Comparison of Face-to-Face and Remote Support for Interventionists Learning to Deliver JASPER Intervention with Children Who have Autism

Shire, Stephanie; Worthman, Lisa Baker; Shih, Wendy; Kasari, Connie

doi:10.1007/s10864-020-09376-4

Cited by 26 publications

(29 citation statements)

References 38 publications

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“…Until replication of the C-ESDM model demonstrates positive child-level ndings, additional research is needed to further develop and test this approach. However, the underlying principles -use of distance technology to transmit strategies from existing e cacious models to community providers and to parents -were both feasible and successful in this study, have been well documented in the literature (Ashburner, Vickerstaff, Beetge, & Copley, 2016;Shire, Baker Worthman, Shih, & Kasari, 2020;Sutherland, Trembath, & Roberts, 2018;Vismara et al, 2018;Vismara, Young, Stahmer, Gri th, & Rogers, 2009;Wainer & Ingersoll, 2015) and thus can be considered an evidence-based practice.…”

Section: Discussionmentioning

confidence: 88%

Feasibility of Delivering Parent-Implemented NDBI Interventions in Low Resource Regions: A Pilot Randomized Controlled Study

Rogers¹,

Stahmer²,

Talbott³

et al. 2020

Preprint

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Background: This implementation feasibility study was conducted to determine whether an evidence-based parent -implemented distance-learning intervention model for young children at high likelihood of having ASD could be implemented at fidelity by Part C community providers and by parents in low resource communities.Methods: The study used a community academic partnership model to adapt an evidence-based intervention tested in the current pilot trial involving randomization by agency in four states and enrollment of 35 coaches and 34 parent-family dyads. After baseline data were gathered, providers in the experimental group received up to 12 hours of training while control providers received six webinars on early development. Six months of intervention with children-families then followed, concluding with data collection. Regression analyses were used to model outcomes of the coach behaviors, the parent fidelity ratings, and child outcomes.Results: A block design model-building approach was used to test the null model followed by the inclusion of group as a predictor, and finally the inclusion of the planned covariates. Model fit was examined using changes in R2 and F-statistic. As hypothesized, results demonstrated significant gains in (1) experimental provider fidelity of implementation compared to the control group; and (2) experimental parent fidelity of implementation compared to the control group. There were no significant differences between groups in child developmental scores. Conclusions: Even though the experimental parent group averaged less than 30 minutes weekly with providers in the 6 months, both providers and parents demonstrated statistically significant gains with moderate effect sizes compared to control groups. Since child changes in parent mediated models are dependent upon the parents’ ability to deliver the intervention, and since parent delivery is dependent upon providers who are coaching the parents, these results demonstrated that two of these three links of the chain were positively affected by the experimental implementation model. However, lack of significant differences in child group gains suggests that further work is needed on this model. Factors to consider include amount of contact with the provider, amount of practice children experience, amount of contact both providers and parents spend on training materials, and motivational strategies for parents, among others. Trial registration: Registry of Efficacy and Effectiveness Studies: #4360, registered 1xx, October, 2020 – Retrospectively registered, http://

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Section: Discussionmentioning

confidence: 88%

Feasibility of Delivering Parent-Implemented NDBI Interventions in Low Resource Regions: A Pilot Randomized Controlled Study

Rogers¹,

Stahmer²,

Talbott³

et al. 2020

Preprint

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“…Generally, online education studies tend to focus on online teaching effectiveness or tend to compare an online course to its offline counterpart (Shire et al 2020 ). Further, studies in offline education often center on course expectations (Mupinga et al 2006 ), learning expectations (Luyten and Bazo 2019 ), and course satisfaction (Garnjost and Lawter 2019 ), but only now amid COVID-19 are we able to explore intrinsic motivation on course satisfaction in a fully online EFL context, and in so doing, contribute to parsimony in extant research on motivation psychology.…”

Section: Introductionmentioning

confidence: 99%

Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context

2020

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Intrinsic value is related to intrinsic motivation and influences learners’ decisions to begin, continue, and return to learning tasks. In the context of a fully online foreign language English course, we used structural equation modeling to explore the motivation for asynchronous collaborative writing practice, motivation for video-synchronous speaking practice, course satisfaction, and the mediating effect course satisfaction has on behavioral intentions to use language learning technology. Cross-sectional survey results ( n = 186) revealed that students who were motivated by asynchronous online collaborative writing were more likely to enjoy online learning in general when compared to students who reported motivation for video-synchronous online speaking practice. Moreover, the relationship between motivation for collaborative writing and behavioral intentions to use language learning technology was mediated by course satisfaction. A follow-up open-ended survey ( n = 65) revealed that students held positive views for online second language writing and speaking practice overall but for distinctly different reasons. The findings are discussed in terms of their theoretical implications for modeling e-learning approaches with significance for promoting instructional training effectiveness and transformative learning.

