Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
3 recherche sur le mot-clé 'parent-mediated interventions'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Preliminary Effectiveness of Project ImPACT: A Parent-Mediated Intervention for Children with Autism Spectrum Disorder Delivered in a Community Program / Nicole A. STADNICK in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
[article]
Titre : Preliminary Effectiveness of Project ImPACT: A Parent-Mediated Intervention for Children with Autism Spectrum Disorder Delivered in a Community Program Type de document : Texte imprimé et/ou numérique Auteurs : Nicole A. STADNICK, Auteur ; Aubyn C. STAHMER, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Année de publication : 2015 Article en page(s) : p.2092-2104 Langues : Anglais (eng) Mots-clés : ASD Community-based services Implementation Parent-mediated interventions Index. décimale : PER Périodiques Résumé : This is a pilot study of the effectiveness of Project ImPACT, a parent-mediated intervention for ASD delivered in a community program. The primary aim was to compare child and parent outcomes between the intervention group and a community comparison for 30 young children with ASD at baseline and 12 weeks. The secondary aim was to identify parent factors associated with changes in child outcomes. Results indicated significant improvement in child communication skills and a strong trend for parent intervention adherence for the intervention group from baseline to 12 weeks. Higher baseline parenting stress was negatively related to child social gains from baseline to 12 weeks. Findings provide further support for delivering parent-mediated interventions in community settings to children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2376-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2092-2104[article] Preliminary Effectiveness of Project ImPACT: A Parent-Mediated Intervention for Children with Autism Spectrum Disorder Delivered in a Community Program [Texte imprimé et/ou numérique] / Nicole A. STADNICK, Auteur ; Aubyn C. STAHMER, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - 2015 . - p.2092-2104.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2092-2104
Mots-clés : ASD Community-based services Implementation Parent-mediated interventions Index. décimale : PER Périodiques Résumé : This is a pilot study of the effectiveness of Project ImPACT, a parent-mediated intervention for ASD delivered in a community program. The primary aim was to compare child and parent outcomes between the intervention group and a community comparison for 30 young children with ASD at baseline and 12 weeks. The secondary aim was to identify parent factors associated with changes in child outcomes. Results indicated significant improvement in child communication skills and a strong trend for parent intervention adherence for the intervention group from baseline to 12 weeks. Higher baseline parenting stress was negatively related to child social gains from baseline to 12 weeks. Findings provide further support for delivering parent-mediated interventions in community settings to children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2376-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 A short report on a preliminary interventional study to evaluate play-mediated interaction skills in caregivers of children with autism spectrum disorder from Sri Lanka / Samanmali P. SUMANASENA in Autism, 28-1 (January 2024)
[article]
Titre : A short report on a preliminary interventional study to evaluate play-mediated interaction skills in caregivers of children with autism spectrum disorder from Sri Lanka Type de document : Texte imprimé et/ou numérique Auteurs : Samanmali P. SUMANASENA, Auteur Article en page(s) : p.155?161 Mots-clés : autism spectrum disorders caregiver?child interaction skills assessment low- and middle-income countries parent-mediated interventions play-based parent coaching programme play-mediated interaction skills in caregivers social-emotional video monitoring Index. décimale : PER Périodiques Résumé : Caregivers are increasingly recognised as significant in providing naturalistic interventions for children with autism spectrum disorder in high-income countries and low- and middle-income countries including Sri Lanka. It is imperative to assess the impact of programmes targeting desired parenting skills within cultural boundaries. A preliminary study evaluated the effectiveness of a play-based parent coaching programme by assessing caregiver interaction skills. A mixed-method approach included a prospective pre?post interventional study. A caregiver skills assessment checklist was designed by adapting a freely available tool to assess caregiver?child interactions following a 3-h parent coaching programme. Pre-/post-training 10-min video recordings were obtained for each child?caregiver dyad 2?weeks apart. Thirty mothers (25?55?years) participated. Mean scores