114
Papers Topic - Children With Autism Advancing Comprehensive Early Childhood Intervention
Session 4
P4.03 Exploring Parental Perceptions and Satisfaction With Partnership in a Participation-Based Intervention for Autistic Children Presenting Author: Lin-Ju Kang (Taiwan) Affiliation: Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Taiwan Co-Authors: Yu-Han Chen, Yu-Hsin Hsieh, Guan-Ting Kuo, Chih-Ling Liu This study explored parental perceptions of a participation-based intervention and their satisfaction with partnerships with therapists during the intervention. Eleven parents and their autistic children, 6-10 years old, participated in the 12-week Pathways and Resources for Engagement and Participation (PREP) intervention, which addressed leisure and community activity goals collaboratively set by children, caregivers, and occupational or physical therapists. Therapists coached families on modifying environments and activity demands during the intervention to achieve individualized participation goals. Parents provided written feedback and completed the Family-Professional Partnership Scale (FPPS) post-intervention. Based on inductive content analysis, three key categories were generated from parental feedback: changes in the parent-child relationship, collaborative work with therapists, and challenges to achieve the goals. Parents reported high satisfaction with therapist partnerships, with an average score of 4.43 out of 5 using the FPPS. These findings highlight the value of family- centered and strength-based approaches in participation-based interventions (i.e., PREP). The purpose of this study was to explore the effectiveness of the Turkish Version Responsive Teaching Program applied as online group intervention on children with autism spectrum disorder and their fathers. In the study, conducted with a pretest- posttest control group experimental design, 20 father-child pairs were randomly assigned to the experimental and control groups. The study's independent variable was the implementation of the Turkish Version Responsive Teaching Program (TV- RT) applied as online group intervention. The dependent variables of the study were: (1) fathers' interactional behaviors; (2) fathers' ability to use TV-RT strategies; (3) children's interactional behaviors; (4) children's ability to use TV-RT pivotal behaviors; (5) children's social interaction behaviors; and (6) the opinions of the fathers and mothers of the children in the experimental group about the program and results. Results revealed that the fathers of children with ASD who received the intervention differed significantly on the use of TV-RT strategies and quality of interactional behaviors from fathers who did not receive the intervention. On the other side, children with ASD in the experimental group showed significant progress on interactional behaviors, TV-RT pivotal behaviors, and social interaction behaviors. Fathers who participated in the online group TV-RT program and their wives (mothers) as outside observers reported high satisfaction with the program. Results were discussed extensively, and future suggestions were provided. P4.01 The Development and Preliminary User Data of Online Modules to Support Using Evidence-Based Practices in Early Intervention Presenting Author: Jessica Amsbary (USA) Affiliation: University of North Carolina at Chapel Hill Co-Author: Ann Sam Early intervention (EI) services should be evidence-based practices (EBPs) implemented in a family-centered and culturally responsive approach using collaborative coaching with caregivers (e.g., DEC, 2014; Dunst, 2002; Trivette et al., 2010). However, it remains unclear how many EI providers are able to implement their services using this approach. Thus, freely available resources to support EI providers in implementing high quality practices are needed. In this presentation, we will describe the development process of free online modules for EI providers working with toddlers with autism and other developmental disabilities and their caregivers. Focus groups conducted with providers and caregivers informed the modules which support EI providers to implement focused EBPs through collaborative caregiver coaching. User data related to module usefulness, relevance, and quality will also be described. Finally, we will explain how the team is currently developing a complementary module that caregivers and families may access as part of their EI services. P4.02 The Effectiveness of the Turkish Version Responsive Teaching Program Applied as Online Group Intervention on Children With Autism Spectrum Disorder and Their Fathers Presenting Author: Ali Kaymak (Turkey) Affiliation: Anadolu University, Turkey Co-Authors: Ibrahim H. Diken, Gerald Mahoney
Made with FlippingBook - professional solution for displaying marketing and sales documents online