therapy. Communities That Care is a useful overarching programme. Most of these programmes have been shown to reduce crime and save money. The time is ripe to establish national agencies in all countries which will advance knowledge about early risk factors (from longitudinal studies) and about effective developmental interventions (from randomized experiments and cost-benefit analyses).

Autism severity, co-occurring psychopathology, and intellectual functioning predict supportive school services for youth with autism spectrum disorder

Autism ◽  
2019 ◽  
Vol 23 (7) ◽  
pp. 1805-1816 ◽  
Author(s):  
Tamara E Rosen ◽  
Christine J Spaulding ◽  
Jacquelyn A Gates ◽  
Matthew D Lerner
Keyword(s):  
Autism Spectrum Disorder ◽  
Internalizing Symptoms ◽  
Psychiatric Symptoms ◽  
Skills Training ◽  
Autism Diagnostic Observation Schedule ◽  
Intellectual Functioning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Sources ◽  
School Services

Supportive school services are a primary service modality for youth with autism spectrum disorder. Autism spectrum disorder, as well as co-occurring psychiatric symptoms and low intellectual abilities, interfere with academic achievement and therefore influence decisions about school services. Therefore, we examined the association of parent, teacher, and clinician ratings of autism spectrum disorder and co-occurring psychiatric symptom severity and intellectual functioning with school services. In total, 283 youth with autism spectrum disorder were assessed with clinical evaluation via the Autism Diagnostic Observation Schedule and parent and teacher versions of the CASI-4R ( Child and Adolescent Symptom Inventory). Full Scale Intelligence Quotient scores were obtained from case records. Clinical and teacher evaluations of autism spectrum disorder severity predicted services and were more strongly associated with school services than parent ratings. Teacher ratings were only associated with common school services (e.g. speech/language therapy, occupational therapy, and/or social skills training) frequency at medium and high levels of clinician-rated autism spectrum disorder severity. Higher IQ and parent-rated externalizing symptoms predicted lower likelihood of receiving school services, whereas internalizing symptoms were not predictive of school services. Autism spectrum disorder symptoms may overshadow externalizing and internalizing symptoms when considering school service supports. Results highlight the importance of evaluating autism spectrum disorder severity via multiple sources, especially in cases of unclear symptom presentation, when examining correlates of school services for youth with autism spectrum disorder.

Considering equifinality in treatment planning for social impairment: Divergent paths in neurodevelopmental disorders

2019 ◽  
Vol 83 (3) ◽  
pp. 278-300 ◽  
Author(s):  
Grace Lee Simmons ◽  
Dane C. Hilton ◽  
Matthew A. Jarrett ◽  
Theodore S. Tomeny ◽  
Susan W. White
Keyword(s):  
Social Skills ◽  
Social Cognition ◽  
Peer Relationships ◽  
Neurodevelopmental Disorders ◽  
Skills Training ◽  
Autism Spectrum ◽  
Social Impairment ◽  
Integrative Model ◽  
Hyperactivity Disorder ◽  
Intervention Programming

Youth with autism spectrum disorder (ASD) present with deficits in both social cognition and executive functioning (EF), which contribute to social impairment. Autistic youth are also frequently diagnosed with comorbid attention-deficit/hyperactivity disorder (ADHD), a disorder that, like ASD, includes impaired EF and social functioning. The comorbidity of ASD and ADHD may result in compounded social impairment, but prior research has not sufficiently evaluated the extent to which this comorbidity profile responds to evidence-based intervention targeting social deficits. It is conceivable that dually targeting EF and social cognition impairment will be more impactful than direct social skills training alone. The authors present an integrative model for intervention programming that examines pathways to social impairment in order to more effectively improve social skills and thereby impact both proximal (e.g., emotion expression, current peer relationships) and more distal outcomes (e.g., depression, self-esteem) in youth with ASD and other neurodevelopmental disorders.

Evaluation of a Parent Education and Support Program for Families at Risk of Physical Child Abuse

1996 ◽  
Vol 77 (4) ◽  
pp. 227-239 ◽  
Author(s):  
Ellen E. Whipple ◽  
Steven R. Wilson
Keyword(s):  
Child Abuse ◽  
Parent Education ◽  
Skills Training ◽  
Support Program ◽  
Service Delivery System ◽  
Community Based ◽  
Physical Child Abuse ◽  
Factors Associated ◽  
Comprehensive Service ◽  
Violent Families

The effectiveness of a community-based parent education and support program in ameliorating risk factors associated with physical child abuse was tested. Data were collected on 34 families at three points in time with a combination of questionnaires, interviews, and telephone contacts. Parental depression and stress were significantly reduced, but social support and child misbehaviors were not. The authors offer suggestions for tailoring programs, including strategies to treat depression and stress, the addition of social-skills training to facilitate involvement in healthy support networks, and the development of a cohesive child program. Parent–child programs that are part of a comprehensive service-delivery system may have the best chance for meeting the needs of violent families.

