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Cartwright JE, Mount KB. Adjunctive Parental Support Within Manualized Parent Training for Children with Autism Spectrum Disorder. Child Psychiatry Hum Dev 2022; 53:1293-1308. [PMID: 34164759 DOI: 10.1007/s10578-021-01210-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/14/2021] [Indexed: 10/21/2022]
Abstract
Parent training is a central focus of behavioral intervention, with emphasis on teaching parents to become change agents for their children by using behavioral management skills. However, its effectiveness is limited by a parent's ability to engage in the learning process. Parents managing external stressors, psychopathology, or poverty often do not gain the skills and thus, the treatment may minimally impacts parent and child behavior. In order to increase a parent's ability to acquire and implement new skills accurately, referred to as parent treatment integrity, the current study added a parent-support component to the RUBI Autism Network's Parent Training for Disruptive Behaviors protocol. The parent-support component was intended to remove barriers to skill acquisition during the parent training session by alleviating some of the interfering parental stress. In an alternating treatments design, a community-based sample of five parent-child dyads (average age of child = 32 months) participated in the parent-training protocol; half of the intervention sessions included a 15-min parent-support component. The addition of the parent-support component increased parent engagement, treatment integrity, and learned parenting skills, like parent praise. Results support a model of change for parenting behavior. Inclusion of a parent-support component is supported as an effective practice for parent training.
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Affiliation(s)
- Julia E Cartwright
- Center for Autism and Developmental Disabilities, The University of Texas Southwestern Medical Center at Dallas, 6363 Forest Park Road, Suite BL5.320, Dallas, TX, 75235, USA. .,Division of Psychology, University of Texas Southwestern Medical Center, 5323 Harry Hines Boulevard, Dallas, TX, USA.
| | - Katherine Bellone Mount
- Center for Autism and Developmental Disabilities, The University of Texas Southwestern Medical Center at Dallas, 6363 Forest Park Road, Suite BL5.320, Dallas, TX, 75235, USA
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Garbacz SA, Jordan P, Novotnak T, Young K, Zahn M, Markham MA. Parent, Teacher, and Student Perceptions of Conjoint Behavioral Consultation for Middle School Students. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2022. [DOI: 10.1080/10474412.2022.2054422] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
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Camilleri LJ, Maras K, Brosnan M. Mothers' and practitioners' insights on the use of digitally-mediated social stories with children on the autism spectrum: A convergent mixed-methods study. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 119:104104. [PMID: 34626938 DOI: 10.1016/j.ridd.2021.104104] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/17/2021] [Revised: 09/06/2021] [Accepted: 09/29/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND While end-user interest in digitally-mediated Social Story (SS) intervention for children on the autism spectrum is growing, research on the use of SSs in digital form is currently lacking. AIMS This study aimed to investigate how digital-mediation can influence parents' and practitioners' attitudes towards the SS intervention as well as impact their perceived competence in their ability to administer the intervention. METHODS AND PROCEDURES This study used a convergent mixed-method design. Nineteen participants (ten practitioners and nine mothers) participated in two focus group sessions. Participants then engaged with a digitally-mediated SS and completed a pre- and post-engagement survey measuring attitude, competence and user experience with the intervention. OUTCOMES AND RESULTS The mothers' perceived competence ratings improved after engaging with digitally-mediated SSs. Mothers and practitioners also indicated that digitally-mediated SSs increased their perceived efficiency, while mothers felt it improved their autonomy and further empowered them as end-users. CONCLUSION AND IMPLICATIONS Digitally-mediated SS has the potential to effectively address challenges related to intervention implementation whilst also empowering further the end-user.
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Affiliation(s)
- Louis John Camilleri
- Department of Psychology, Centre for Applied Autism Research, University of Bath, United Kingdom; Faculty of Education, Department of Inclusion & Access to Learning, University of Malta, Malta.
| | - Katie Maras
- Department of Psychology, Centre for Applied Autism Research, University of Bath, United Kingdom.
| | - Mark Brosnan
- Department of Psychology, Centre for Applied Autism Research, University of Bath, United Kingdom.
