An initial trial of OPT-In-Early: An online training program for caregivers of autistic children / Yael G DAI in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1601-1615 Titre : An initial trial of OPT-In-Early: An online training program for caregivers of autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Yael G DAI, Auteur ; Rebecca P THOMAS, Auteur ; Lynn BRENNAN, Auteur ; My-Linh LUU, Auteur ; Jamie HUGHES-LIKA, Auteur ; Molly REILLY, Auteur ; Paula MORENO, Auteur ; Brenda OBE, Auteur ; Kelli B AHMED, Auteur ; Leandra N BERRY, Auteur ; Robin P GOIN-KOCHEL, Auteur ; Molly S HELT, Auteur ; Marianne L BARTON, Auteur ; Thyde DUMONT-MATHIEU, Auteur ; Diana L ROBINS, Auteur ; Deborah A FEIN, Auteur Article en page(s) : p.1601-1615 Langues : Anglais (eng) Mots-clés : autistic;online training;parent training;self-directed;telehealth Index. décimale : PER Périodiques Résumé : Online Parent Training in Early Behavioral Intervention (OPT-In-Early) is a self-directed resource for caregivers of autistic children. Sixty-three parent-child dyads from three states in were randomized to the OPT-In-Early or treatment as usual group. Parents in both groups completed baseline and post-treatment visits, which were targeted for 4?months apart but allowed to go up to 6?months. Compared to parents in the treatment as usual group, parents randomized to OPT-In-Early learned more evidence-based intervention principles from baseline to post-treatment and were rated by observers blind to group and time as increasing their use of these strategies during brief semi-structured interactions with their children. Parent participation in OPT-In-Early did not significantly influence children?s social communication as coded from one observation session. Results suggest that parents acquired knowledge and skills in intervention techniques from OPT-In-Early. Longer trials may be needed for gains in child behavior.Lay abstractEarly intervention can help children learn language and improve social communication. However, many barriers, including the expense of services and an insufficient number of providers, prohibit families from accessing services when their children are young. We developed a comprehensive online program for caregivers of autistic children. The program, Online Parent Training in Early Behavioral Intervention (OPT-In-Early), uses text and video demonstrations to teach caregivers effective methods for improving their children?s language, social, and adaptive skills (e.g. using utensils, toilet training), and reducing their children?s disruptive behavior. Sixty-three parents from three states participated in the study. Half of the parents received access to the OPT-In-Early program. After 4?months, parents who had access to the OPT-In-Early program learned more effective intervention strategies, and started using these strategies during interactions with their children, than parents who did not receive access to the program. Parent participation in OPT-In-Early did not significantly influence children?s social communication compared to children whose parents did not have access to OPT-In-Early. A longer duration of parents using learned intervention skills with their children may be needed for children?s social communication skills to improve. En ligne : http://dx.doi.org/10.1177/13623613221142408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] An initial trial of OPT-In-Early: An online training program for caregivers of autistic children [Texte imprimé et/ou numérique] / Yael G DAI, Auteur ; Rebecca P THOMAS, Auteur ; Lynn BRENNAN, Auteur ; My-Linh LUU, Auteur ; Jamie HUGHES-LIKA, Auteur ; Molly REILLY, Auteur ; Paula MORENO, Auteur ; Brenda OBE, Auteur ; Kelli B AHMED, Auteur ; Leandra N BERRY, Auteur ; Robin P GOIN-KOCHEL, Auteur ; Molly S HELT, Auteur ; Marianne L BARTON, Auteur ; Thyde DUMONT-MATHIEU, Auteur ; Diana L ROBINS, Auteur ; Deborah A FEIN, Auteur . - p.1601-1615. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1601-1615 Mots-clés : autistic;online training;parent training;self-directed;telehealth Index. décimale : PER Périodiques Résumé : Online Parent Training in Early Behavioral Intervention (OPT-In-Early) is a self-directed resource for caregivers of autistic children. Sixty-three parent-child dyads from three states in were randomized to the OPT-In-Early or treatment as usual group. Parents in both groups completed baseline and post-treatment visits, which were targeted for 4?months apart but allowed to go up to 6?months. Compared to parents in the treatment as usual group, parents randomized to OPT-In-Early learned more evidence-based intervention principles from baseline to post-treatment and were rated by observers blind to group and time as increasing their use of these strategies during brief semi-structured interactions with their children. Parent participation in OPT-In-Early did not significantly influence children?s social communication as coded from one observation session. Results suggest that parents acquired knowledge and skills in intervention techniques from OPT-In-Early. Longer trials may be needed for gains in child behavior.Lay abstractEarly intervention can help children learn