improved significantly in all caregivers (p?0.005) for special emotional (8.80?22.83), cognitive (4.63?14.13) and language (5.53?12.97) domains. Higher education level and older age of caregivers positively associated with the skill acquisition. Qualitative data revealed caregiver satisfaction of detailed workshops. Promising short-term outcomes demonstrated the potential role of parents as partners in autism spectrum disorder management in low- and middle-income countries. Longer-term outcomes on larger groups of children and caregivers need exploration. Lay abstract Most children with autism spectrum disorder live in low- and middle-income countries. Most of them do not have access to timely and culturally acceptable interventions. Research from high-income countries and low- and middle-income countries, such as Sri Lanka, show that parent-mediated intervention programmes improve functional outcomes, highlighting the importance of parents as partners. We undertook a preliminary study to evaluate how play-based parent coaching will enhance the parent interaction skills to promote social-emotional, cognitive and language skills in children with autism spectrum disorder aged 2?4?years. We evaluated how parents acquire interaction skills to engage with children using a caregiver skills assessment checklist adapted from freely accessible resources. Before and after training, all parent?child dyads participated in a 10-min video-recorded play session with a set of toys of their choice. Over the course of 2?weeks, all parents spent 2?h/day playing and interacting with the child to harness the desired skills. The results showed that the parental training had a positive effect on all 30 caregivers in gaining skills, with a significant improvement in all three domains with the highest impact on skills for social-emotional development. Overall, parents reported high levels of satisfaction on the training. The significant improvement in parent interaction skills was promising. However, further studies to look at the sustainability of the skills and the impact on children?s overall development need to be looked into using larger and more generalised studies. En ligne : https://dx.doi.org/10.1177/13623613231211370 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519
in Autism > 28-1 (January 2024) . - p.155?161[article] A short report on a preliminary interventional study to evaluate play-mediated interaction skills in caregivers of children with autism spectrum disorder from Sri Lanka [Texte imprimé et/ou numérique] / Samanmali P. SUMANASENA, Auteur . - p.155?161.
in Autism > 28-1 (January 2024) . - p.155?161
Mots-clés : autism spectrum disorders caregiver?child interaction skills assessment low- and middle-income countries parent-mediated interventions play-based parent coaching programme play-mediated interaction skills in caregivers social-emotional video monitoring Index. décimale : PER Périodiques Résumé : Caregivers are increasingly recognised as significant in providing naturalistic interventions for children with autism spectrum disorder in high-income countries and low- and middle-income countries including Sri Lanka. It is imperative to assess the impact of programmes targeting desired parenting skills within cultural boundaries. A preliminary study evaluated the effectiveness of a play-based parent coaching programme by assessing caregiver interaction skills. A mixed-method approach included a prospective pre?post interventional study. A caregiver skills assessment checklist was designed by adapting a freely available tool to assess caregiver?child interactions following a 3-h parent coaching programme. Pre-/post-training 10-min video recordings were obtained for each child?caregiver dyad 2?weeks apart. Thirty mothers (25?55?years) participated. Mean scores improved significantly in all caregivers (p?0.005) for special emotional (8.80?22.83), cognitive (4.63?14.13) and language (5.53?12.97) domains. Higher education level and older age of caregivers positively associated with the skill acquisition. Qualitative data revealed caregiver satisfaction of detailed workshops. Promising short-term outcomes demonstrated the potential role of parents as partners in autism spectrum disorder management in low- and middle-income countries. Longer-term outcomes on larger groups of children and caregivers need exploration. Lay abstract Most children with autism spectrum disorder live in low- and middle-income countries. Most of them do not have access to timely and culturally acceptable interventions. Research from high-income countries and low- and middle-income countries, such as Sri Lanka, show that parent-mediated intervention programmes improve functional outcomes, highlighting the importance of parents as partners. We undertook a preliminary study to evaluate how play-based parent coaching will enhance the parent interaction skills to promote social-emotional, cognitive and language skills