Caregiver-Implemented Intervention for Young Children with Autism Spectrum Disorder: A Systematic Review of Coaching Components

Tomeny, Kimberly R.; McWilliam, R. A.; Tomeny, Theodore S.

doi:10.1007/s40489-019-00186-7

Cited by 32 publications

(35 citation statements)

References 66 publications

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“…These studies have demonstrated this checklist’s strong reliability and predictive validity for families with children with a disability; indeed, in two of these studies the early parenting behaviors measured with the PICCOLO predicted cognitive and language outcomes in children with disabilities [ 11 , 12 ]. This underlines the importance of early parenting in children with disabilities, as has also been emphasized by family-centered models in the field of early intervention [ 112 – 114 ]. Early intervention professionals should support parents in interactions with their children in natural routines through collaboration with families to promote functional learning and optimal outcomes [ 115 ].…”

Section: Discussionmentioning

confidence: 90%

Parenting behaviors of mothers and fathers of young children with intellectual disability evaluated in a natural context

et al. 2020

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The aims of this study were to analyze the interactions of mothers and fathers with their children with intellectual disabilities, focusing on certain parental behaviors previously identified as promoting child development, and to explore the relations between parenting and some sociodemographic variables. A sample of 87 pairs of mothers and fathers of the same children were recruited from Early Intervention Centers. The children (58 male and 29 female) were aged 20-47 months. Most of the families (92%) were from the province of Barcelona (Spain), and the remaining 8% were from the other provinces of Catalonia (Spain). Parenting behaviors, divided into four domains (Affection, Responsiveness, Encouragement, and Teaching) were assessed from self-recorded videotapes, in accordance with the validated Spanish version of the PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes). Parents were administered a sociodemographic questionnaire. The results revealed strong similarities between mothers' and fathers' parental behaviors. Mothers and fathers were more likely to engage in affectionate behavior than in teaching behavior. Only maternal teaching presented a significant positive relation to the child's age. With respect to the child's gender, no differences were observed in mothers' parenting. Conversely, fathers scored significantly higher in Responsiveness, Encouragement and Teaching (and had higher total parenting scores) when interacting with boys. The severity of the child's ID had a statistically significant effect only on fathers' Teaching, which showed lower mean scores in the severe ID group than in the moderate and mild ID groups. Teaching also presented a significant positive relation to mother's age, but father's age was not related to any parenting domain. Mothers with a higher educational level scored significantly higher in Encouragement and Teaching, and the fathers' educational level was not significantly related to any parenting domain. Mothers' and fathers' Teaching, and fathers' Responsiveness, Encouragement and total parenting scores, presented a significant positive relation to family income. Finally, mothers spent more time in childcare activities than fathers, particularly on workdays. Our main conclusion is that mothers and fathers show very similar strengths and weaknesses when interacting with their children with intellectual disabilities during play.

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Section: Discussionmentioning

confidence: 90%

Parenting behaviors of mothers and fathers of young children with intellectual disability evaluated in a natural context

et al. 2020

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“…In addition, in the present study, we did not provide coaching, but the participating parents noted a need for coaching in addition to the online training. Coaching is an effective and efficient way to improve individualized outcomes for children and their families (Siller et al, 2018; Tomeny et al, 2020). Researchers suggest supplementing training with coaching to enhance skill acquisition and to facilitate parents’ use of new skills in their daily interactions with their child (Kemp & Turnbull, 2014; Meadan et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Impact of Challenging Behavior Online Modules on Korean Parents of Children With Developmental Disabilities: A Randomized Controlled Trial

Lee¹,

Meadan

Xia

2022

Journal of Positive Behavior Interventions

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Challenging behavior exhibited by young children with neurodevelopmental disabilities is known to negatively affect their optimal development and families’ quality of life. Although some support exists for English-speaking parents of children with autism who live in high-resource countries, it is scarce for others. Such disparity may also be heightened during the coronavirus disease 2019 (COVID-19) pandemic with various societal restrictions. To mitigate the treatment gap, we developed and adapted a series of online training modules on behavioral principles and examined its effectiveness with 88 Korean parents using a randomized controlled trial. We found significant interaction effects on increasing parents’ knowledge of behavioral principles, increasing positive parenting practices, and decreasing parental stress. Qualitative social validity data also indicated that parents were highly satisfied with the goals, procedures, and outcomes and that the program positively affected their parenting styles.

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“…Many providers reported that it was difficult to convince some caregivers to participate in the caregiver-focused, coaching intervention model imposed by telehealth. However, this is difficult to interpret as the range of definitions of "coaching" in EI literature (Tomeny et al, 2020) suggests that provider coaching approaches were variable. It is likely that certain coaching strategies were relatively more facilitative of caregiver buy-in, but this cannot be determined from the current study.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

The Impact of COVID-19 on Illinois Early Intervention Services

Roberts

Thornhill

Lee

et al. 2022

Am J Speech Lang Pathol

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Purpose: We sought to understand the extent of the nationwide disruption to Part C Early Intervention services due to COVID-19 and the subsequent shift to telehealth, primarily through a focused examination of providers' perspectives on this disruption in a single state, which is Illinois. Method: To examine the impact of coronavirus disease (COVID-19) on Early Intervention service provision and implementation, 385 Early Intervention Illinois providers completed a web-based survey. Archival data were used to determine changes in number of Illinois Early Intervention referrals following the pandemic onset and to compare Illinois' telehealth and stay-at-home policies to those of other states. Results: The majority (85%) of Illinois Early Intervention providers reported a disruption in service provision during COVID-19. The number of sessions delivered and the number of children per caseload decreased significantly. Provider confidence also decreased significantly. Only 28% of providers reported high confidence with telehealth. Identified benefits of telehealth included increased accessibility and caregiver involvement, whereas limitations included perceived lack of caregiver buy-in. New Illinois Early Intervention referrals and cases were lower during COVID-19 than in the previous year. Prior to 2020, 33 states did not have a permanent reimbursement policy for providing telehealth Early Intervention services. For states with a suspension of in-person Early Intervention services due to COVID-19, time to approval for telehealth reimbursement varied (0–22 days). Conclusions: The shift to telehealth in Illinois resulted in decreases in service provision and provider confidence across disciplines. However, providers identified some benefits to telehealth. Telehealth may represent a means to increase Early Intervention accessibility following the pandemic. Supplemental Material: https://doi.org/10.23641/asha.19119539

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Caregiver-Implemented Intervention for Young Children with Autism Spectrum Disorder: A Systematic Review of Coaching Components

Cited by 32 publications

References 66 publications

Parenting behaviors of mothers and fathers of young children with intellectual disability evaluated in a natural context

Parenting behaviors of mothers and fathers of young children with intellectual disability evaluated in a natural context

Impact of Challenging Behavior Online Modules on Korean Parents of Children With Developmental Disabilities: A Randomized Controlled Trial

The Impact of COVID-19 on Illinois Early Intervention Services

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