SavedAdd your journal

Journals / Journal of childhood, education & society (Online) / 2020 / Cilt: 1 - Sayı: 2

Effects of a parent training using telehealth: Equity and access to early intervention for rural families

Deborah L. Rooks-Ellis
Sarah K. Howorth
Susane Boulette
Megan Kunze
Ella Sulinski
Pages
141–158
Publication Date
2022-10-19
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Support for parent-mediated interventions, the importance of fidelity of implementation for sustainability of intervention strategies, and the need to explore telehealth as a viable service delivery option to improve developmental trajectories for toddlers with autism are discussed.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Children living in geographically rural areas may have limited access to early, intensive evidence-based interventions suggesting children residing in these areas are less likely to experience positive outcomes than their urban-dwelling peers.
📊
Key Findings & Data:Parents demonstrated increased fidelity to intervention strategies and reported satisfaction with the program’s ease of implementation and observed child gains.
💡
Conclusion & Impact:Support for parent-mediated interventions, the importance of fidelity of implementation for sustainability of intervention strategies, and the need to explore telehealth as a viable service delivery option to improve developmental trajectories for toddlers with autism are discussed.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

Children living in geographically rural areas may have limited access to early, intensive evidence-based interventions suggesting children residing in these areas are less likely to experience positive outcomes than their urban-dwelling peers. Telehealth offers an option to rural families seeking early intervention by using communication technologies where providers are able to consult and deliver services in real-time over geographical distances. To our knowledge, no other study has examined the implementation of P-ESDM in rural natural environments within the framework of the state’s early intervention program. Using a multiple baseline design across participants, the current study investigated the effects of the parent-Early Start Denver Model implemented within a rural northeastern state’s existing IDEA Part C early intervention program. Parents demonstrated increased fidelity to intervention strategies and reported satisfaction with the program’s ease of implementation and observed child gains. Statistically significant pre-to post- change in children’s ASD symptomatology were reported for the domains of communication, social reciprocity and repetitive and restricted behaviors. Support for parent-mediated interventions, the importance of fidelity of implementation for sustainability of intervention strategies, and the need to explore telehealth as a viable service delivery option to improve developmental trajectories for toddlers with autism are discussed.

🔖

Cite This Article

Rooks-Ellis, D. L., Howorth, S. K., Boulette, S., Kunze, M., Sulinski, E. (2022). Effects of a parent training using telehealth: Equity and access to early intervention for rural families. Journal of childhood, education & society (Online), Cilt: 1 - Sayı: 2, 141–158. https://ajindex.com/articles/560824

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425596
  2. Ashburner, J., Vickerstaff, S., Beetge, J., & Copley, J. (2016). Remote versus face-to-face delivery of early intervention programs for children with autism spectrum disorders: Perceptions of rural families and service providers. Research in Autism Spectrum Disorders, 23, 1-14. https://doi.org/10.1016/j.rasd.2015.11.011
  3. Baggett, K. M., Davis, B., Feil, E. G., Sheeber, L. L., Landry, S. H., Carta, J. J., & Leve, C. (2010). Technologies for expanding the reach of evidence-based interventions: Preliminary results for promoting social-emotional development in early childhood. Topics in Early Childhood Special Education, 29(4), 226-238. https://doi.org/10.1177/0271121409354782
  4. Bearss, K., Burrell, T. L., Challam S. A., Postorino, V., Gillespie, S. E., Crooks, C., & Scahill, L. (2018). Feasibility of parent training via telehealth for children with autism spectrum disorder and disruptive behavior: A demonstration pilot. Journal of Autism and Developmental Disorders, 48(4), 1020-1030. https://doi.org/10.1007/s10803-017-3363-2
  5. Bearss, K., Burrell, T. L., Stewart, L., & Scahill, L. (2015). Parent training in autism spectrum disorder: What’s in a name? Clinical Child and Family Psychology Review, 18(2), 170-182. https://doi.org/10.1007/s10567-015-0179-5
  6. Beaudoin, A. J., Sébire, G., & Couture, M. (2019). Parent-mediated intervention tends to improve parent-child engagement, and behavioral outcomes of toddlers with ASD-positive screening: A randomized crossover trial. Research in Autism Spectrum Disorders, 66, 1-12. https://doi.org/10.1016/j.rasd.2019.101416
  7. Brian, J. A., Smith, I. M., Zwaigenbaum, L., & Bryson, S. E. (2017). Cross-site randomized control trial of the social ABCs caregivermediated intervention for toddlers with autism spectrum disorder. Autism Research, 10(10), 1700-1711. https://doi.org/10.1002/aur.1818
  8. Caron, V., Bérubé, A., & Paquet, A. (2017). Implementation evaluation of early intensive behavioral intervention programs for children with autism spectrum disorders: A systematic review of studies in the last decade. Evaluation and Program Planning, 62, 1-8. https://doi.org/10.1016/j.evalprogplan.2017.01.004
  9. Chawarska, K., Macari, S. L., Volkmar, F. R., Kim, S. H., & Shic, F. (2014). Autism and the autism spectrum: Diagnostic concepts. In F. R. Volkmar, R. Paul, S.