A video parent-training program for families of children with autism spectrum disorder in Albania |
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| Institution: | 1. Department of Psychological Sciences, University of Connecticut, 406 Babbidge Road, Unit 1020, Storrs, CT, 06269, USA;2. Independent Consultant, Stow, MA, 01775, USA;3. Tirana Medical University and Regional Center on Autism, Dëshmorët e 4 Shkurtit, Pallati nr. 30, Tirana, Albania;4. Summit Autism Services, 848 N Rainbow Blvd, Las Vegas, NV 89107, USA;5. Connecticut Children’s Medical Center, Developmental-Behavioral Pediatrics, 282 Washington St, Hartford, CT 06106, USA;6. South London and Maudsley NHS Foundation Trust, Camberwell, London SE5 8AZ, UK;7. European University of Tirana, Bulevardi Gjergj Fishta Nd. 70, Tirana 1023, Albania;8. Tirana Regional Center for Autism, Dëshmorët e 4 Shkurtit, Pallati nr. 30, Tirana, Albania;1. University of Maryland, Baltimore, School of Social Work, 525 West Redwood Street, Baltimore, MD, 21201 USA;2. University of Washington, College of Education, 402L Miller Hall, Box 353600, Seattle, WA, 96195-3660 USA;1. Tendrils Centre for Autism Research & Intervention, Chennai, India;2. California State University, Northridge, USA;2. UMR 5584 CNRS, institut de mathématiques de Bourgogne, faculté des sciences Mirande, university of Burgundy, 9, avenue Alain-Savary, BP 47870, 21078 Dijon cedex, France;3. Laboratoire en soutien à l’intervention auprès des enfants présentant un trouble du spectre de l’autisme ou autres difficultés développementale, département de psychoéducation, université du Québec à Trois-Rivières, 3351, boulevard des Forges, CP 500, Pavillon Michel Sarrazin, local 1022, G9A 5H7 Trois-Rivières, Québec, Canada;4. Institut universitaire en DI-TSA rattaché, centre intégré universitaire de santé et des services sociaux de la Mauricie-et-du-Centre-du-Québec, 15, Rubin, G6P 9V7 Victoriaville, Canada;5. Université de Strasbourg, EA 2310, laboratoire interuniversitaire des sciences de l’éducation et de la communication, école supérieure du professorat et de l’éducation, 141, avenue de Colmar, BP 40102, 67024 Strasbourg cedex, France;1. Research and Development, Autism Queensland, PO Box 354, Sunnybank, QLD 4109, Australia;2. Autism Queensland, PO Box 354, Sunnybank, QLD 4109, Australia;3. Division of Occupational Therapy, Schools of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD 4072, Australia;1. School of Psychological Science, The University of Western Australia, 35 Stirling Hwy, Crawley, Perth, WA 6009, Australia;2. Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne NE1 7RU, United Kingdom;3. Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford University, 291 Campus Drive, Stanford, CA 94305, United States;4. Telethon Kids Institute, The University of Western Australia, 100 Roberts Road, Subiaco, Perth, WA 6008, Australia |
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| Abstract: | BackgroundBehavioral 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.MethodsTwenty-nine parents of children with ASD aged 18–70 months completed the Early Intervention Parenting Self-Efficacy Scale (EIPSES, Guimond et al., 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 et al., 1989). Change in parents’ quiz scores and EIPSES ratings from baseline to post-treatment were compared by group.ResultsParents 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.ConclusionRemote 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. |
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| Keywords: | Autism spectrum disorders Parent training Intervention Distance learning |
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