Yael G Dai1, Lynn Brennan2, Ariel Como3, Jamie Hughes-Lika4, Thyde Dumont-Mathieu5, Iris Carcani Rathwell6, Ola Minxhozi3, Blerina Aliaj7, Deborah A Fein1. 1. Department of Psychological Sciences, University of Connecticut, 406 Babbidge Road, Unit 1020, Storrs, CT, 06269, USA. 2. Independent Consultant, Stow, MSA, 01775, USA. 3. Tirana Medical University and Regional Center on Autism, Dëshmorët e 4 Shkurtit, Pallati nr. 30, Tirana, Albania. 4. Summit Autism Services, Las Vegas, NV, USA; 48 N Rainbow Blvd, Las Vegas, NV 89107, USA. 5. Connecticut Children's Medical Center, 282 Washington St, Hartford, CT 06106, USA. 6. South London and Maudsley NHS Foundation Trust, Camberwell, London SE5 8AZ, UK. 7. European University of Tirana, Bulevardi Gjergj Fishta Nd. 70, Tirana 1023, Albania.
Abstract
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, Wilcox, & Lamorey, 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, Heffer, Gresham, & Elliott, 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.
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, Wilcox, & Lamorey, 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, Heffer, Gresham, & Elliott, 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.
Entities:
Keywords:
Autism spectrum disorders; Distance learning; Intervention; Parent training
Authors: Gregory S Liptak; Lauren B Benzoni; Daniel W Mruzek; Karen W Nolan; Melissa A Thingvoll; Christine M Wade; G Edgar Fryer Journal: J Dev Behav Pediatr Date: 2008-06 Impact factor: 2.225