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“…Furthermore, the parenting stress showed a statistically significant correlation with the severity of children's repetitive behaviors (r = 0.61, p < 0.0001). disorder (Ashburner et al, 2016;Baharav & Reiser, 2010;Boisvert et al, 2010;Gibson et al, 2010;Hamad et al, 2010;Lindgren et al, 2016;Shire et al, 2020;Sutherland et al, 2018;Vismara et al, 2013). The within group effect size in the internet-based group ranged from d=0.32 to d=0.86 and in the center-based group ranged from d=0.38 to d=1.09 for autism symptoms, repetitive behaviors and parental stress.…”

Section: Resultsmentioning

confidence: 99%

“…Internet-based parent training interventions has a lot of benefits over traditional interventions, such as overcoming geographical barriers for parents to receive psychoeducation, higher fidelity, greater accessibility, convenience, and reduced time and costs (Aqdassi, Pouretemad, Fathabadi, & Sadeghi, 2019;Barak & Grohol, 2011;Breitenstein, Gross, & Christophersen, 2014;Hammond et al, 2012;Khanna, Aschenbrand, & Kendall, 2007;Ristkari et al, 2019). Internet-based interventions have already been used to treatment autism spectrum disorder symptoms and its effectiveness has been demonstrated (Ashburner, Vickerstaff, Beetge, & Copley, 2016;Baharav & Reiser, 2010;Boisvert, Lang, Andrianopoulos, & Boscardin, 2010;Gibson, Pennington, Stenhoff, & Hopper, 2010;Hamad, Serna, Morrison, & Fleming, 2010;Lindgren et al, 2016;Shire, Worthman, Shih, & Kasari, 2020;Speyer et al, 2018;Sutherland, Trembath, & Roberts, 2018;Vismara, McCormick, Young, Nadhan, & Monlux, 2013). However, no studies exist on internet-based parent training efficacy for children with PDNAS and the aim of this study is to compare treatment outcomes of an internet-based intervention with a center-based intervention for young children with PDNAS.…”

Section: Introductionmentioning

confidence: 99%

Internet-Based versus Center-Based Intervention Training for Parents of Young Children with Post-Digital Nanning Autism Syndrome (PDNAS): A Comparative Study

Hr¹,

Sadeghi²,

Shalani³

2020

Preprint

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AbstractobjectivesInternet-based intervention approach is one novel strategy to train. However, only a few clinical trials have compared internet-based parent training intervention with an equal center-based intervention for children with ASD. The primary aim of this study was to compare treatment outcomes of an internet-based intervention with a center-based intervention for young children with Post Digital Nanning Autism Syndrome (PDNAS). MethodsA total of 40 mother–young children with PDNAS dyads were assigned to the internet-based (n=20) and to the center-based intervention (n=20). Parents in both groups received intervention that involves 7 sessions (one session per week). Primary outcome measures were the Gilliam Autism Rating Scale - Second Edition (GARS-2), Repetitive Behavior Scale- Revised (RBS-R) and Parenting Stress Index (PSI). ResultsThe analysis yielded no significant between-group difference for any of the pre- to post-intervention measurements. At post-intervention both intervention conditions revealed significant symptoms changes compared to before the intervention. Also, the parental stress was significant related to the child’s autism symptoms and repetitive behaviors severity.Conclusion: Internet-based parent training intervention for young children with PDNAS and their parents is equally beneficial to regular center-based parent training intervention. These findings support the potential for using telehealth to provide research-based parent training interventions to any family that has access to the Internet.

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Comparison of Face-to-Face and Remote Support for Interventionists Learning to Deliver JASPER Intervention with Children Who have Autism

Cited by 26 publications

References 38 publications

Feasibility of Delivering Parent-Implemented NDBI Interventions in Low Resource Regions: A Pilot Randomized Controlled Study

Feasibility of Delivering Parent-Implemented NDBI Interventions in Low Resource Regions: A Pilot Randomized Controlled Study

Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context

Internet-Based versus Center-Based Intervention Training for Parents of Young Children with Post-Digital Nanning Autism Syndrome (PDNAS): A Comparative Study

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Comparison of Face-to-Face and Remote Support for Interventionists Learning to Deliver JASPER Intervention with Children Who have Autism

Cited by 26 publications

References 38 publications

Feasibility of Delivering Parent-Implemented NDBI Interventions in Low Resource Regions:&nbsp;A Pilot Randomized Controlled Study

Feasibility of Delivering Parent-Implemented NDBI Interventions in Low Resource Regions:&nbsp;A Pilot Randomized Controlled Study

Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context

Internet-Based versus Center-Based Intervention Training for Parents of Young Children with Post-Digital Nanning Autism Syndrome (PDNAS): A Comparative Study

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Product

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Feasibility of Delivering Parent-Implemented NDBI Interventions in Low Resource Regions: A Pilot Randomized Controlled Study

Feasibility of Delivering Parent-Implemented NDBI Interventions in Low Resource Regions: A Pilot Randomized Controlled Study