scholarly journals Helping Optimize Language Acquisition (HOLA) Online Parent Training Modules for Latinx Parents of Toddlers at Risk for ASD: Protocol for a Pilot Funded by the Organization for Autism Research

10.2196/18004 ◽  
2020 ◽  
Vol 9 (12) ◽  
pp. e18004
Author(s):  
Robin Lynn Dodds
Keyword(s):  
At Risk ◽  
Los Angeles ◽  
Young Children ◽  
Parent Training ◽  
Autism Spectrum ◽  
Professional Services ◽  
Evidence Based ◽  
Culturally Competent ◽  
South Los Angeles ◽  
The Impact

Background Culturally competent parent training in evidence-based intervention for autism spectrum disorder (ASD) can provide young Latinx children from underserved communities with early interventional support while they wait for professional services, thus reducing the impact of intervention delays. Providing parents with brief bilingual training in Pivotal Response Treatment (PRT) is a strategy that can overcome these barriers and is inexpensive to disseminate. Brief PRT training has been shown to significantly improve joint attention, expressive language, responsivity, and adaptive skills in young children with ASD. However, it is unknown whether an interactive, culturally competent online parent training in PRT is effective in a Latinx population. Objective To this end, we will recruit 24 children (16-36 months old) at risk for ASD and their parent(s) from East and South Los Angeles and provide them with a series of 6 online learning modules in their choice of Spanish or English. Methods This pilot study will utilize a single-group, pilot, pre-post design with follow-up assessments 6 weeks later. Linear mixed-effects model analysis will be used to explore most parent-reported and coded outcomes. Results Brief online parent training in evidence-based treatments has the capacity to increase access to culturally competent early communication interventions for young children at risk for ASD. Conclusions The results of this trial may have particular salience in additional underresourced communities where children have limited access to interventions prior to entering school. International Registered Report Identifier (IRRID) PRR1-10.2196/18004

scholarly journals Helping Optimize Language Acquisition (HOLA) Online Parent Training Modules for Latinx Parents of Toddlers at Risk for ASD: Protocol for a Pilot Funded by the Organization for Autism Research (Preprint)

2020 ◽  
Author(s):  
Robin Lynn Dodds
Keyword(s):  
At Risk ◽  
Los Angeles ◽  
Young Children ◽  
Parent Training ◽  
Autism Spectrum ◽  
Professional Services ◽  
Evidence Based ◽  
Culturally Competent ◽  
South Los Angeles ◽  
The Impact

BACKGROUND Culturally competent parent training in evidence-based intervention for autism spectrum disorder (ASD) can provide young Latinx children from underserved communities with early interventional support while they wait for professional services, thus reducing the impact of intervention delays. Providing parents with brief bilingual training in Pivotal Response Treatment (PRT) is a strategy that can overcome these barriers and is inexpensive to disseminate. Brief PRT training has been shown to significantly improve joint attention, expressive language, responsivity, and adaptive skills in young children with ASD. However, it is unknown whether an interactive, culturally competent online parent training in PRT is effective in a Latinx population. OBJECTIVE To this end, we will recruit 24 children (16-36 months old) at risk for ASD and their parent(s) from East and South Los Angeles and provide them with a series of 6 online learning modules in their choice of Spanish or English. METHODS This pilot study will utilize a single-group, pilot, pre-post design with follow-up assessments 6 weeks later. Linear mixed-effects model analysis will be used to explore most parent-reported and coded outcomes. RESULTS Brief online parent training in evidence-based treatments has the capacity to increase access to culturally competent early communication interventions for young children at risk for ASD. CONCLUSIONS The results of this trial may have particular salience in additional underresourced communities where children have limited access to interventions prior to entering school. INTERNATIONAL REGISTERED REPORT PRR1-10.2196/18004

The Incredible Years® Programs for ADHD in Young Children: A Critical Review of the Evidence

2017 ◽  
Vol 26 (4) ◽  
pp. 195-208 ◽  
Author(s):  
Desiree W. Murray ◽  
Jacqueline R. Lawrence ◽  
Doré R. LaForett
Keyword(s):  
At Risk ◽  
Young Children ◽  
Conduct Problems ◽  
Parent Report ◽  
Treatment Programs ◽  
Adolescent Psychology ◽  
Incredible Years ◽  
Child Treatment ◽  
Observational Measures ◽  
The Impact

