Supporting Spanish-Speaking Families with Children with Disabilities: Evaluating a Training and Coaching Program

Meadan, Hedda; Adams, Nicole B.; Hacker, Rebecca E.; Ramos-Torres, Saury; Fanta, Andrea

doi:10.1007/s10882-019-09704-1

Cited by 19 publications

(8 citation statements)

References 29 publications

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“…Interviews provided more specific evidence on program benefits. Other studies that engaged low‐resource families similarly reported small sample sizes with modest, but promising gains (Kasari et al, 2014; Meadan et al, 2020). Parents in the present study rated the social validity of intervention strategies relatively high, like those in the PTA pilot study conducted with Latinx parents (Magaña et al, 2017).…”

Section: Discussionmentioning

confidence: 96%

Parents taking action adapted to parents of Black autistic children: Pilot results

Dababnah

Kim

Magaña

et al. 2022

Policy Practice Intel Disabi

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There is a dearth of culturally relevant, family‐centered programs for parents raising Black autistic children, despite significant racial disparities in autism diagnoses and service access. Using a mixed‐methods convergent study design, we report qualitative and quantitative findings from a pilot trial of a peer‐to‐peer program, Parents Taking Action (PTA), adapted to primary family caregivers of Black autistic children with or at increased likelihood for autism. We aimed to understand the feasibility of delivering PTA with fidelity to the manual; participants' acceptability of program strategies; and pre–post changes in child, parent, and family outcomes. Three peer mentors (“Parent Leaders”) delivered the 14‐session intervention to seven participants. All Parent Leaders and participants were mothers of Black autistic children. We interviewed participants and Parent Leaders regarding program content and outcomes. We also collected fidelity checklists and pre–post, parent‐report measures on autism knowledge, family outcomes (e.g., advocacy), stress, depression, and child behavior. Parents reported on program acceptability at post‐intervention only. We found the Parent Leaders delivered the program with overall high levels of fidelity, based on our observations and Parent Leaders' self‐reported checklists. Participants reported high acceptability of the intervention strategies and provided feedback on methods to improve application of the content. We found statistically significant pre–post quantitative improvements in parent‐reported knowledge of their rights and child advocacy, autism knowledge, and child social competence. Participants and Parent Leaders expanded on these changes in interviews, and identified improvements in autism knowledge, parent stress and depression, family outcomes, and child behavior related to program participation. We conclude PTA is a promising, culturally and contextually relevant intervention for parents of Black autistic children. A randomized controlled trial is needed to rigorously evaluate changes in child, parent, and family outcomes.

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Section: Discussionmentioning

confidence: 96%

Parents taking action adapted to parents of Black autistic children: Pilot results

Dababnah

Kim

Magaña

et al. 2022

Policy Practice Intel Disabi

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“…MI2 refers to using diverse methods for recruitment with the community stakeholders' involvement. For example, Meadan et al (2020) recruited their participants through trusted community members with whom they previously had built rapport.…”

Section: Methodsmentioning

confidence: 99%

“…CoI2 is related to using diverse methods for participant retention. For example, Meadan et al (2020) reported providing childcare and transportation to accommodate the participants' schedules and increase feasibility.…”

Section: Contextmentioning

confidence: 99%

The Cultural Adaptation Checklist (CAC): quality indicators for cultural adaptation of intervention and practice

Lee

Meadan

Sands

et al. 2023

International Journal of Developmental Disabilities

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Cultural adaptation of evidence-based interventions for children with developmental disabilities, including autism, is an effective way to increase the effectiveness and sustainment of intervention effects. Such uptake of interventions is especially needed for communities of marginalized and minoritized populations. However, there have been very limited guidelines on how to ensure quality for cultural adaptation in autism. With this gap in mind, we present the Cultural Adaptation Checklist, which was developed in an iterative process with purposes to (a) guide research on the cultural adaptation of evidence-based intervention with diverse populations, and (b) systematically appraise the quality of cultural adaptation conducted in intervention literature. In this article, we describe the Checklist, development process, and how it may guide cultural adaptation in autism research.

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“…For example, the i-PiCS and the coaching modules were used in multiple iterations with different populations (e.g. Chung et al, 2021; Meadan et al, 2016, 2019, 2020), and the CBOM was also used in other studies to provide training to parents of children with disabilities across different cultures (e.g. Lee et al, 2022; Lee et al, in press; Terol et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

Parent peer coaching program: A cascading intervention for parents of children with autism in Mongolia

Lee

Meadan

Oyunbaatar

2022

Autism

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Parents of children with autism in low-resource settings have reported exacerbated difficulties related to raising their children. In this single-case research using multiple probe design, four parent mentors and five parent peers and their children with autism in Mongolia participated in the parent peer coaching program. The intervention package, including training and coaching in evidence-based practices, was delivered via telepractice. Parent mentors completed online training and were coached by a bilingual and bicultural research assistant in a staggered fashion. Visual analysis revealed a functional relation between the intervention package and the coaching fidelity of parent mentors. Social validity data indicated that all participants were satisfied with the program and reported it was acceptable, feasible, and effective. Implications for conducting intervention research in a low-resource setting are described. Lay abstract Parents of children with autism are known to experience severe hardships related to raising their children. These hardships are exacerbated in low-resource settings internationally where there is very little resource for children and their families, including professionals who provide evidence-based treatment. Mongolia was chosen as an example of such low-resource settings in this single-case research, and four parent mentors and five parent peers and their children with autism participated and completed the study. A local parent group, the Autism Association of Mongolia, was actively involved in this study and helped with recruitment, development, adaptation, and implementation of the intervention to increase acceptability and feasibility. In addition, a local bilingual research assistant was also utilized as the purpose of this study was to build capacity of diverse stakeholders of children with autism in Mongolia. The research assistant was trained and coached by the research team on both content (communication teaching strategies and behavior management) and delivery (coaching adults), who then provided coaching to parent mentors via live videoconferencing in Mongolian. Parent mentors then similarly provided coaching to parent peers after observing the interactions with their children with autism. The findings suggest that parents can effectively deliver high-fidelity coaching to disseminate evidence-based treatment in low-resource settings when given proper training and coaching. Further examination on scalability and sustainment of effects is suggested.

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Supporting Spanish-Speaking Families with Children with Disabilities: Evaluating a Training and Coaching Program

Cited by 19 publications

References 29 publications

Parents taking action adapted to parents of Black autistic children: Pilot results

Parents taking action adapted to parents of Black autistic children: Pilot results

The Cultural Adaptation Checklist (CAC): quality indicators for cultural adaptation of intervention and practice

Parent peer coaching program: A cascading intervention for parents of children with autism in Mongolia

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