9 recherche sur le mot-clé 'Parents/education'

A Module-Based Telepractice Intervention for Parents of Children with Developmental Disabilities / Yusuf AKEMOÄŽLU in Journal of Autism and Developmental Disorders, 52-12 (December 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5177-5190 Titre : A Module-Based Telepractice Intervention for Parents of Children with Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Yusuf AKEMOÄŽLU, Auteur ; Dayna LAROUE, Auteur ; Carolina KUDESEY, Auteur ; Mary STAHLMAN, Auteur Année de publication : 2022 Article en page(s) : p.5177-5190 Langues : Anglais (eng) Mots-clés : Child  Humans  Child, Preschool  Developmental Disabilities/therapy  Autism Spectrum Disorder  Parents/education  Child Language  Communication  Autism  Developmental disabilities  Early intervention  Naturalistic teaching  Parent coaching  Shared reading  Telepractice Index. décimale : PER Périodiques Résumé : In the current study, we describe a study of the Internet-based Parent-implemented Communication Strategies-Storybook (i-PiCSS). I-PiCSS is an intervention program designed to train and coach parents to use evidence-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and reading techniques while reading storybooks with their young children with disabilities. Three participating parents were trained via online modules and coached via telepractice technologies (videoconferences). Zoom videoconference software was used for all coaching sessions. Using a single case multiple-baseline design across NCT strategies within each family, we examined, (a) parents' fidelity use of the three NCT strategies, (b) parents' use of book reading techniques, and (c) child language and communication outcomes. After self-directed training and remote coaching, parents used modeling, mand-model, and time delay strategies with higher rates and fidelity (accuracy). Children initiated more communicative acts upon parents' use of time delay and increased their numbers of single-and multiple-word responses. En ligne : http://dx.doi.org/10.1007/s10803-022-05549-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] A Module-Based Telepractice Intervention for Parents of Children with Developmental Disabilities [Texte imprimé et/ou numérique] / Yusuf AKEMOÄŽLU, Auteur ; Dayna LAROUE, Auteur ; Carolina KUDESEY, Auteur ; Mary STAHLMAN, Auteur . - 2022 . - p.5177-5190. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5177-5190 Mots-clés : Child  Humans  Child, Preschool  Developmental Disabilities/therapy  Autism Spectrum Disorder  Parents/education  Child Language  Communication  Autism  Developmental disabilities  Early intervention  Naturalistic teaching  Parent coaching  Shared reading  Telepractice Index. décimale : PER Périodiques Résumé : In the current study, we describe a study of the Internet-based Parent-implemented Communication Strategies-Storybook (i-PiCSS). I-PiCSS is an intervention program designed to train and coach parents to use evidence-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and reading techniques while reading storybooks with their young children with disabilities. Three participating parents were trained via online modules and coached via telepractice technologies (videoconferences). Zoom videoconference software was used for all coaching sessions. Using a single case multiple-baseline design across NCT strategies within each family, we examined, (a) parents' fidelity use of the three NCT strategies, (b) parents' use of book reading techniques, and (c) child language and communication outcomes. After self-directed training and remote coaching, parents used modeling, mand-model, and time delay strategies with higher rates and fidelity (accuracy). Children initiated more communicative acts upon parents' use of time delay and increased their numbers of single-and multiple-word responses. En ligne : http://dx.doi.org/10.1007/s10803-022-05549-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Overcoming Language Barriers between Interventionists and Immigrant Parents of Children with Autism Spectrum Disorder / N. LIM in Journal of Autism and Developmental Disorders, 51-8 (August 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2876-2890 Titre : Overcoming Language Barriers between Interventionists and Immigrant Parents of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : N. LIM, Auteur ; M. F. O'REILLY, Auteur ; F. V. LONDONO, Auteur ; A. RUSSELL-GEORGE, Auteur Article en page(s) : p.2876-2890 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder/psychology/therapy  Child  Child, Preschool  Communication Barriers  Emigrants and Immigrants  Female  Humans  Limited English Proficiency  Male  Mothers  Parents/education  Professional-Family Relations  Autism spectrum disorder  Immigrant  Language barrier  Parent training  Spanish-speaking  Video prompting Index. décimale : PER Périodiques Résumé : This study used a video prompting intervention to overcome language barriers between English-speaking trainers and Spanish-speaking immigrant parents of children with autism. Parents were taught instructional skills targeting independent dressing. A multiple baseline design across three families and a replication using an alternating treatments design with a fourth family were used to evaluate the effects of the intervention. All mothers reached mastery criterion and generalization of instructional skills was observed for three mothers, with treatment gains maintaining during follow-up. Improvement in independent dressing skills was observed for four children. Findings suggest that video prompting can be used to teach immigrant parents of children with autism who have limited English proficiency when there is a language mismatch between parents and trainers. En ligne : http://dx.doi.org/10.1007/s10803-020-04754-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Overcoming Language Barriers between Interventionists and Immigrant Parents of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / N. LIM, Auteur ; M. F. O'REILLY, Auteur ; F. V. LONDONO, Auteur ; A. RUSSELL-GEORGE, Auteur . - p.2876-2890. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2876-2890 Mots-clés : Adult  Autism Spectrum Disorder/psychology/therapy  Child  Child, Preschool  Communication Barriers  Emigrants and Immigrants  Female  Humans  Limited English Proficiency  Male  Mothers  Parents/education  Professional-Family Relations  Autism spectrum disorder  Immigrant  Language barrier  Parent training  Spanish-speaking  Video prompting Index. décimale : PER Périodiques Résumé : This study used a video prompting intervention to overcome language barriers between English-speaking trainers and Spanish-speaking immigrant parents of children with autism. Parents were taught instructional skills targeting independent dressing. A multiple baseline design across three families and a replication using an alternating treatments design with a fourth family were used to evaluate the effects of the intervention. All mothers reached mastery criterion and generalization of instructional skills was observed for three mothers, with treatment gains maintaining during follow-up. Improvement in independent dressing skills was observed for four children. Findings suggest that video prompting can be used to teach immigrant parents of children with autism who have limited English proficiency when there is a language mismatch between parents and trainers. En ligne : http://dx.doi.org/10.1007/s10803-020-04754-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

