Treatment Acceptability for Interventions Addressing Challenging Behavior Among Chinese Caregivers of Children with Autism Spectrum Disorder

Wei, Qi; Machalicek, Wendy; Zhu, Jinlan

doi:10.1007/s10803-021-05196-1

Cited by 7 publications

(5 citation statements)

References 62 publications

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“…They felt it was too harsh and not in line with their parenting style. This has been seen in similar research with Chinese parents of children with ASD, where using positive reinforcement and strategies were rated as most acceptable [34]. This highlights the need to adapt strategies to use those with both the most efficacy for the function of the behavior, as well as the contextual (cultural and personal) needs and ideas of those implementing them.…”

Section: Discussionsupporting

confidence: 55%

Cultural Acceptability of ABA Parent Training for ASD

2022

Int J Autism & Relat Disabil

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Background: While training in Applied Behavior Analysis (ABA) increases parents' skills in reducing problem behaviors of their children with Autism Spectrum Disorder (ASD; autistic) and reduces their own parental stress, these programs have not been tailored nor accessible to Spanish-speaking parents, and their acceptability within this population remains unclear. Method: A 10-week ABA parent training program was delivered to monolingual Spanish-speaking parents (n=11) of children with ASD aged 6-10 years old. The program included an initial assessment, six group and four individual evening meetings delivered exclusively in Spanish, with food, transportation, and childcare. Individual interventions were designed with each family to address a parent nominated target behavior. Child behaviors were monitored weekly using Antecedent-Behavior-Consequence (ABC) recording and the Aberrant Behavior Checklist and Parent Stress Index was administered before and after the intervention. Results: There was high attendance (84.6%) across sessions overall. A wide range of behavioral challenges was reported; approximately 78% of parents found the intervention to be acceptable and saw reduced problem behavior. Parental stress was also significantly reduced post-intervention. Conclusions: Adaptations to existing ABA parent training interventions are needed to better support Spanish-speaking families of children with ASD, and acceptability of these interventions should be an ongoing part of an iterative intervention delivery process.

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Section: Discussionsupporting

confidence: 55%

Cultural Acceptability of ABA Parent Training for ASD

2022

Int J Autism & Relat Disabil

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“…It consists of a total of 30 items completed by parents, assessing child self‐injurious behavior, stereotyped behaviors, and aggressive/destructive behavior rated on a scale from 0 (never) to 4 (hourly) (total score range 0–120). The Chinese translation of the BPI‐S has good reliability and validity in a Chinese population (An et al, 2015; Wei et al, 2021). The reliability coefficient for the BPI‐S total frequency score in the current study was 0.91 (McDonald's omega).…”

Section: Methodsmentioning

confidence: 99%

Child behavior problems and parental psychological distress in Chinese families of children with autism: The putative moderating role of parental social support and cultural values

Liu,

Thompson,

Gray

et al. 2024

Autism Research

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The wellbeing of parents of children with autism residing in mainland China remains understudied. We aimed to examine whether and how parental perceived social support, individualism, and collectivism acted together to moderate the relationships between child behavior problems and parental psychological distress in Chinese parents of children with autism. With convenience and snowball sampling, data on 268 primary caregiver parents of children with autism were collected from an online cross‐sectional survey. Linear regression analysis indicated that child behavior problems were significantly associated with increased psychological distress in Chinese parents of children with autism. There was no evidence to support the stress‐buffering model of social support in moderation analysis of the association between child behavior problems and parental psychological distress. Nonetheless, increased social support was associated with lower levels of parental psychological distress. Moderated moderation analyses did not support a role for individualism or collectivism as a moderator of the putative buffering role of social support. However, there was evidence that parental individualism was associated with increased parental psychological distress. Our findings highlight that child behavior problems are a robust correlate of parental psychological distress, and parental social support may act as a compensatory factor promoting less psychological distress rather than having a protective role. The role of social support and cultural values in the wellbeing of parents of children with autism in China requires additional exploration, including longitudinal research designs.

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“…Wang & Michaels, 2009). For instance, Wei et al (2023) tested the effectiveness and acceptability of various behaviorism-based interventions for children with challenging behaviors, which indicated that positive strategies (e.g., noncontingent and positive reinforcements) were preferred over punishment-based strategies. Also, Yu et al (2020) designed a skill group intervention based on principles of vicarious learning, relaxation techniques, and behavioral modeling, which showed efficacy for students with externalizing and undercontrolled behaviors.…”

Section: Significance Of Student Externalizing Behaviors In Chinamentioning

confidence: 99%

A precision-based approach to implement evidence-based interventions for students with externalizing behaviors in developing countries: A single case experimental study in China.

Zhang¹

2024

School Psychology

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The prevalence of externalizing behaviors imposes a far-reaching negative impact on students' social, behavioral, and academic outcomes, which constitute a public health issue in low-resource and populous developing countries (e.g., China). Compared to the "one-size-fits-all" approach (OSFA; forcing a single evidence-based intervention [EBI] on any struggling students) that is prevalent in many countries, a precision-based approach (e.g., Student Intervention Matching System; SIMS) to intervention programming can better meet students' heterogeneous needs by matching individual characteristics to active components of EBIs. But precision-based approaches cannot fulfill their potential in developing countries unless the contextual implementation barriers (e.g., high student-teacher ratio) are remedied with attention to feasibility, acceptability, and cultural compatibility. This collaborative pilot study with Chinese school stakeholders examined the efficacy, feasibility, acceptability, and cultural compatibility of SIMS to match behavioral EBIs to students with externalizing behaviors. A concurrent multiple-baseline across-participant design was used with six students (three dyads). Visual and quantitative analyses evidenced the superior efficacy of SIMS in improving externalizing behaviors compared to the OSFA approach. Social validity data endorsed the feasibility, acceptability, and cultural compatibility of SIMS and the matched EBIs perceived by school stakeholders (educators, students, and parents). Implications, limitations, and future directions for adapting precision-based approaches in low-resource and populous countries were discussed. Impact and ImplicationsPrecision-based approaches (PBA) to intervention programming hold promises as a cost-effective solution for school mental health in low-resource and populous countries. This study supported the preliminary efficacy, feasibility, acceptability, and cultural compatibility of an adapted PBA (i.e., Student Intervention Matching System) that matches evidence-based interventions to the individual characteristics and needs of students with externalizing behaviors in China. The discussion shed light on practical approaches to adapting PBAs across cultures.

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Treatment Acceptability for Interventions Addressing Challenging Behavior Among Chinese Caregivers of Children with Autism Spectrum Disorder

Cited by 7 publications

References 62 publications

Cultural Acceptability of ABA Parent Training for ASD

Cultural Acceptability of ABA Parent Training for ASD

Child behavior problems and parental psychological distress in Chinese families of children with autism: The putative moderating role of parental social support and cultural values

A precision-based approach to implement evidence-based interventions for students with externalizing behaviors in developing countries: A single case experimental study in China.

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