This study evaluated the effectiveness of Incredible Years® (IY) programs for Attention-Deficit/Hyperactivity Disorder (ADHD) in children aged 3 to 8 years based on a systematic literature review. Effects of IY programs for children with or at risk for ADHD are examined in addition to the impact on ADHD behaviors in young children identified as having conduct problems or disruptive behavior. Search strategies identified 17 publications reflecting 11 unique intervention studies, including three with samples demonstrating elevated ADHD symptoms or meeting criteria for ADHD. Effects on ADHD outcomes, primarily parent report, were positive and comparable to those seen for conduct problems; benefits were also seen on social skills. Smaller and more variable effects were seen on observational measures and teacher reports. The overall methodological strength of this literature was relatively strong, although lack of fidelity measurement is a weakness. Using criteria established by the American Psychological Association’s Division 53 (Society of Clinical Child and Adolescent Psychology), the IY Basic Parent Program may be considered Probably Efficacious for young children at risk for ADHD. In addition, the combined IY parent and child treatment programs can be considered Possibly Efficacious for children aged 4 to 6 years with ADHD, based on one study by the developer with a diagnosed sample.

scholarly journals Catalyzing Implementation of Evidence-Based Interventions in Safety Net Settings: A Clinical–Community Partnership in South Los Angeles

2017 ◽  
Vol 18 (4) ◽  
pp. 586-597 ◽  
Author(s):  
Denise D. Payán ◽  
David C. Sloane ◽  
Jacqueline Illum ◽  
Roberto B. Vargas ◽  
Donzella Lee ◽  
...  
Keyword(s):  
Health Care ◽  
Los Angeles ◽  
Safety Net ◽  
Evidence Based ◽  
Community Partnership ◽  
South Los Angeles ◽  
Partnership Model ◽  
Clinical Community ◽  
Adoption And Implementation ◽  
Interview Guide

This study is a process evaluation of a clinical–community partnership that implemented evidence-based interventions in clinical safety net settings. Adoption and implementation of evidence-based interventions in these settings can help reduce health disparities by improving the quality of clinical preventive services in health care settings with underserved populations. A clinical–community partnership model is a possible avenue to catalyze adoption and implementation of interventions amid organizational barriers to change. Three Federally Qualified Health Centers in South Los Angeles participated in a partnership led by a local community-based organization (CBO) to implement hypertension interventions. Qualitative research methods were used to evaluate intervention selection and implementation processes between January 2014 and June 2015. Data collection tools included a key participant interview guide, health care provider interview guide, and protocol for taking meeting minutes. This case study demonstrates how a CBO acted as an external facilitator and employed a collaborative partnership model to catalyze implementation of evidence-based interventions in safety net settings. The study phases observed included initiation, planning, and implementation. Three emergent categories of organizational facilitators and barriers were identified (personnel capacity, professional development capacity, and technological capacity). Key participants and health care providers expressed a high level of satisfaction with the collaborative and the interventions, respectively. The CBO’s role as a facilitator and catalyst is a replicable model to promote intervention adoption and implementation in safety net settings. Key lessons learned are provided for researchers and practitioners interested in partnering with Federally Qualified Health Centers to implement health promotion interventions.

Online Communication Training for Parents of Children With Autism Spectrum Disorder

2017 ◽  
Vol 39 (3) ◽  
pp. 415-425 ◽  
Author(s):  
Sarah N. Douglas ◽  
Rebecca Kammes ◽  
Erica Nordquist
Keyword(s):  
Autism Spectrum Disorder ◽  
Parent Training ◽  
Children With Autism ◽  
Online Training ◽  
Autism Spectrum ◽  
Communication Strategy ◽  
Spectrum Disorder ◽  
Probe Design ◽  
Single Subject ◽  
The Impact

Parent training is an essential part of quality programming for children with autism spectrum disorder (ASD). However, limited research exists exploring online training approaches to support parents of children with both ASD and complex communication needs (CCN; e.g., limited verbal ability), despite the many benefits that online training might have for these parents and the overall sustainability and scalability of such approaches. This study utilized a single-subject multiple probe design with three parents and their children to explore the impact of online parent training for parents and their children with ASD and CCN. Training included online interactive components to teach parents a communication strategy, as well as live practice sessions during which parents implemented the strategy, had an opportunity to ask questions, and engaged in self-reflection. Results indicated that training increased communication opportunities and responses provided by parents, and communication by the child. Limitations and future research directions are discussed.

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