Exploratory Evaluation and Initial Adaptation of a Parent Training Program for Hispanic Families of Children with Autism

Floríndez²,

et al. 2019

IJERPH

As a result of various barriers, several pediatric populations are at risk for poor oral health, including children with disabilities and children from under-represented populations, such as Latinos. To this end, this study aimed to better understand the factors that affect the oral health experiences of 32 Latino parents/caregivers from 18 families (n = 8 with a typically developing child and n = 10 with a child with Autism). Using a qualitative descriptive methodology, each family was interviewed twice. Interviews were audio-recorded, transcribed verbatim, and coded thematically to identify the individual, social, systemic, and culturally rooted factors contributing to oral health disparities in the families. The three themes that arose were “Why would I want to start trouble?”: Latino parents’ dissatisfaction with dental treatments, costs, and fear of the dentist and health care providers because of their ethnic minority status as key factors inhibiting receipt of dental care; “We have to put our children first”: prioritizing the oral care activities of their children over their own individual oral care needs; and “We always keep baking soda around”: familial and cultural influences on oral care habits. Understanding the oral health beliefs and experiences of Latino parents and caregivers of children with and without autism is critical for developing targeted prevention and intervention programs and reducing oral health disparities.

Section: Discussionmentioning

confidence: 99%

Oral Care Experiences of Latino Parents/Caregivers with Children with Autism and with Typically Developing Children

Floríndez²,

et al. 2019

IJERPH

“…However, most early intervention research is carried out with White, mid to upper-class, monolingual English-speaking samples (Baranek et al, 2015; Roberts & Kaiser, 2011; Rogers et al, 2012; Wetherby et al, 2014). Unfortunately, research-based ASD interventions designed for and tested with White, mid to upper-class, monolingual English-speaking children may not be as effective for groups differing in language or culture, including Latino families and children (Buzhardt, Rusinko, Heitzman-Powell, Trevino-Maack, & Mcgrath, 2015; Elder, Valcante, Won, & Zylis, 2003; Zayas & Rojas-Flores, 2002). Providing diverse families of children with ASD with the most effective and culturally appropriate services requires adaptations to current evidenced-based interventions or the creation of new interventions.…”

mentioning

confidence: 99%

In Search of Culturally Appropriate Autism Interventions: Perspectives of Latino Caregivers

DuBay

Watson

Zhang

2017

J Autism Dev Disord

Most evidence-based autism spectrum disorder (ASD) interventions are tested with primarily White, mid-upper class, English-speaking populations, despite the increase in Latino children with ASD in early intervention programs throughout the United States. Unfortunately, interventions that are incongruent with a target population's culture may be relatively ineffective. This mixed-methods study explored how culturally appropriate, feasible, and acceptable Latino caregivers perceived intervention models, strategies, and targets. Survey data were compared for 28 Latino and 27 non-Latino White parents of young children with ASD. Further, 20 Latino caregivers participated in focus groups to describe their challenges, perspectives and preferences for intervention strategies and models, and unmet needs from providers. These findings underscore the need for culturally modified interventions for Latino children and families.

Psychosocial Intervention

“…Other authors have already stressed the need to extend the intervention period to find evidence of effectiveness and impact. Some other improvements should also be considered in order to achieve a better cultural and linguistic adaptation to participants' profile and their context, as suggested for other parental programs addressing specific populations with specific needs (Buzhardt, Rusinko, Heitzman-Powell, Trevino-Maack, & McGrath, 2015;Domenech Rodriguez, Baumann, & Schwartz, 2011).…”

Section: Implications and Future Directionsmentioning

confidence: 99%

Evaluation of a Parenting Training Program, “Limits”, in a Juvenile Justice Service: Results and Challenges

Martínez-Muñoz

Arnau

Sabaté

2019

Social changes in the dynamics of family life have led to European Union (EU) governments to become aware of the need to respond to and support families in developing positive transition and adaptation processes for their internal dynamics (Martínez González & Becedóniz Vázquez, 2009). This resulted in the Committee of Ministers of the Member States of the EU dictating Recommendation 19 in support of the development of positive parenting (Council of Europe, 2006), highlighting those activities which promote positive parenting as a set of behaviors based on the best interests of the child (upbringing, empowerment, non-violence, setting limits), which in turn allow the child to develop fully and achieve better outcomes at home, at school, with friends, and in the community. As underlined by Martínez and Becedóniz (2009), the EU recommends that positive parenting practices be promoted and supported through institutional services and educational programs. The structured training of family members has proven to be effective in reducing disruptive behavioral problems h t t p s : / / j o u r n a l s. c o p m a d r i d. o rg / p i