in children with autism spectrum disorder aged 2?4?years. We evaluated how parents acquire interaction skills to engage with children using a caregiver skills assessment checklist adapted from freely accessible resources. Before and after training, all parent?child dyads participated in a 10-min video-recorded play session with a set of toys of their choice. Over the course of 2?weeks, all parents spent 2?h/day playing and interacting with the child to harness the desired skills. The results showed that the parental training had a positive effect on all 30 caregivers in gaining skills, with a significant improvement in all three domains with the highest impact on skills for social-emotional development. Overall, parents reported high levels of satisfaction on the training. The significant improvement in parent interaction skills was promising. However, further studies to look at the sustainability of the skills and the impact on children?s overall development need to be looked into using larger and more generalised studies. En ligne : https://dx.doi.org/10.1177/13623613231211370 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 Parents training parents: Lessons learned from a study of reciprocal imitation training in young children with autism spectrum disorder / Trevor A. HALL in Autism, 23-6 (August 2019)
[article]
Titre : Parents training parents: Lessons learned from a study of reciprocal imitation training in young children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Trevor A. HALL, Auteur ; S. MASTEL, Auteur ; R. NICKEL, Auteur ; Allison L. WAINER, Auteur Article en page(s) : p.1601-1606 Langues : Anglais (eng) Mots-clés : autism spectrum disorder parent-mediated interventions reciprocal imitation training rural service delivery Index. décimale : PER Périodiques Résumé : Parent-mediated interventions are cost-effective ways to increase access to appropriate treatment services to children with autism spectrum disorder. We aimed to engage parents working as partners within rural autism identification teams to facilitate prompt initiation of autism-specific treatment services and expand the amount of treatment available to young children with autism spectrum disorder. To do this, we sought to employ a two-phase training approach: (Phase 1) train parents to fidelity in an evidence-based parent-mediated intervention (reciprocal imitation training), and (Phase 2) evaluate the extent to which parents could effectively coach other parents of newly diagnosed children to implement reciprocal imitation training with their child. We experienced several unexpected barriers to completing all aspects of the Phase 1 training workflow. This led us to pivot toward a process evaluation. We used qualitative interviewing with our partner parents to systematically identify barriers and enhance the likelihood for successful future efforts at such an approach. The lessons we learned and recommendations for others attempting this type of research are presented. En ligne : http://dx.doi.org/10.1177/1362361318815643 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Autism > 23-6 (August 2019) . - p.1601-1606[article] Parents training parents: Lessons learned from a study of reciprocal imitation training in young children with autism spectrum disorder [Texte imprimé et/ou numérique] / Trevor A. HALL, Auteur ; S. MASTEL, Auteur ; R. NICKEL, Auteur ; Allison L. WAINER, Auteur . - p.1601-1606.
Langues : Anglais (eng)
in Autism > 23-6 (August 2019) . - p.1601-1606
Mots-clés : autism spectrum disorder parent-mediated interventions reciprocal imitation training rural service delivery Index. décimale : PER Périodiques Résumé : Parent-mediated interventions are cost-effective ways to increase access to appropriate treatment services to children with autism spectrum disorder. We aimed to engage parents working as partners within rural autism identification teams to facilitate prompt initiation of autism-specific treatment services and expand the amount of treatment available to young children with autism spectrum disorder. To do this, we sought to employ a two-phase training approach: (Phase 1) train parents to fidelity in an evidence-based parent-mediated intervention (reciprocal imitation training), and (Phase 2) evaluate the extent to which parents could effectively coach other parents of newly diagnosed children to implement reciprocal imitation training with their child. We experienced several unexpected barriers to completing all aspects of the Phase 1 training workflow. This led us to pivot toward a process evaluation. We used qualitative interviewing with our partner parents to systematically identify barriers and enhance the likelihood for successful future efforts at such an approach. The lessons we learned and recommendations for others attempting this type of research are presented. En ligne : http://dx.doi.org/10.1177/1362361318815643 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403