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Fallon LM, Collier-Meek MA, Famolare GM, DeFouw ER, Gould KM. Electronically Delivered Support to Promote Intervention Implementation Fidelity: A Research Synthesis. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2020.1853485] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Piat M, Wainwright M, Sofouli E, Albert H, Casey R, Rivest MP, Briand C, Kasdorf S, Labonté L, LeBlanc S, O'Rourke JJ. The CFIR Card Game: a new approach for working with implementation teams to identify challenges and strategies. Implement Sci Commun 2021; 2:1. [PMID: 33413699 PMCID: PMC7791817 DOI: 10.1186/s43058-020-00099-1] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2020] [Accepted: 11/29/2020] [Indexed: 01/16/2023] Open
Abstract
BACKGROUND The Consolidated Framework for Implementation Research (CFIR) and the ERIC compilation of implementation strategies are key resources for identifying implementation barriers and strategies. However, their respective density and complexity make their application to implementation planning outside of academia challenging. We developed the CFIR Card Game as a way of working with multi-stakeholder implementation teams that were implementing mental health recovery into their services, to identify barriers and strategies to overcome them. The aim of this descriptive evaluation is to describe how the game was prepared, played, used and received by teams and researchers and their perception of the clarity of the CFIR constructs. METHODS We used the new CFIR-ERIC Matching Tool v.1 to design the game. We produced a deck of cards with each of the CFIR-ERIC Matching Tool barrier narratives representing all 39 CFIR constructs. Teams played the game at the pre-implementation stage at a time when they were actively engaged in a planning process for implementing their selected recovery-oriented innovation. The teams placed each card in either the YES or NO column of the board in response to whether they anticipated experiencing this barrier in their setting. Teams were also asked about the clarity of the barrier narratives and were provided with plain language versions if unclear. Researchers completed a reflection form following the game, and participants completed an open-added questionnaire that included questions specific to the CFIR Card Game. We applied a descriptive coding approach to analysis. RESULTS Four descriptive themes emerged from this analysis: (1) the CFIR Card Game as a useful and engaging process, (2) difficulties understanding CFIR construct barrier narratives, (3) strengths of the game's design and structure and room for improvement and (4) mediating factors: facilitator preparation and multi-stakeholder dynamics. Quantitative findings regarding the clarity of the barrier narratives were integrated with qualitative data under theme 2. Only seven of the 39 original barrier narratives were judged to be clear by all teams. CONCLUSIONS The CFIR Card Game can be used to enhance implementation planning. Plain language versions of CFIR construct barrier narratives are needed. Our plain language versions require further testing and refining.
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Affiliation(s)
- Myra Piat
- Department of Psychiatry, McGill University, Douglas Hospital Research Centre, Montreal, Quebec, Canada.
| | | | - Eleni Sofouli
- Department of Psychiatry, McGill University, Douglas Hospital Research Centre, Montreal, Quebec, Canada
| | - Hélène Albert
- École de Travail Social, Université de Moncton, Moncton, New Brunswick, Canada
| | - Regina Casey
- Department of Psychology, Douglas College, New Westminster, British Columbia, Canada
| | - Marie-Pier Rivest
- École de Travail Social, Université de Moncton, Moncton, New Brunswick, Canada
| | - Catherine Briand
- Department of Occupational Therapy, Université du Québec à Trois-Rivières, Trois-Rivières, Québec, Canada
| | - Sarah Kasdorf
- Department of Anthropology, Durham University, Durham, UK
| | - Lise Labonté
- Department of Anthropology, Durham University, Durham, UK
| | - Sébastien LeBlanc
- École de Travail Social, Université de Moncton, Moncton, New Brunswick, Canada
| | - Joseph J O'Rourke
- Department of Occupational Science and Occupational Therapy, University of British Columbia, Vancouver, British Columbia, Canada
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Gresham FM, Dart EH, Collins TA. Generalizability of Multiple Measures of Treatment Integrity: Comparisons Among Direct Observation, Permanent Products, and Self-Report. SCHOOL PSYCHOLOGY REVIEW 2020. [DOI: 10.1080/02796015.2017.12087606] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Martin RJ, Codding RS, Collier-Meek MA, Gould KM, DeFouw ER, Volpe RJ. Examination of a Parent-Mediated Detect, Practice, and Repair Procedure to Improve Math Fact Fluency. SCHOOL PSYCHOLOGY REVIEW 2020. [DOI: 10.17105/spr-2018-0022.v48-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Azad GF, Marcus SC, Sheridan SM, Mandell DS. Partners in School: An Innovative Parent-Teacher Consultation Model for Children with Autism Spectrum Disorder. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2018; 28:460-486. [PMID: 30713408 DOI: 10.1080/10474412.2018.1431550] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
Little research examines the best ways to improve communication between parents and teachers of children with Autism Spectrum Disorder (ASD) and its effect on child outcomes. The present study tests an innovative parent-teacher consultation model, entitled Partners in School. The goal of Partners in School is to improve parent-teacher communication aboutevidence-based practices (EBPs), and subsequently, outcomes for children with ASD. Participants were 26 teachers and 49 parents of children with ASD from a large urban public school district. Parents and teachers completed measures of their communication and child outcomes prior to and after receiving consultation through Partners in School. Results indicated that parents and teachers perceived improvements in child outcomes after participation inPartners in School. Changes in parent-teacher communication also were associated with changes in some child outcomes. Discussionhighlights the important role of communication inconsultations targeting family-school partnerships for children with ASD.
