A video parent-training program for families of children with autism spectrum disorder in 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.

A systematic review of cultural adaptations in the global application of ABA‐based telehealth services

“…One study (Neely et al, 2020) coached interventionists in incidental teaching procedures (i.e., setting up opportunities for mands) and another study (Wainer & Ingersoll, 2015) coached parents to implement Reciprocal Imitation Training (RIT; Ingersoll & Schreibman, 2006). One study (Dai et al, 2018) created a curriculum and coached parents on the basic principles of ABA to use with their child in a range of situations (i.e., within daily routines, mealtimes, toileting, play).…”

“…Barkaia et al (2017) reported creating consent forms to match the local ethical standards. Dai et al (2018) did not match their groups on age because maternal age is a sensitive variable in Albania and many participants omitted age on their demographic survey. Barkaia et al (2017) reported a specific adaptation in the use of descriptive and nondescriptive praise.…”

“…Translated Materials. Seven studies (Alnemary et al, 2015;Dai et al, 2018;Guðmundsdóttir et al, 2017;Guðmundsdóttir et al, 2018;Lee, 2015;Neely et al, 2020;Tsami et al, 2019) reported using translated materials either during the baseline phase or the training phase of the study. These studies used different methods for the translation process.…”

“…These studies used different methods for the translation process. Dai et al (2018) translated training materials to Albanian and back-translated to English using psychologists as translators. The back-translated materials were reviewed by a doctoral-level behavior analyst.…”

“…Independent translators reviewed the translated materials. Dai et al (2018) created colloquial terms for ABA terminology in Albanian (e.g., they used "reward" instead of "reinforcement" because this was easier to translate). No information on the translation method was provided in the other studies.…”