The Impact of Hanen More Than Words Programme on Parents of Children with ASD in Malaysia

Sokmun, Sherin; Singh, Susheel Joginder; Vandort, Sandra

doi:10.17576/jskm-2017-1502-06

Cited by 9 publications

(13 citation statements)

References 13 publications

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“…Kaiser, T.B. Hancock, unpublished data, 1998) . Articles were excluded because of the reported age of participants (mean age plus 1 SD, >6 years; n = 11 studies), the inclusion of too few participants (n = 34 studies), the inclusion of nonparents as the primary interventionists (n = 343 studies), no reported measure of communication or language (n = 66 studies), no availability in English (n = 8 studies), or no reported statistics appropriate for calculating an effect size and no additional details or no author response to a request for information (n = 226 studies).…”

Section: Resultsmentioning

confidence: 99%

Association of Parent Training With Child Language Development

et al. 2019

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Section: Resultsmentioning

confidence: 99%

Association of Parent Training With Child Language Development

et al. 2019

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“…Eighteen studies reported intervention settings and 9 were conducted at home. Non-home settings include clinics (Allam et al, 2008;Bello-Mojeed et al, 2016;Krishnan et al, 2016;Rahman et al, 2015;Sokmum et al, 2017), classroom and school (Hu, et al, 2019;Travis & Geiger, 2010), and rehabilitation or autism centers (Piravej et al, 2009;Vadivel & Missal, 2014). This review coded "intervention dosage" as intervention duration and intensity.…”

Section: Intensity Settings and Dosagementioning

confidence: 99%

“…A single study that had multiple primary child outcomes were double counted. Outcomes included: social communication competency (Divan et at., 2019;June et al, 2012;Olcay-Gui &Tekin-Iftar, 2016;Perera et al, 2016;Rahman et al, 2015;Sokmum et al, 2017), general/comprehensive developmental skills (Pajareya &Nopmaneejumruslers, 2011;Petrovska & Trajkovski, 2019;Vadivel& Missal, 2014;Zhou, et al, 2018), behavioral challenges (Barkaia et al, 2007;Bello-Mojeed et al, 2016;Karanth et al, 2010;Travis & Geiger, 2010), language and communication skills (Allam et al,2008;Lai &Bali, 2007;Sokmum et al, 2017), autism symptoms (Divan et at., 2019;Krishnan et al, 2016;Piravej et al, 2009), adaptive skills (Divan et al, 2019;Krishnan et al, 2016), academic skills (visual matching skills) (Hu et al, 2019), cognitive skill (Allam et al, 2008), and leisure (gaming skills) (Catttik & Odluyurt, 2017).…”

Section: Intervention Outcomesmentioning

confidence: 99%

“…A few studies reported who and when the adaptations Table 3 presents detailed coding on "what is adapted?". The adaptations can be further categorized into (a) content adaptation: intervention instruments and manuals were translated to local languages and adapted to local beliefs (Rahman et al, 2015;Bello-Mojeed et al, 2016;Sokmum et al, 2017), new and additional intervention components added (Pajareya &Nopmaneejumruslers, 2011;Travis &Geiger, 2010), intervention intensity and duration were increased (Zhou et al, 2018), and specific technical intervention terms were reconstructed due to linguistic and cultural differences in two countries (praising strategy in Barkaia et al, 2017) (Divan, et al, 2019); and (c) assessment and evaluation: outcome assessments were conducted in local language (Allam et al, 2008;Olcay-Gui &Tekin-Iftar, 2016;Sokmum et al, 2017), and HICs-originated standardized instruments (e.g. ADOS-2, ADI-R, CARS, etc.)…”

Section: Intervention Adaptionsmentioning

confidence: 99%

“…As the results show, the majority of parents in 8 out of 9 parentimplemented interventions had at least some years of college education and above. Although there is no sufficient information warranting coding other parents' demographic information, several studies reported relatively high parent employment rates (Sokmum et al, 2017;Perera et al, 2016) and high income (Zhou, et al, 2018). The overrepresentation of families with a higher social-economic status showed that family demographics impacted the utilization of autism services and eventual intervention delivery outcomes.…”

Section: Accessibility To Autism Interventionsmentioning

confidence: 99%

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Scoping Review of Interventions for Individuals with Autism Spectrum Disorders in Low-and-Middle-Income Countries