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Affiliation(s)
- Gazi F Azad
- Kennedy Krieger Institute & Johns Hopkins University
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Lyon AR, Cook CR, Brown EC, Locke J, Davis C, Ehrhart M, Aarons GA. Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship. Implement Sci 2018; 13:5. [PMID: 29310673 PMCID: PMC5759223 DOI: 10.1186/s13012-017-0705-6] [Citation(s) in RCA: 67] [Impact Index Per Article: 11.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2017] [Accepted: 12/27/2017] [Indexed: 12/03/2022] Open
Abstract
Background A substantial literature has established the role of the inner organizational setting on the implementation of evidence-based practices in community contexts, but very little of this research has been extended to the education sector, one of the most common settings for the delivery of mental and behavioral health services to children and adolescents. The current study examined the factor structure, psychometric properties, and interrelations of an adapted set of pragmatic organizational instruments measuring key aspects of the organizational implementation context in schools: (1) strategic implementation leadership, (2) strategic implementation climate, and (3) implementation citizenship behavior. Method The Implementation Leadership Scale (ILS), Implementation Climate Scale (ICS), and Implementation Citizenship Behavior Scale (ICBS) were adapted by a research team that included the original scale authors and experts in the implementation of evidence-based practices in schools. These instruments were then administered to a geographically representative sample (n = 196) of school-based mental/behavioral health consultants to assess the reliability and structural validity via a series of confirmatory factor analyses. Results Overall, the original factor structures for the ILS, ICS, and ICBS were confirmed in the current sample. The one exception was poor functioning of the Rewards subscale of the ICS, which was removed in the final ICS model. Correlations among the revised measures, evaluated as part of an overarching model of the organizational implementation context, indicated both unique and shared variance. Conclusions The current analyses suggest strong applicability of the revised instruments to implementation of evidence-based mental and behavioral practices in the education sector. The one poorly functioning subscale (Rewards on the ICS) was attributed to typical educational policies that do not allow for individual financial incentives to personnel. Potential directions for future expansion, revision, and application of the instruments in schools are discussed.
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Affiliation(s)
- Aaron R Lyon
- University of Washington, 6200 NE 74th Street, Suite 100, Seattle, WA, 98115, USA.
| | - Clayton R Cook
- University of Minnesota, 250 Education Sciences Bldg, 56 East River Road, Minneapolis, MN, 55455, USA
| | - Eric C Brown
- Department of Public Health Sciences, Miller School of Medicine, University of Miami, 1120 NW 14th Street, Office 104, Miami, FL, 33136, USA
| | - Jill Locke
- University of Washington, 6200 NE 74th Street, Suite 100, Seattle, WA, 98115, USA
| | - Chayna Davis
- University of Washington, 6200 NE 74th Street, Suite 100, Seattle, WA, 98115, USA
| | - Mark Ehrhart
- University of Central Florida, 4111 Pictor Lane, Orlando, FL, 32816-1390, USA
| | - Gregory A Aarons
- University of California San Diego, 9500 Gilman Drive (0812), La Jolla, CA, 92093, USA.,Child and Adolescent Services Research Center, 9500 Gilman Drive (0812), La Jolla, CA, 92093, USA
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Gresham FM, Dart EH, Collins TA. Generalizability of Multiple Measures of Treatment Integrity: Comparisons Among Direct Observation, Permanent Products, and Self-Report. SCHOOL PSYCHOLOGY REVIEW 2017. [DOI: 10.17105/spr46-1.108-121] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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