language and improve social communication. However, many barriers, including the expense of services and an insufficient number of providers, prohibit families from accessing services when their children are young. We developed a comprehensive online program for caregivers of autistic children. The program, Online Parent Training in Early Behavioral Intervention (OPT-In-Early), uses text and video demonstrations to teach caregivers effective methods for improving their children?s language, social, and adaptive skills (e.g. using utensils, toilet training), and reducing their children?s disruptive behavior. Sixty-three parents from three states participated in the study. Half of the parents received access to the OPT-In-Early program. After 4?months, parents who had access to the OPT-In-Early program learned more effective intervention strategies, and started using these strategies during interactions with their children, than parents who did not receive access to the program. Parent participation in OPT-In-Early did not significantly influence children?s social communication compared to children whose parents did not have access to OPT-In-Early. A longer duration of parents using learned intervention skills with their children may be needed for children?s social communication skills to improve. En ligne : http://dx.doi.org/10.1177/13623613221142408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

A Global Public Health Strategy for Autism Spectrum Disorders / Simon WALLACE in Autism Research, 5-3 (June 2012)  

Public ISBD [article]  inAutism Research > 5-3 (June 2012) . - p.211-217 Titre : A Global Public Health Strategy for Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Simon WALLACE, Auteur ; Deborah A. FEIN, Auteur ; Michael ROSANOFF, Auteur ; Geraldine DAWSON, Auteur ; Saima HOSSAIN, Auteur ; Lynn BRENNAN, Auteur ; Ariel COMO, Auteur ; Andy SHIH, Auteur Année de publication : 2012 Article en page(s) : p.211-217 Langues : Anglais (eng) Mots-clés : epidemiology  behavioral intervention  parent training, clinical psychiatry Index. décimale : PER Périodiques Résumé : In recent years, there has been increasing awareness about autism spectrum disorders (ASD) around the world, including in low and middle income countries. Unlike countries in Western Europe and North America where infrastructure and capacity are available to help meet some of the needs of individuals with ASD, little expertise or capacity exists in most of the developing world. In 2008 Autism Speaks launched the Global Autism Public Health (GAPH) Initiative to facilitate the development of systematic and sustainable solutions for enhancing global autism awareness, research, training and service delivery. In the last 3 years Autism Speaks has established collaboration with stakeholders from over 20 countries who are working alongside dedicated local and international stakeholders to effect change. In this article, the GAPH framework is described, along with a few brief case examples that illustrate how the framework for implementation of the model can occur. GAPH is still in its infancy but has the potential to have significant impact through inclusive collaboration with local and international stakeholders to develop effective and sustainable public health solutions for disseminating best practices and delivering tangible benefits to individuals with ASD and their families. En ligne : http://dx.doi.org/10.1002/aur.1236 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=163 [article] A Global Public Health Strategy for Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Simon WALLACE, Auteur ; Deborah A. FEIN, Auteur ; Michael ROSANOFF, Auteur ; Geraldine DAWSON, Auteur ; Saima HOSSAIN, Auteur ; Lynn BRENNAN, Auteur ; Ariel COMO, Auteur ; Andy SHIH, Auteur . - 2012 . - p.211-217. Langues : Anglais (eng) in Autism Research > 5-3 (June 2012) . - p.211-217 Mots-clés : epidemiology  behavioral intervention  parent training, clinical psychiatry Index. décimale : PER Périodiques Résumé : In recent years, there has been increasing awareness about autism spectrum disorders (ASD) around the world, including in low and middle income countries. Unlike countries in Western Europe and North America where infrastructure and capacity are available to help meet some of the needs of individuals with ASD, little expertise or capacity exists in most of the developing world. In 2008 Autism Speaks launched the Global Autism Public Health (GAPH) Initiative to facilitate the development of systematic and sustainable solutions for enhancing global autism awareness, research, training and service delivery. In the last 3 years Autism Speaks has established collaboration with stakeholders from over 20 countries who are working alongside dedicated local and international stakeholders to effect change. In this article, the GAPH framework is described, along with a few brief case examples that illustrate how the framework for implementation of the model can occur. GAPH is still in its infancy but has the potential to have significant impact through inclusive collaboration with local and international stakeholders to develop effective and sustainable public health solutions for disseminating best practices and delivering tangible benefits to individuals with ASD and their families. En ligne : http://dx.doi.org/10.1002/aur.1236 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=163