Sun¹

2021

Preprint

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Although an increased number of autism interventions have been introduced from high-income countries (HICs) to low-and-middle-income countries (LMICs), research exists to show that interventions validated as effective in HICs are not equally effective in LMICs. The lack of an overview of autism interventions from LMICs presents a knowledge barrier to well-informed implementation of autism interventions in LMICs’ contexts. This scoping review sought to answer: (a) what autism interventions have been reported in LMICs? and (b) how those interventions were adopted to tailor LMICs’ contexts? Twenty intervention studies were included for review. Results revealed that 12 of 20 interventions were originally developed in HICs. The interventions reported across LMICs presented a recognizable profile similar to those in HICs concerning (a) the dominance of mothers’ involvement in parent-implemented interventions, (b) a preponderance of social communication and behavioral interventions, and (c) the use of prevalent standardized measures developed in the HICs. The included interventions were delivered across Africa, Asia, and Eastern Europe with various degrees of adaptions made in (a) intervention content and context, (b) assessment of participant eligibility, and (c) outcome measures. Implications for capacity building in autism interventions across LMICs, were discussed thereafter.

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Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta‐analysis

Donolato,

Toffalini,

Rogde

et al. 2023

Campbell Systematic Reviews

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BackgroundYoung people who fail to develop language as expected face significant challenges in all aspects of life. Unfortunately, language disorders are common, either as a distinct condition (e.g., Developmental Language Disorder) or as a part of another neurodevelopmental condition (e.g., autism). Finding ways to attenuate language problems through intervention has the potential to yield great benefits not only for the individual but also for society as a whole.ObjectivesThis meta‐analytic review examined the effect of oral language interventions for children with neurodevelopmental disorders.Search MethodsThe last electronic search was conducted in April 2022.Selection CriteriaIntervention studies had to target language skills for children from 2 to 18 years of age with Developmental Language Disorder, autism, intellectual disability, Down syndrome, Fragile X syndrome, and Williams syndrome in randomised controlled trials or quasi‐experimental designs. Control groups had to include business‐as‐usual, waiting list, passive or active conditions. However, we excluded studies in which the active control group received a different type, delivery, or dosage of another language intervention. Eligible interventions implemented explicit and structured activities (i.e., explicit instruction of vocabulary, narrative structure or grammatical rules) and/or implicit and broad activities (i.e., shared book reading, general language stimulation). The intervention studies had to assess language skills in receptive and/or expressive modalities.Data Collection and AnalysisThe search provided 8195 records after deduplication. Records were screened by title and abstract, leading to full‐text examinations of 448 records. We performed Correlated and Hierarchical Effects models and ran a retrospective power analysis via simulation. Publication bias was assessed via p‐curve and precision‐effect estimate.Main ResultsWe examined 38 studies, with 46 group comparisons and 108 effects comparing pre‐/post‐tests and eight studies, with 12 group comparisons and 21 effects at follow‐up. The results showed a mean effect size of d = 0.27 at the post‐test and d = 0.18 at follow‐up. However, there was evidence of publication bias and overestimation of the mean effects. Effects from the meta‐analysis were significantly related to these elements: (1) receptive vocabulary and omnibus receptive measures showed smaller effect sizes relative to expressive vocabulary, grammar, expressive and receptive discourse, and omnibus expressive tests; and (2) the length of the intervention, where longer sessions conducted over a longer period of time were more beneficial than brief sessions and short‐term interventions. Neither moderators concerning participants’ characteristics (children's diagnosis, diagnostic status, age, sex, and non‐verbal cognitive ability and severity of language impairment), nor those regarding of the treatment components and implementation of the language interventions (intervention content, setting, delivery agent, session structure of the intervention or total number of sessions) reached significance. The same occurred to indicators of study quality. The risk of bias assessment showed that reporting quality for the studies examined in the review was poor.Authors’ ConclusionsIn sum, the current evidence base is promising but inconclusive. Pre‐registration and replication of more robust and adequately powered trials, which include a wider range of diagnostic conditions, together with more long‐term follow‐up comparisons, are needed to drive evidence‐based practice and policy.

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The Impact of Hanen More Than Words Programme on Parents of Children with ASD in Malaysia

Cited by 9 publications

References 13 publications

Association of Parent Training With Child Language Development

Association of Parent Training With Child Language Development

Scoping Review of Interventions for Individuals with Autism Spectrum Disorders in Low-and-Middle-Income Countries

Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta‐analysis

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