A Web-Based Training Program for Caregivers of Children With Autism Spectrum Disorder

• In Event: Using computer technology to expand detection and intervention for children with developmental disorders

Abstract

Background: Early intervention with parent participation is effective in reducing symptoms of Autism Spectrum Disorder (ASD; Rogers & Vismara, 2008). Yet access to intervention remains limited, particularly for racial and ethnic minority, lower income, and immigrant families and for families living in rural locations (Amant et al., 2018; Thomas et al., 2007; Kalkbrenner et al., 2011). We examined whether a novel, behaviorally based, self-directed, online parent-training program would (1) be comprehensible and acceptable to parents, (2) increase parents’ knowledge of intervention strategies, and (3) increase parents’ self-efficacy in implementing behavioral intervention.
Methods: Sixty-three parent/child dyads were enrolled in Texas, Nevada, and Connecticut (35 were randomly assigned to the Intervention Group (IG)). Children were 17 to 46 months of age at enrollment (M = 31.53, SD = 6.02); parents were diverse in terms of race (25% parents of color), ethnicity (44% Hispanic), and income (43% reported an annual household income under $50,000). Participants completed the Early Intervention Parenting Self-Efficacy Scale (EIPSES; Guimond et al., 2008) and a quiz to assess their knowledge of intervention principles at both baseline and follow-up (i.e., up to six months after baseline). IG parents received access to the online parent-training program between the baseline and follow-up visits. The program includes 14 modules of text and illustrative videos that demonstrate evidence-based behavioral intervention principles and how to apply them to teach children a variety of skills (e.g., language, social communication, pretend play, toilet training) and improve behavior in children with ASD. Parents in the IG rated acceptability for each module, and for the program overall, with the Treatment Evaluation Inventory Short Form (TEI-SF; Kelly et al., 1989), which has a maximum score of 5 for each question.
Results: Parent acceptability for each module, and for the overall program was high (M = 4.70/5; see Table 1). Participants in the IG demonstrated increased knowledge of intervention strategies from baseline to follow-up, compared to participants in the wait-list control group (CG), with a large effect size, F(1, 43) = 10.42, p = .002, d = 0.84, (see Table 2). Parents in the IG also reported a greater increase in self-efficacy compared to the CG, but this difference was not statistically significant, F(1, 44) = 1.61, p = .21, d = .21 (see Table 2).
Discussion: Results support the use of this self-directed program to teach caregivers evidence-based intervention principles that are typically used by professionals who deliver intervention to children with ASD. Our hope is that this and similar types of online interventions can be employed by parents who do not have access to more intensive clinical services, as a supplemental training for parents of children who are receiving professionally delivered intervention, or as a first step for parents of young children who have delays in early milestones. We plan to adapt the program for use in other countries and to make the program publicly and freely available.

Authors

• Yael Dai, University of Connecticut
  Presenting Author

• Rebecca Podell Thomas, University of Connecticut
  Non-Presenting Author

• My-Linh Luu, Baylor College of Medicine
  Non-Presenting Author

• Lynn Brennan
  Non-Presenting Author

• Jamie Hughes-Lika, Summit Autism Services
  Non-Presenting Author

• Kelli Ahmed
  Non-Presenting Author

• Brenda Obe, Baylor College of Medicine
  Non-Presenting Author

• Leandra Berry, Texas Children's Hospital
  Non-Presenting Author

• Robin Goin-Kochel, Baylor College of Medicine
  Non-Presenting Author

• Molly Shea Helt, Trinity College
  Non-Presenting Author

• Marianne Barton, University of Connecticut
  Non-Presenting Author

• Thyde Dumont-Mathieu, Connecticut Children's Medical Center
  Non-Presenting Author

• Deborah Fein, University of Connecticut
  Non-Presenting Author