A Randomized Waitlist-Control Group Study of a Culturally Tailored Parent Education Intervention for Latino Parents of Children with ASD

Magaña, Sandy; López, Kristina; Salkas, Kristen; Iland, Emily; Morales, Miguel A.; Torres, Mariana Garcia; Zeng, Weiwen; Machalicek, Wendy

doi:10.1007/s10803-019-04252-1

Cited by 46 publications

(42 citation statements)

References 33 publications

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“…There was also a significant group × time interaction (F(2, 188) = 3.4, p = 0.04) for parent-reported child SCQ scores. However, post hoc analyses showed that there were no significant differences between treatment and control at T3, indicating that the treatment effect in SCQ scores between baseline and T2 which we reported in our previous study (Magaña et al, 2020) was not maintained at T3. There were no significant treatment differences in parent-reported child challenging behaviors (SIB-R) from baseline to T3.…”

Section: Parent and Child Outcomescontrasting

confidence: 48%

“…The study was reviewed and approved by the Institutional Review Boards of the universities at both sites. We implemented a randomized waitlist-control study to examine the immediate post-treatment efficacy and maintenance of the effects of PTA (Magaña et al, 2020). The intervention and data collection were performed between December 2014 and December 2017 in two major cities in California and Illinois.…”

Section: Methodsmentioning

confidence: 99%

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Revisiting an RCT study of a parent education program for Latinx parents in the United States: Are treatment effects maintained over time?

Zeng

Magaña

López

et al. 2021

Autism

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This study examined maintenance of treatment effects in a culturally tailored parent education program for Latinx families of children with autism spectrum disorder using a behavior maintenance framework. In a two-site randomized waitlist-control study, we compared differences in parent and child outcomes across three timepoints using linear mixed models to determine whether outcomes observed at 4 months after baseline (Time 2) were maintained for an additional 4-month period (Time 3). Parent outcomes included family empowerment, self-reported confidence in, and frequency of using evidence-based strategies. Child outcomes included parent-reported challenging behaviors, social communication impairments, and the number of services received. Participants were 109 Latina mothers (intervention = 54, control = 55) of children with autism spectrum disorder. Results showed that at Time 3, mothers in the intervention groups reported significantly greater confidence in and frequency of using evidence-based strategies, and that their child received significantly more services. Site-specific treatment differences were found in outcomes such as parent-reported empowerment and child social communication impairments. Findings suggest that the intervention for Latinx parents of children with autism spectrum disorder was efficacious and could be maintained, and that site-specific policy and service differences may need to be examined in future research to inform dissemination and implementation. Lay abstract Background: We conducted a follow-up investigation of a two-site randomized controlled trial in the United States. We examined whether the treatment effects in a culturally tailored parent education program for Latinx families of children with autism spectrum disorder were maintained over time. Methods: Using linear mixed models, we compared differences in parent and child outcomes across three timepoints: baseline, 4 months after baseline (Time 2), and 8 months after baseline (T3). Parent outcomes included family empowerment, self-reported confidence in, and frequency of using evidence-based strategies. Child outcomes included parent-reported challenging behaviors, social communication impairments, and the number of services received. Participants were 109 Latina mothers (intervention = 54, control = 55) of children with autism spectrum disorder. Results: After intervention at both Time 2 and Time 3 in both sites, mothers in the intervention groups reported significantly greater confidence in and frequency of using evidence-based strategies, and that their child received significantly more services. We also found that there were treatment differences across the two study sites in several outcomes. Implications: The intervention for Latinx parents of children with autism spectrum disorder was efficacious and could be maintained, and that site-specific policy and service differences may need to be examined in future research to inform dissemination and implementation.

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Section: Parent and Child Outcomescontrasting

confidence: 48%

Section: Methodsmentioning

confidence: 99%

Revisiting an RCT study of a parent education program for Latinx parents in the United States: Are treatment effects maintained over time?