Parent peer coaching program: A cascading intervention for parents of children with autism in Mongolia / James D. LEE in Autism, 26-8 (November 2022)  

Public ISBD [article]  inAutism > 26-8 (November 2022) . - p.1999-2014 Titre : Parent peer coaching program: A cascading intervention for parents of children with autism in Mongolia Type de document : Texte imprimé et/ou numérique Auteurs : James D. LEE, Auteur ; Hedda MEADAN, Auteur ; Enkhjin OYUNBAATAR, Auteur Article en page(s) : p.1999-2014 Langues : Anglais (eng) Mots-clés : Child  Humans  Autistic Disorder/therapy  Mentoring  Mongolia  Autism Spectrum Disorder/therapy  Parents/education  capacity building  low-resource setting  parent peer coaching Index. décimale : PER Périodiques Résumé : Parents of children with autism are known to experience severe hardships related to raising their children. These hardships are exacerbated in low-resource settings internationally where there is very little resource for children and their families, including professionals who provide evidence-based treatment. Mongolia was chosen as an example of such low-resource settings in this single-case research, and four parent mentors and five parent peers and their children with autism participated and completed the study. A local parent group, the Autism Association of Mongolia, was actively involved in this study and helped with recruitment, development, adaptation, and implementation of the intervention to increase acceptability and feasibility. In addition, a local bilingual research assistant was also utilized as the purpose of this study was to build capacity of diverse stakeholders of children with autism in Mongolia. The research assistant was trained and coached by the research team on both content (communication teaching strategies and behavior management) and delivery (coaching adults), who then provided coaching to parent mentors via live videoconferencing in Mongolian. Parent mentors then similarly provided coaching to parent peers after observing the interactions with their children with autism. The findings suggest that parents can effectively deliver high-fidelity coaching to disseminate evidence-based treatment in low-resource settings when given proper training and coaching. Further examination on scalability and sustainment of effects is suggested. En ligne : http://dx.doi.org/10.1177/13623613211070636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] Parent peer coaching program: A cascading intervention for parents of children with autism in Mongolia [Texte imprimé et/ou numérique] / James D. LEE, Auteur ; Hedda MEADAN, Auteur ; Enkhjin OYUNBAATAR, Auteur . - p.1999-2014. Langues : Anglais (eng) in Autism > 26-8 (November 2022) . - p.1999-2014 Mots-clés : Child  Humans  Autistic Disorder/therapy  Mentoring  Mongolia  Autism Spectrum Disorder/therapy  Parents/education  capacity building  low-resource setting  parent peer coaching Index. décimale : PER Périodiques Résumé : Parents of children with autism are known to experience severe hardships related to raising their children. These hardships are exacerbated in low-resource settings internationally where there is very little resource for children and their families, including professionals who provide evidence-based treatment. Mongolia was chosen as an example of such low-resource settings in this single-case research, and four parent mentors and five parent peers and their children with autism participated and completed the study. A local parent group, the Autism Association of Mongolia, was actively involved in this study and helped with recruitment, development, adaptation, and implementation of the intervention to increase acceptability and feasibility. In addition, a local bilingual research assistant was also utilized as the purpose of this study was to build capacity of diverse stakeholders of children with autism in Mongolia. The research assistant was trained and coached by the research team on both content (communication teaching strategies and behavior management) and delivery (coaching adults), who then provided coaching to parent mentors via live videoconferencing in Mongolian. Parent mentors then similarly provided coaching to parent peers after observing the interactions with their children with autism. The findings suggest that parents can effectively deliver high-fidelity coaching to disseminate evidence-based treatment in low-resource settings when given proper training and coaching. Further examination on scalability and sustainment of effects is suggested. En ligne : http://dx.doi.org/10.1177/13623613211070636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

