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Telepractice parent-implemented training and coaching in a rural area in the UK: Impact on mothers and their children with autism / Lila KOSSYVAKI in Research in Autism Spectrum Disorders, 98 (October 2022)
[article]
Titre : Telepractice parent-implemented training and coaching in a rural area in the UK: Impact on mothers and their children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Lila KOSSYVAKI, Auteur ; Hedda MEADAN, Auteur ; Laura CRISTESCU, Auteur ; Hadeel ALHARBI, Auteur ; Michelle SANDS, Auteur ; Danielle TUITE, Auteur Article en page(s) : 102044 Langues : Anglais (eng) Mots-clés : Telepractice Parent-implemented intervention Parent training and coaching Autism ASD Social communication skills Index. décimale : PER Périodiques Résumé : Background Parent-implemented interventions are reported to have positive outcomes for both children with autism and their parents. Online parent training and coaching have been increasingly used as an effective alternative or supplemental to traditional face-to-face services, especially after the start of the Covid-19 pandemic. The purpose of this study was to examine the extent to which parents of children with autism can implement a set of newly acquired strategies and the impact these had on their children’s communication skills. Method Four mother-child dyads from a rural area in the UK participated in the study following a multiple-baseline design across strategies. Asynchronous training and synchronous coaching were provided, all online. Results The present study extended the results of the original US based study it replicated (Meadan et al., 2016). Mothers learned to use the targeted naturalistic teaching strategies they were trained and coached in (i.e., i-PiCS- internet-based Parent-implemented Communication Strategies) and their children’s responsiveness and initiations of communication increased and were mostly maintained after the end of the study. Changes in the mothers’ use of strategies were observed in many cases even after training only, and the strategy of time delay was linked to increases in the children’s initiations of communication. Conclusions This replication study showed that i-PiCS is an appropriate intervention to use with mothers of children with autism in the UK and telepractice training and coaching can be a feasible and effective service delivery method. En ligne : https://doi.org/10.1016/j.rasd.2022.102044 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490
in Research in Autism Spectrum Disorders > 98 (October 2022) . - 102044[article] Telepractice parent-implemented training and coaching in a rural area in the UK: Impact on mothers and their children with autism [Texte imprimé et/ou numérique] / Lila KOSSYVAKI, Auteur ; Hedda MEADAN, Auteur ; Laura CRISTESCU, Auteur ; Hadeel ALHARBI, Auteur ; Michelle SANDS, Auteur ; Danielle TUITE, Auteur . - 102044.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 98 (October 2022) . - 102044
Mots-clés : Telepractice Parent-implemented intervention Parent training and coaching Autism ASD Social communication skills Index. décimale : PER Périodiques Résumé : Background Parent-implemented interventions are reported to have positive outcomes for both children with autism and their parents. Online parent training and coaching have been increasingly used as an effective alternative or supplemental to traditional face-to-face services, especially after the start of the Covid-19 pandemic. The purpose of this study was to examine the extent to which parents of children with autism can implement a set of newly acquired strategies and the impact these had on their children’s communication skills. Method Four mother-child dyads from a rural area in the UK participated in the study following a multiple-baseline design across strategies. Asynchronous training and synchronous coaching were provided, all online. Results The present study extended the results of the original US based study it replicated (Meadan et al., 2016). Mothers learned to use the targeted naturalistic teaching strategies they were trained and coached in (i.e., i-PiCS- internet-based Parent-implemented Communication Strategies) and their children’s responsiveness and initiations of communication increased and were mostly maintained after the end of the study. Changes in the mothers’ use of strategies were observed in many cases even after training only, and the strategy of time delay was linked to increases in the children’s initiations of communication. Conclusions This replication study showed that i-PiCS is an appropriate intervention to use with mothers of children with autism in the UK and telepractice training and coaching can be a feasible and effective service delivery method. En ligne : https://doi.org/10.1016/j.rasd.2022.102044 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 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)
[article]
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
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5177-5190[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 Social validity of telepractice in families with children with autism / Gabriel MARTÍNEZ-RICO ; Margarita CAÑADAS ; Rómulo J. GONZÁLEZ-GARCÍA in Research in Autism Spectrum Disorders, 110 (February 2024)
[article]
Titre : Social validity of telepractice in families with children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Gabriel MARTÍNEZ-RICO, Auteur ; Margarita CAÑADAS, Auteur ; Rómulo J. GONZÁLEZ-GARCÍA, Auteur Article en page(s) : p.102295 Mots-clés : Autism Telepractice Social validity Service characteristics Usefulness Usability Index. décimale : PER Périodiques Résumé : This research evaluates the social validity (SV) of Telepractice as an intervention modality in families with children with ASD. The study analyzed the SV perceived by families according to the characteristics of the intervention and service delivery. A total of 168 Spanish families with a child with ASD or developmental delay at risk for ASD receiving support services from 45 centers in 44 cities around Spain. Structural equation modeling was used to study the impact of service characteristics on families? perception of SV of telepractice in terms of effectiveness, feasibility, usefulness, caregiver confidence and competence, and future intentions. Results showed that families with children with ASD had an overall positive social validity of telepractice. Videoconference combined with phone calls and email was the modality with higher social validity scores, and the perceived technology skills was directly related to SV scores. Families receiving multiple telepractice sessions per week during longer periods of time tend to show a more passive role and lower perceptions of social validity. Implications for practice are presented, such as weekly videoconferencing sessions with an active family role in order to allow specialists observe the family's interactions with the child, monitor progress, and build caregiver capacity. En ligne : https://doi.org/10.1016/j.rasd.2023.102295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520
in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102295[article] Social validity of telepractice in families with children with autism [Texte imprimé et/ou numérique] / Gabriel MARTÍNEZ-RICO, Auteur ; Margarita CAÑADAS, Auteur ; Rómulo J. GONZÁLEZ-GARCÍA, Auteur . - p.102295.
in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102295
Mots-clés : Autism Telepractice Social validity Service characteristics Usefulness Usability Index. décimale : PER Périodiques Résumé : This research evaluates the social validity (SV) of Telepractice as an intervention modality in families with children with ASD. The study analyzed the SV perceived by families according to the characteristics of the intervention and service delivery. A total of 168 Spanish families with a child with ASD or developmental delay at risk for ASD receiving support services from 45 centers in 44 cities around Spain. Structural equation modeling was used to study the impact of service characteristics on families? perception of SV of telepractice in terms of effectiveness, feasibility, usefulness, caregiver confidence and competence, and future intentions. Results showed that families with children with ASD had an overall positive social validity of telepractice. Videoconference combined with phone calls and email was the modality with higher social validity scores, and the perceived technology skills was directly related to SV scores. Families receiving multiple telepractice sessions per week during longer periods of time tend to show a more passive role and lower perceptions of social validity. Implications for practice are presented, such as weekly videoconferencing sessions with an active family role in order to allow specialists observe the family's interactions with the child, monitor progress, and build caregiver capacity. En ligne : https://doi.org/10.1016/j.rasd.2023.102295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520