Zeng

Magaña

López

et al. 2021

Autism

Self Cite

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show abstract

“…A pilot study using this model found the program to be both practical and beneficial for families (Magaña et al, 2017). Results from a randomized control trial of the intervention found that parents in the intervention group were more confident in using evidence-based strategies and used evidence-based strategies more frequently than the control group (Magaña, Lopez, et al, 2020).…”

Section: Description Of the Intervention And Adaptation In Colombiamentioning

confidence: 99%

“…International organizations such as the World Health Organization (WHO) are recognizing the importance of developing parent training interventions that can be taught by nonprofessionals as they may be more feasible in countries that lack resources (Salomone et al, 2018). Parents Taking Action (PTA) is a parent training program focused on psychoeducation about ASD and is designed to be delivered by peer leaders (parents of children with ASD) and has been tested with Latino immigrant populations in the United States (Magaña, Lopez, et al, 2020).…”

mentioning

confidence: 99%

Implementing a Parent Education Intervention in Colombia: Assessing Parent Outcomes and Perceptions Across Delivery Modes

Magaña

Hughes

Salkas

et al. 2021

Focus Autism Other Dev Disabl

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Knowledge and identification of autism spectrum disorder (ASD) are increasing in Latin America, yet there are limited resources available to help families of children with ASD. For this study, researchers adapted and tested a parent educational program created for Latino immigrant parents of children with ASD in the United States to the needs of parents of children with ASD in Colombia. Parents were randomized into two intervention delivery modes, one led by parents and the other by students. All measures were self-reported by parents ( n = 20). Parents improved in understanding their child’s strengths and needs and frequency of using evidence-based strategies. Parents in the student-led group reported significantly lower depressive symptoms between baseline and follow-up. In focus groups, parents expressed satisfaction with the intervention and described ways they were using the information. In conclusion, this study demonstrated promising results to improve the experience of parents of children with ASD in Colombia.

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“…This data from the Institute of National Statistics and Information Technology in Peru recorded 5.2% of the population of Peru with this disability, in which 10,223 people have autism spectrum disorders [8]. Considering that we found four factors that are related to socioeconomic status (SES), level of maternal education or having public health insurance, low income measure in the census or having a diagnosis of ASD in the records, because of these factors we cannot make a correct balance in Peru on how many exact people suffer from ASD or the autism spectrum [9].…”

Section: Introductionmentioning

confidence: 98%

Prototype of an Augmented Reality Application for Cognitive Improvement in Children with Autism Using the DesingScrum Methodology

Amado¹,

Ruiz²,

Andrade–Arenas³

2021

Adv. sci. technol. eng. syst. j.

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In this COVID-19 pandemic, it has been registered that children with autism are not learning properly with this virtual modality in Peruvian education. The main objective of this research work is to design a mobile application with augmented reality so that autistic children can improve their cognitive development in their virtual and face-to-face classes, the chosen methodology is DesingScrum which is a hybrid of the union of Design Thiking and Scrum, which will have 10 phases (empathise, define, devise, planning meeting, sprint backlog, daily meeting, sprint review, retrospective sprint, prototype, testing), in the case study the Balsamiq tool was used for the design of the mobile application. The results are the responses from the public in Lima -North of the survey carried out on the prototype for its improvement and also the result of the design of the games with augmented reality that was applied with the tools (Tinkercad and App Augmented class). The conclusion drawn from the research work is to be able to help autistic children to improve their cognitive development with the mobile application developed through augmented reality.

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A Randomized Waitlist-Control Group Study of a Culturally Tailored Parent Education Intervention for Latino Parents of Children with ASD

Cited by 46 publications

References 33 publications

Revisiting an RCT study of a parent education program for Latinx parents in the United States: Are treatment effects maintained over time?

Revisiting an RCT study of a parent education program for Latinx parents in the United States: Are treatment effects maintained over time?

Implementing a Parent Education Intervention in Colombia: Assessing Parent Outcomes and Perceptions Across Delivery Modes

Prototype of an Augmented Reality Application for Cognitive Improvement in Children with Autism Using the DesingScrum Methodology

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