Pivotal Response Treatment (PRT) - Parent Group Training for Young Children with Autism Spectrum Disorder: A Qualitative Study on Perspectives of Parents / Manon W. P. DE KORTE in Journal of Autism and Developmental Disorders, 52-12 (December 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5414-5427 Titre : Pivotal Response Treatment (PRT) - Parent Group Training for Young Children with Autism Spectrum Disorder: A Qualitative Study on Perspectives of Parents Type de document : Texte imprimé et/ou numérique Auteurs : Manon W. P. DE KORTE, Auteur ; Shireen P. T. KAIJADOE, Auteur ; Jan K. BUITELAAR, Auteur ; Wouter G. STAAL, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur Année de publication : 2022 Article en page(s) : p.5414-5427 Langues : Anglais (eng) Mots-clés : Child  Humans  Child, Preschool  Autism Spectrum Disorder/therapy  Parents/education  Qualitative Research  Social Skills  Communication  Autism spectrum disorder (ASD)  Parent group  Parent-mediated  Pivotal response treatment (PRT)  Young children  advisory board of/and/or speaker for Takeda/Shire, Roche, Medice, Janssen Cilag,  Angelini, and Servier. He is not an employee of any of these companies, and not a  stock shareholder of any of these companies. He has no other financial or  material support, including expert testimony, patents, royalties. All other  authors declare that they have no conflict of interest. Index. décimale : PER Périodiques Résumé : Pivotal Response Treatment (PRT) is considered to be an empirically supported parent-mediated treatment for children with autism spectrum disorder (ASD), but research on parental experiences is lacking. This qualitative study examined the perspectives of parents of young children with ASD who participated in a 14-week PRT with parent group training (PRT-PG). Semi-structured interviews (n=12) were carried out, based on Grounded Theory principles. Results indicated that facilitators and barriers were related to timing and expectations, training setting and characteristics, and participant characteristics. Perceived effects were related to improved child's social-communication skills and well-being, parental insights into their child's needs and own habitual patterns in communication and behavior, and positive changes in family cohesion. The findings indicate that in general parents value PRT-PG as feasible and effective. En ligne : http://dx.doi.org/10.1007/s10803-021-05397-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Pivotal Response Treatment (PRT) - Parent Group Training for Young Children with Autism Spectrum Disorder: A Qualitative Study on Perspectives of Parents [Texte imprimé et/ou numérique] / Manon W. P. DE KORTE, Auteur ; Shireen P. T. KAIJADOE, Auteur ; Jan K. BUITELAAR, Auteur ; Wouter G. STAAL, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur . - 2022 . - p.5414-5427. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5414-5427 Mots-clés : Child  Humans  Child, Preschool  Autism Spectrum Disorder/therapy  Parents/education  Qualitative Research  Social Skills  Communication  Autism spectrum disorder (ASD)  Parent group  Parent-mediated  Pivotal response treatment (PRT)  Young children  advisory board of/and/or speaker for Takeda/Shire, Roche, Medice, Janssen Cilag,  Angelini, and Servier. He is not an employee of any of these companies, and not a  stock shareholder of any of these companies. He has no other financial or  material support, including expert testimony, patents, royalties. All other  authors declare that they have no conflict of interest. Index. décimale : PER Périodiques Résumé : Pivotal Response Treatment (PRT) is considered to be an empirically supported parent-mediated treatment for children with autism spectrum disorder (ASD), but research on parental experiences is lacking. This qualitative study examined the perspectives of parents of young children with ASD who participated in a 14-week PRT with parent group training (PRT-PG). Semi-structured interviews (n=12) were carried out, based on Grounded Theory principles. Results indicated that facilitators and barriers were related to timing and expectations, training setting and characteristics, and participant characteristics. Perceived effects were related to improved child's social-communication skills and well-being, parental insights into their child's needs and own habitual patterns in communication and behavior, and positive changes in family cohesion. The findings indicate that in general parents value PRT-PG as feasible and effective. En ligne : http://dx.doi.org/10.1007/s10803-021-05397-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

