“In our language”: Acceptability and impact of executive function videos for Spanish-speaking families / Jonathan SAFER-LICHTENSTEIN in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202719 Titre : “In our language”: Acceptability and impact of executive function videos for Spanish-speaking families Type de document : texte imprimé Auteurs : Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura CAMPOS, Auteur ; Jessica V. SMITH, Auteur ; Tennyson DAHLMAN, Auteur ; Susan MIKULICH-GILBERTSON, Auteur ; Jessica HOLMES, Auteur ; Alyssa VERBALIS, Auteur ; Allison RATTO, Auteur ; Kristi HARDY, Auteur ; Anna C. ARMOUR, Auteur ; Bruno J. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Laura ANTHONY, Auteur Article en page(s) : p.202719 Langues : Anglais (eng) Mots-clés : Autism  ADHD  Hispanic/ Latine  Spanish  Executive functioning  Parents/ caregivers Index. décimale : PER Périodiques Résumé : Purpose Predominantly Spanish-speaking Hispanic/Latine families of children with neurodevelopmental conditions (e.g., autism, ADHD) in the U.S. face barriers accessing intervention services. This study evaluated the acceptability and effectiveness of executive function (EF) support videos translated into Spanish for caregivers in this community. Methods In this pragmatic trial, 37 caregivers of neurodivergent children aged 8–11 reviewed 12 brief EF-focused videos addressing skills like flexible thinking, planning, and self-regulation, with strategies for home use. The original English-language videos were developed with input from a Community Advisory Board (CAB) to ensure broad applicability across socioeconomic and racial/ethnic backgrounds, then directly translated and dubbed by a bilingual team. Caregivers completed pre/post measures assessing EF knowledge, caregiver strain, child EF difficulties, and video acceptability and feasibility. Focus groups were used to contextualize and expand on quantitative findings. An exploratory comparison was made to a prior English-language video cohort. Results Caregivers in the Spanish video cohort reported high acceptability and feasibility and demonstrated improvements in EF knowledge, reduced strain, and improved child EF outcomes. These outcomes were greater than those in the English video cohort. Focus group participants emphasized the relevance of the content, the practicality of the format, and the importance of receiving resources in their native language. Conclusion These findings highlight the potential of pragmatic, scalable, and linguistically accessible intervention resources for underserved communities. The EF videos, though directly translated with limited culturally specific adaptation, were well-received and effective in improving outcomes for Spanish-speaking caregivers. En ligne : https://doi.org/10.1016/j.reia.2025.202719 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] “In our language”: Acceptability and impact of executive function videos for Spanish-speaking families [texte imprimé] / Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura CAMPOS, Auteur ; Jessica V. SMITH, Auteur ; Tennyson DAHLMAN, Auteur ; Susan MIKULICH-GILBERTSON, Auteur ; Jessica HOLMES, Auteur ; Alyssa VERBALIS, Auteur ; Allison RATTO, Auteur ; Kristi HARDY, Auteur ; Anna C. ARMOUR, Auteur ; Bruno J. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Laura ANTHONY, Auteur . - p.202719. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202719 Mots-clés : Autism  ADHD  Hispanic/ Latine  Spanish  Executive functioning  Parents/ caregivers Index. décimale : PER Périodiques Résumé : Purpose Predominantly Spanish-speaking Hispanic/Latine families of children with neurodevelopmental conditions (e.g., autism, ADHD) in the U.S. face barriers accessing intervention services. This study evaluated the acceptability and effectiveness of executive function (EF) support videos translated into Spanish for caregivers in this community. Methods In this pragmatic trial, 37 caregivers of neurodivergent children aged 8–11 reviewed 12 brief EF-focused videos addressing skills like flexible thinking, planning, and self-regulation, with strategies for home use. The original English-language videos were developed with input from a Community Advisory Board (CAB) to ensure broad applicability across socioeconomic and racial/ethnic backgrounds, then directly translated and dubbed by a bilingual team. Caregivers completed pre/post measures assessing EF knowledge, caregiver strain, child EF difficulties, and video acceptability and feasibility. Focus groups were used to contextualize and expand on quantitative findings. An exploratory comparison was made to a prior English-language video cohort. Results Caregivers in the Spanish video cohort reported high acceptability and feasibility and demonstrated improvements in EF knowledge, reduced strain, and improved child EF outcomes. These outcomes were greater than those in the English video cohort. Focus group participants emphasized the relevance of the content, the practicality of the format, and the importance of receiving resources in their native language. Conclusion These findings highlight the potential of pragmatic, scalable, and linguistically accessible intervention resources for underserved communities. The EF videos, though directly translated with limited culturally specific adaptation, were well-received and effective in improving outcomes for Spanish-speaking caregivers. En ligne : https://doi.org/10.1016/j.reia.2025.202719 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

---

1 (1 - 1 / 1) Par page : 25 50 100 200