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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