Supporting the Families of High-Risk Infants Who Have an Older Sibling with ASD: Collaboration, Consultation, and Care

Brian, Jessica; Bryson, Susan E.; Zwaigenbaum, Lonnie; Cosgrove, Susan; Roberts, Wendy

doi:10.1007/978-3-319-90994-3_3

Cited by 4 publications

(3 citation statements)

References 50 publications

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“…The issue of parenting stress warrants particular attention in the context of parent-mediated interventions for toddlers. First, stress may already be elevated during what is, for many families, a particularly challenging time as they identify their child’s developmental differences or receive a diagnosis (Brian et al, 2018 ). Moreover, many families with toddlers also have other young children who need attention and caregiving, leading to parents having to balance multiple competing demands.…”

Section: Introductionmentioning

confidence: 99%

“Going Mobile”-increasing the reach of parent-mediated intervention for toddlers with ASD via group-based and virtual delivery

Brian

Solish

Dowds

et al. 2022

J Autism Dev Disord

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Evidence supports early intervention for toddlers with ASD, but barriers to access remain, including system costs, workforce constraints, and a range of family socio-demographic factors. An urgent need exists for innovative models that maximize resource efficiency and promote widespread timely access. We examined uptake and outcomes from 82 families participating in a parent-mediated intervention comprising group-based learning and individual coaching, delivered either in-person ( n = 45) or virtually ( n = 37). Parents from diverse linguistic, ethnic, and educational backgrounds gained intervention skills and toddlers evidenced significant social-communication gains. Few differences emerged across socio-demographic factors or delivery conditions. Findings highlight the feasibility, acceptability, and promise of group-based learning when combined with individual coaching, with added potential to increase program reach via virtual delivery. Supplementary information The online version contains supplementary material available at 10.1007/s10803-022-05554-7.

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Section: Introductionmentioning

confidence: 99%

“Going Mobile”-increasing the reach of parent-mediated intervention for toddlers with ASD via group-based and virtual delivery

Brian

Solish

Dowds

et al. 2022

J Autism Dev Disord

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“…The program developers embed this approach into all training and supervision activities, as it parallels the way that coaches will work with families, with an emphasis on parental empowerment, collaborative idea-generation, optimizing successful interactions, and supportive feedback. This collaborative and positive approach is foundational in Social ABCs parent coaching, informed by the recognition that many parents experience significant stress during the years surrounding their child's diagnosis ( 24 ), and that parenting stress can both interfere with learning ( 25 ) and be mitigated through use of a collaborative approach [as reviewed in ( 26 )].…”

Section: Methodsmentioning

confidence: 99%

Community implementation of a brief parent mediated intervention for toddlers with probable or confirmed autism spectrum disorder: feasibility, acceptability, and drivers of success (IE Drmic et al.)

Drmic,

Brian,

Roncadin

et al. 2024

Front. Pediatr.

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BackgroundSocial ABCs is a caregiver-mediated Naturalistic Developmental Behavioral Intervention for toddlers with confirmed/suspected Autism Spectrum Disorder (ASD), with evidence in controlled research settings. Information is lacking on implementation in community settings. We reported on the treatment effectiveness of this program within a community setting, and the current paper describes the implementation phase of this work. Distinguishing between treatment and implementation effectiveness is critical for transporting interventions from laboratory to community.ObjectivesDescribe the implementation of Social ABCs through a large public autism service, supported by a research-community partnership.MethodsWe describe this project through the Exploration, Preparation, Implementation, Sustainment (EPIS) framework as it focuses on implementation of evidence-based practices in publicly funded services. We apply this framework to the reporting stage. This project took place in the context of a 3-year government-funded pilot at a hospital-based publicly funded autism service. Participants: Program developers; Autism Service team; toddlers with suspected/confirmed ASD aged 14–34 months (M = 25.18 months) and their caregivers. Training/supervision: Provided by program developers at tapering intensity. Evaluation: Caregivers completed the Caregiver Diary and satisfaction surveys. We explored training processes, intervention uptake, acceptability, adaptations to fit community context, appropriateness, perceived impact, and facilitators/barriers.ResultsSix coaches were trained to fidelity, and three of these were further trained as Site Trainers. 183 clinically referred families enrolled and 89.4% completed the 12-week program. Caregivers reported increases in adherence and competence, high satisfaction and perceived benefits for their children. Coaches reported high satisfaction. Toddlers were appropriately identified to receive the intervention. Referral processes improved, including decreased referral age, and increased family readiness for diagnostic assessment and subsequent services.ConclusionsSocial ABCs was successfully implemented in a community service through a research-community partnership. The program was feasible, acceptable, and appropriate within a community context. Drivers of success included funding, institutional support, shared decision-making, adaptations to fit context, leadership support, perceived positive impact, and commitment to evaluation.

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“…However, as has previously been highlighted (Brian et al, 2018), this field of work is developing, and many aspects of the experience have yet to be explored in the literature. With children being diagnosed from as early as 30 months of age (van't Hof et al, 2021), for many families the diagnostic process-or a preceding period of parental queries or concerns-often coincides with decisions around having further children (Tessema et al, 2021).…”

mentioning

confidence: 99%

“It Was Such a Different Experience”: a Qualitative Study of Parental Perinatal Experiences When Having a Subsequent Child After Having a Child Diagnosed with Autism

Cleary

Maybery

Whitehouse

et al. 2022

Adv Neurodev Disord

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Objectives Children who have an older sibling diagnosed with autism have an increased likelihood of being diagnosed with autism or developing broader developmental difficulties. This study explored perinatal experiences of parents of a child diagnosed with autism, spanning pre-conception until the subsequent child’s early developmental period. Methods Qualitative interviews were conducted with ten parents of a child diagnosed with autism, and ten parents of a child with no neurodevelopmental diagnosis, each of whom had gone on to have a subsequent child. Thematic analysis occurred concurrently with data collection and involved comparisons between the two samples. Results Four themes were identified in relation to the perinatal period of a subsequent child following the autism diagnosis of an older child. These were parental experiences of “apprehension”, “adjustment”, and “adaptation”, underpinned by the “importance of support”. Many experiences of parenting were similar between the two groups, with comparison between the groups identifying the role of autism in an increased focus, concern, and hypervigilance to their child’s development. Conclusions Having a child diagnosed with autism intensifies some of the common experiences of parenting and infancy. The challenges identified by parents throughout the experience of parenting an infant after having a child diagnosed with autism indicate that the development of supports could help empower families in this situation going forwards.

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Supporting the Families of High-Risk Infants Who Have an Older Sibling with ASD: Collaboration, Consultation, and Care

Cited by 4 publications

References 50 publications

“Going Mobile”-increasing the reach of parent-mediated intervention for toddlers with ASD via group-based and virtual delivery

“Going Mobile”-increasing the reach of parent-mediated intervention for toddlers with ASD via group-based and virtual delivery

Community implementation of a brief parent mediated intervention for toddlers with probable or confirmed autism spectrum disorder: feasibility, acceptability, and drivers of success (IE Drmic et al.)

“It Was Such a Different Experience”: a Qualitative Study of Parental Perinatal Experiences When Having a Subsequent Child After Having a Child Diagnosed with Autism

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