Examination of Group-Based Behavioral Skills Training for Parents of Children with Intellectual and Neurodevelopmental Disorders

2020 ◽  
Vol 42 (2) ◽  
pp. 98-124
Author(s):  
Zachary C. LaBrot ◽  
Sara Kupzyk ◽  
Whitney Strong-Bak ◽  
Jamie L. Pasqua ◽  
Jake Mahon
Keyword(s):  
Neurodevelopmental Disorders ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Behavioral Skills

Evaluation of the Reitman Centre CARERS program for supporting dementia family caregivers: a pre–post intervention study

2021 ◽  
pp. 1-12
Author(s):  
Joel Sadavoy ◽  
Sima Sajedinejad ◽  
Mary Chiu
Keyword(s):  
Family Caregivers ◽  
Group Intervention ◽  
Adult Child ◽  
Cost Effective ◽  
Skills Training ◽  
Well Being ◽  
Community Dwelling ◽  
Rank Test ◽  
Post Intervention ◽  
People With Dementia

ABSTRACT Objectives: While family caregivers (CGs) of persons with dementia are cost-effective for the health system, this form of caregiving leads to disproportionate vulnerability to physical, mental, and social adverse health consequences among CGs. The study goal was to determine the effect of the Reitman Centre CARERS program on key outcomes in family CGs of people with dementia. The Reitman Centre CARERS program is an innovative, group psychotherapeutic skills training intervention based on integrated problem-solving techniques (PST), simulation learning, and group psychotherapy designed to address each CGs’ unique situation. Design: A quasi-experimental, non-randomized, pre–post evaluation, multiple groups, multisite trial. Setting: Multisite group intervention provided in community agencies and hospital-based locations. Participants: Spousal or adult child family CGs (n = 264) living in the community and providing care to community-dwelling family members with dementia. Measurement: CGs were assessed for depression (CES-D); stress (PSS); burden (12-item SZBI); role overload, mastery, caregiving competence, and role captivity (Perlin scales), coping (CISS – Coping Inventory for Stressful Situations), CG reactions to CR’s memory and behavioral symptoms (RMBPC). Care recipients (CRs) were assessed on basic and complex activities of daily living (Katz and Lawton). Paired t-tests and Wilcoxon signed-rank test were used for statistical analysis of both the whole group and a more compromised subgroup of CGs. Results: For the group as a whole, CGs showed significant positive change on post-intervention outcome measures of stress, depression, burden, competence, role captivity, overload, mastery, coping, and reaction to memory issues. The intervention showed especially robust effect sizes (ES) in more compromised CGs. These positive outcomes emerged despite a significant measured deterioration in CRs’ function. Conclusion: The CARERS program may be an effective multicomponent intervention to improve the well-being, functioning, and coping skills of dementia CGs.

Acceptability and feasibility of the World Health Organization’s Caregiver Skills Training implemented in the Italian National Health System

Autism ◽  
2021 ◽  
pp. 136236132110352
Author(s):  
Erica Salomone ◽  
Camilla Ferrante ◽  
Arianna Salandin ◽  
Federica Ferrara ◽  
Elisabetta Torchio ◽  
...  
Keyword(s):  
Focus Groups ◽  
World Health Organization ◽  
Neurodevelopmental Disorders ◽  
Skills Training ◽  
Training Programme ◽  
World Health ◽  
Implementation Challenges ◽  
The World ◽  
Health Organization ◽  
Specific Implementation

The Caregiver Skills Training programme is an evidence-informed group intervention developed by the World Health Organization to counter the treatment gap for neurodevelopmental disorders in children. We examined feasibility and acceptability of Caregiver Skills Training in public child neuropsychiatry services in Italy. Following a formative adaptation process and a pre-pilot implementation, the programme was piloted in six centres. Caregivers of children (2–5 years) with autism spectrum disorder were randomised to either Caregiver Skills Training ( n = 43) or treatment as usual ( n = 43). Professionals’ and caregivers’ experiences in the treatment arm were examined with focus groups and questionnaires. The programme was largely considered acceptable, relevant and feasible. Specific implementation challenges and suggestions for optimising the package are discussed. Lay abstract Across the globe, children with neurodevelopmental disorders, including autism, have limited access to care through public services. To improve access to care the World Health Organization developed a novel, open-access programme: the Caregiver Skills Training programme. The Caregiver Skills Training consists of nine group sessions and three individual home visits, focused on training the caregiver on how to use everyday play and home routines as opportunities for learning and development. We implemented Caregiver Skills Training in public child neuropsychiatry services in Italy and examined with questionnaires and focus groups how feasible it was to deliver the programme in public health settings and how acceptable and relevant it was for caregiver users. We found that the Caregiver Skills Training was largely considered acceptable and relevant for families and feasible to deliver. We discuss potential solutions to address the specific implementation challenges that were identified, such as strategies to improve training of interventionists and overcome barriers to caregiver participation.

Sign in / Sign up

Export Citation Format

Share Document