Feasibility of Training Early Childhood Educators in a Community Child Care Setting Using a Caregiver-mediated Intervention for Toddlers with Autism Spectrum Disorder

Abstract

Parent-mediated intervention programs have demonstrated benefits for toddlers with autism spectrum disorder (ASD).Interest is emerging in other community-level models, such as those that can be integrated into child care settings. These programs have the potential to reach a wide range of high-risk toddlers who spend the majority of their day in child care. The objective of this study was to translate and evaluate the feasibility of the Social ABCs caregiver-mediated intervention program into a community child care setting by training front-line early childhood educators (ECEs). Twenty-two ECEs attended a workshop on early intervention and ASD, and six ECEs and one special needs resource consultant received hands-on intervention training. Nineteen participants completed a workshop quiz, with significant mean improvement of 22.26% from pre-to post-workshop. After 12 weeks of live coaching (4 weeks in one case), participants attained a high level of fidelity in implementing the intervention strategies (> 80%), which was maintained after a 3-month period of non-contact with the training team. Nine of ten specific strategies were mastered after the 12-week training period, with only one technique failing to reach a mean fidelity level of 75%. Findings reveal that the model of training front-line child care staff in a community child care setting is feasible using a relatively short-term training approach.

Understanding the Effects of Naturalistic Developmental Behavioral Interventions: A Project AIM Meta‐analysis

“…Given that we were unable to code intervention intensity for some studies due to differences in reporting practices, and that there was a risk of incorrect reporting of total intervention hours in studies of parent‐implemented interventions, it is possible that measurement error may have limited our ability to detect a potentially true association between intervention intensity and intervention effectiveness. Alternatively, it is possible that NDBIs provided at lower intensities can facilitate substantial developmental gains in children with autism [Brian et al, 2017; Ingersoll, 2012; Kasari et al, 2008].…”

Cross‐site randomized control trial of the Social ABCs caregiver‐mediated intervention for toddlers with autism spectrum disorder

“…Coaching parents as mediators of a naturalistic, developmentally sensitive intervention allows for the integration of intervention into families' daily activities, resulting in access to intensive intervention within a child's natural social context. Caregiver‐mediated training can also be extended to non‐family caregivers such as child care staff, to further enrich children's learning opportunities throughout the day [e.g., see Brian et al, ]. Such models may be cost‐effective approaches to supporting increasing numbers of high‐risk toddlers at the first signs of developmental challenges.…”

Effectiveness of video assisted teaching on knowledge, attitude and practice among primary caregivers of children with Autism Spectrum Disorder

“…Many researchers have the opinion that caregiver mediated educational interventions and programme, hands-on intervention training, planned self-instructional module, etc., are effective in enhancing the knowledge and attitude of parents and caregivers (Oono et al , 2013, 30 April; Brian et al , 2017; Merlin, 2005; Yucel and Cavkaytar, 2007). Prasad (2017) conducted a quasi-experimental study to assess the effectiveness of structured teaching programme on knowledge of caregivers regarding care of autistic children by using structured questionnaire.…”