Cultural adaptation of evidence-based interventions for children with developmental disabilities, including autism, is an effective way to increase the effectiveness and sustainment of intervention effects. Such uptake of interventions is especially needed for communities of marginalized and minoritized populations. However, there have been very limited guidelines on how to ensure quality for cultural adaptation in autism. With this gap in mind, we present the Cultural Adaptation Checklist, which was developed in an iterative process with purposes to (a) guide research on the cultural adaptation of evidence-based intervention with diverse populations, and (b) systematically appraise the quality of cultural adaptation conducted in intervention literature. In this article, we describe the Checklist, development process, and how it may guide cultural adaptation in autism research.
Purpose: The purpose of this review article was to (a) scope the literature related to coaching caregivers of children with autism to provide an overview of current practices for assessment and intervention conducted via telepractice in collaboration with caregivers and (b) examine commonly reported challenges related to telepractice and potential solutions. Method: We conducted a search of relevant literature and identified seven articles that are related to the topic of caregiver involvement in remote assessments and interventions for children with autism. Results: Seven studies that include 10 caregiver-implemented interventions were identified. Researchers have used telepractice to conduct both assessments and interventions, and they generally reported having successful interactions with caregivers using different telepractice platforms. The most common telepractice modality was conducting live videoconferencing to provide services. These articles also contained rich information related to the commonly reported barriers and needs of caregivers to conduct telepractice, such as challenges in using telepractice technology and providing adequate training to caregivers. The studies also address different strategies researchers and professionals may utilize to alleviate these practical challenges to provide more streamlined telepractice services. Conclusions: Although there are challenges related to conducting assessments and interventions via telepractice, it was suggested that telepractice can be a supplement in delivering evidence-based interventions. As there are implications for future research and practice, we call for more research and practice to examine how professionals may optimize service delivery to caregivers.
Parents of autistic children have historically reported hardships related to raising their children. However, the access to resources related to the childrearing of an autistic child is not equitable, therefore resulting in exacerbated difficulties for parents in low-resource settings. In these situations, peer support may be a protective factor for parental resilience in which they receive various supports from other parents of an autistic child with similar experiences. Despite its potential utility, little is known about such parent-to-parent support as evidenced by no synthesis of relevant literature. To address this gap, we present a scoping review of 25 studies that included parent-to-parent support among parents of autistic children. Across these studies, a total of 141 and 747 parents participated as parent mentors and mentees with some heterogeneity in their demographic characteristics. We also identified how parent mentors were trained to provide support to their peers and social validity data related to parent-to-parent support and provided implications for future intervention research. Lay Abstract Parents of autistic children have long reported feelings of isolation and increased stress during and after receiving their child’s diagnosis. Increasing global prevalence of autism also calls for increased services and supports to meet the needs of these families, but most parents who live in low-resource settings still report exacerbated barriers. This may indicate the need for diversifying intervention delivery models to increase contextual fit and enhance implementation effects for different populations. For example, many parents have reported parent-to-parent (P2P) model to be a source of emotional support, advocacy, and knowledge related to their child’s diagnosis, and practical advice. However, little is known about this topic due to the lack of synthesis of relevant autism literature. To address this gap, we conducted a literature review to gain a deeper understanding of how P2P support is used. We identified 25 studies based on our inclusion and exclusion criteria, which we coded to extract variables such as demographic information of participants, types of P2P, dosage, target outcomes, and social validity. About half of studies focused on providing support groups for parents, and the other half focused on individual matching and mentoring for skill acquisition of parents. Across the included 25 studies, a total of 141 parents participated as parent mentors and 747 parents as parent mentees. We also present implications for future research.
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