"I Don't Do Much Without Researching Things Myself": A Mixed Methods Study Exploring the Role of Parent Health Literacy in Autism Services Use for Young Children / Olivia J. LINDLY in Journal of Autism and Developmental Disorders, 52-8 (August 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3598-3611 Titre : "I Don't Do Much Without Researching Things Myself": A Mixed Methods Study Exploring the Role of Parent Health Literacy in Autism Services Use for Young Children Type de document : Texte imprimé et/ou numérique Auteurs : Olivia J. LINDLY, Auteur ; Jacqueline CABRAL, Auteur ; Ruqayah MOHAMMED, Auteur ; Ivonne GARBER, Auteur ; Kamila B. MISTRY, Auteur ; Karen A. KUHLTHAU, Auteur Article en page(s) : p.3598-3611 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder/diagnosis/therapy  Child  Child, Preschool  Educational Status  Health Literacy  Humans  Parents/education  Autism  Children  Decision-making  Health literacy  Mixed methods  Parents  Services use  United States  interests to disclose. Index. décimale : PER Périodiques Résumé : Little is known about how parent health literacy contributes to health-related outcomes for children with autism. This mixed-methods study included 82 U.S. parents of a child with autism 2-5 years-old and sought to describe (1) health literacy dimensions, (2) how health literacy influences services use, and (3) health literacy improvement strategies. Results showed: autism information was accessed from multiple sources; understanding autism information involved "doing your own research"; autism information empowered decision-making; health literacy facilitated behavioral services use; health literacy influenced medication use; family and system characteristics also affected services use; autism education remains needed; services information is needed across the diagnostic odyssey; and greater scientific information accessibility would increase uptake. Findings demonstrate how parent health literacy affects services use. En ligne : http://dx.doi.org/10.1007/s10803-021-05240-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] "I Don't Do Much Without Researching Things Myself": A Mixed Methods Study Exploring the Role of Parent Health Literacy in Autism Services Use for Young Children [Texte imprimé et/ou numérique] / Olivia J. LINDLY, Auteur ; Jacqueline CABRAL, Auteur ; Ruqayah MOHAMMED, Auteur ; Ivonne GARBER, Auteur ; Kamila B. MISTRY, Auteur ; Karen A. KUHLTHAU, Auteur . - p.3598-3611. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3598-3611 Mots-clés : Autism Spectrum Disorder  Autistic Disorder/diagnosis/therapy  Child  Child, Preschool  Educational Status  Health Literacy  Humans  Parents/education  Autism  Children  Decision-making  Health literacy  Mixed methods  Parents  Services use  United States  interests to disclose. Index. décimale : PER Périodiques Résumé : Little is known about how parent health literacy contributes to health-related outcomes for children with autism. This mixed-methods study included 82 U.S. parents of a child with autism 2-5 years-old and sought to describe (1) health literacy dimensions, (2) how health literacy influences services use, and (3) health literacy improvement strategies. Results showed: autism information was accessed from multiple sources; understanding autism information involved "doing your own research"; autism information empowered decision-making; health literacy facilitated behavioral services use; health literacy influenced medication use; family and system characteristics also affected services use; autism education remains needed; services information is needed across the diagnostic odyssey; and greater scientific information accessibility would increase uptake. Findings demonstrate how parent health literacy affects services use. En ligne : http://dx.doi.org/10.1007/s10803-021-05240-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

No relationship between early postnatal testosterone concentrations and autistic traits in 18 to 30-month-old children / Karson T. F. KUNG in Molecular Autism, 7 (2016)  

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Provider perspectives and reach of an evidence-based intervention in community services for toddlers / Sarah R. RIETH in Autism, 26-3 (April 2022)  

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Parent Training for Youth with Autism Served in Community Settings: A Mixed-Methods Investigation Within a Community Mental Health System / D. STRAITON in Journal of Autism and Developmental Disorders, 51-6 (June 2021)  

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A randomized controlled trial of technology-enhanced behavioral parent training: sustained parent skill use and child outcomes at follow-up / Justin PARENT in Journal of Child Psychology and Psychiatry, 63-9 (September 2022)  

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