A video parent-training program for families of children with autism spectrum disorder in Albania / Yael G. DAI in Research in Autism Spectrum Disorders, 56 (December 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 56 (December 2018) . - p.36-49 Titre : A video parent-training program for families of children with autism spectrum disorder in Albania Type de document : Texte imprimé et/ou numérique Auteurs : Yael G. DAI, Auteur ; Lynn BRENNAN, Auteur ; Ariel COMO, Auteur ; Jamie HUGHES-LIKA, Auteur ; Thyde DUMONT-MATHIEU, Auteur ; Iris CARCANI-RATHWELL, Auteur ; Ola MINXHOZI, Auteur ; Blerina ALIAJ, Auteur ; Deborah A. FEIN, Auteur Article en page(s) : p.36-49 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Parent training  Intervention  Distance learning Index. décimale : PER Périodiques Résumé : Background Behavioral intervention with parent participation is effective in reducing symptoms of Autism Spectrum Disorder (ASD), but access to intervention is limited. The current study explored whether a video-enriched parent-training program would (a) be comprehensible and acceptable to parents in the Republic of Albania, (b) increase parental knowledge of behavioral strategies, and (c) increase parental self-efficacy. Methods Twenty-nine parents of children with ASD aged 18–70 months completed the Early Intervention Parenting Self-Efficacy Scale (EIPSES, Guimond et al., 2008) and a quiz to assess their knowledge of behavioral strategies. Parents in the Treatment Group then received access to a parent-training (PT) program on evidence-based teaching and behavior management techniques. The program was based on empirical research, but considered Albanian cultural norms and included topics Albanian parents requested. Parents in the Treatment Group rated the program using the Treatment Evaluation Inventory Short Form (TEI-SF; Kelley et al., 1989). Change in parents’ quiz scores and EIPSES ratings from baseline to post-treatment were compared by group. Results Parents rated this video training program as comprehensible and valuable. The program modestly increased aspects of self-efficacy as well as parents’ knowledge of effective teaching strategies. Conclusion Remote PT may be useful in low-resource settings to help parents develop techniques for teaching skills and forestalling problem behavior in children with ASD. Additional research, with a larger sample size, that observes the effect of the program on child behavior is warranted. En ligne : https://doi.org/10.1016/j.rasd.2018.08.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] A video parent-training program for families of children with autism spectrum disorder in Albania [Texte imprimé et/ou numérique] / Yael G. DAI, Auteur ; Lynn BRENNAN, Auteur ; Ariel COMO, Auteur ; Jamie HUGHES-LIKA, Auteur ; Thyde DUMONT-MATHIEU, Auteur ; Iris CARCANI-RATHWELL, Auteur ; Ola MINXHOZI, Auteur ; Blerina ALIAJ, Auteur ; Deborah A. FEIN, Auteur . - p.36-49. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 56 (December 2018) . - p.36-49 Mots-clés : Autism spectrum disorders  Parent training  Intervention  Distance learning Index. décimale : PER Périodiques Résumé : Background Behavioral intervention with parent participation is effective in reducing symptoms of Autism Spectrum Disorder (ASD), but access to intervention is limited. The current study explored whether a video-enriched parent-training program would (a) be comprehensible and acceptable to parents in the Republic of Albania, (b) increase parental knowledge of behavioral strategies, and (c) increase parental self-efficacy. Methods Twenty-nine parents of children with ASD aged 18–70 months completed the Early Intervention Parenting Self-Efficacy Scale (EIPSES, Guimond et al., 2008) and a quiz to assess their knowledge of behavioral strategies. Parents in the Treatment Group then received access to a parent-training (PT) program on evidence-based teaching and behavior management techniques. The program was based on empirical research, but considered Albanian cultural norms and included topics Albanian parents requested. Parents in the Treatment Group rated the program using the Treatment Evaluation Inventory Short Form (TEI-SF; Kelley et al., 1989). Change in parents’ quiz scores and EIPSES ratings from baseline to post-treatment were compared by group. Results Parents rated this video training program as comprehensible and valuable. The program modestly increased aspects of self-efficacy as well as parents’ knowledge of effective teaching strategies. Conclusion Remote PT may be useful in low-resource settings to help parents develop techniques for teaching skills and forestalling problem behavior in children with ASD. Additional research, with a larger sample size, that observes the effect of the program on child behavior is warranted. En ligne : https://doi.org/10.1016/j.rasd.2018.08.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

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