Overcoming Language Barriers between Interventionists and Immigrant Parents of Children with Autism Spectrum Disorder.

Tytuł:: Overcoming Language Barriers between Interventionists and Immigrant Parents of Children with Autism Spectrum Disorder.
Autorzy:: Lim N; The University of Texas, Austin, USA. .
O'Reilly MF; The University of Texas, Austin, USA.
Londono FV; The University of Texas, Austin, USA.
Russell-George A; The University of Texas, Austin, USA.
Źródło:: Journal of autism and developmental disorders [J Autism Dev Disord] 2021 Aug; Vol. 51 (8), pp. 2876-2890. Date of Electronic Publication: 2020 Oct 17.
Typ publikacji:: Journal Article
Język:: English
Imprint Name(s):: Publication: <2006- >: New York, NY : Springer
Original Publication: New York, Plenum Press.
MeSH Terms:: Communication Barriers*
Emigrants and Immigrants*
Professional-Family Relations*
Autism Spectrum Disorder/*therapy
Parents/*education
Adult ; Autism Spectrum Disorder/psychology ; Child ; Child, Preschool ; Female ; Humans ; Limited English Proficiency ; Male ; Mothers
References:: Ali, M. A. (2008). Loss of parenting self-efficacy among immigrant parents. Contemporary Issues in Early Childhood, 9(2), 148–160. https://doi.org/10.2304/ciec.2008.9.2.148. (PMID: 10.2304/ciec.2008.9.2.148)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Publishing. (PMID: 10.1176/appi.books.9780890425596)
ASHA. (2018). Collaborating With Interpreters: Key Issues. American Speech-Language-Hearing Association. Retrieved March 3, 2018, from https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935334§ion=Key_Issues.
Australian Burea of Statistics. (2017, June 28). 2071.0—Census of Population and Housing: Reflecting Australia—Stories from the Census, 2016. Retrieved from https://www.abs.gov.au/ausstats/abs@.nsf/Lookup/by%20Subject/2071.0~2016~Main%20Features~Cultural%20Diversity%20Article~60.
Baggett, K. M., Davis, B., Feil, E. G., Sheeber, L. L., Landry, S. H., Carta, J. J., & Leve, C. (2010). Technologies for expanding the reach of evidence-based interventions: preliminary results for promoting social-emotional development in early childhood. Topics in Early Childhood Special Education, 29, 226–238. https://doi.org/10.1177/0271121409354782. (PMID: 10.1177/0271121409354782204545452865152)
Banda, D. R., Dogoe, M. S., & Matuszny, R. M. (2011). Review of video prompting studies with persons with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 46(4), 514–527.
Barlow, D. H., Nock, M., & Hersen, M. (2009). Single case experimental designs: Strategies for studying behavior for change (3rd ed.). Pearson/Allyn and Bacon.
Batalova, J., & Zong, J. (2016, November 10). Language Diversity and English Proficiency in the United States. Retrieved from https://www.migrationpolicy.org/article/language-diversity-and-english-proficiency-united-states.
Bloomfield, L., & Kendall, S. (2012). Parenting self-efficacy, parenting stress and child behaviour before and after a parenting programme. Primary Health Care Research & Development, 13, 364–372. https://doi.org/10.1017/S1463423612000060. (PMID: 10.1017/S1463423612000060)
Bonevski, B., Randell, M., Paul, C., Chapman, K., Twyman, L., Bryant, J., et al. (2014). Reaching the hard-to-reach: A systematic review of strategies for improving health and medical research with socially disadvantaged groups. BMC Medical Research Methodology, 14(1), 42. https://doi.org/10.1186/1471-2288-14-42. (PMID: 10.1186/1471-2288-14-42246697513974746)
Brassart, E., Prévost, C., Bétrisey, C., Lemieux, M., & Desmarais, C. (2017). Strategies developed by service providers to enhance treatment engagement by immigrant parents raising a child with a disability. Journal of Child & Family Studies, 26, 1230–1244. https://doi.org/10.1007/s10826-016-0646-8. (PMID: 10.1007/s10826-016-0646-8)
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied behavior analysis (3rd ed.). Ohio, USA: Pearson.
Cruz-Torres, E., Duffy, M. L., Brady, M. P., Bennett, K. D., & Goldstein, P. (2020). Promoting daily living skills for adolescents with autism spectrum disorder via parent delivery of video prompting. Journal of Autism and Developmental Disorders, 50(1), 212–223. https://doi.org/10.1007/s10803-019-04215-6. (PMID: 10.1007/s10803-019-04215-631595392)
Drysdale, H., van der Meer, L., & Kagohara, D. (2015). Children with autism spectrum disorder from bilingual families: A systematic review. Review Journal of Autism and Developmental Disorders, 2, 26–38. https://doi.org/10.1007/s40489-014-0032-7. (PMID: 10.1007/s40489-014-0032-7)
Foster, S., & Mash, E. (1999). Assessing social validity in clinical treatment research: Issues and procedures. Journal of Consulting and Clinical Psychology, 67, 308–319. https://doi.org/10.1037/0022-006X.67.3.308. (PMID: 10.1037/0022-006X.67.3.30810369051)
Gordon-Lipkin, E., Foster, J., & Peacock, G. (2016). Whittling down the wait time. Pediatric Clinics of North America, 63(5), 851–859. https://doi.org/10.1016/j.pcl.2016.06.007. (PMID: 10.1016/j.pcl.2016.06.007275653635583718)
Hambly, C., & Fombonne, E. (2014). Factors influencing bilingual expressive vocabulary size in children with autism spectrum disorders. Research in Autism Spectrum Disorders, 8, 1079–1089. https://doi.org/10.1016/j.rasd.2014.05.013. (PMID: 10.1016/j.rasd.2014.05.013)
Iida, N., Wada, Y., Yamashita, T., Aoyama, M., Hirai, K., & Narumoto, J. (2018). Effectiveness of parent training in improving stress-coping capability, anxiety, and depression in mothers raising children with autism spectrum disorder. Neuropsychiatric Disease and Treatment, 14, 3355–3362. https://doi.org/10.2147/NDT.S188387. (PMID: 10.2147/NDT.S188387305739596292242)
Ingersoll, B., Wainer, A. L., Berger, N. I., Pickard, K. E., & Bonter, N. (2016). Comparison of a self-directed and therapist-assisted telehealth parent-mediated intervention for children with ASD: A pilot RCT. Journal for Autism and Developmental Disorders, 46, 2275–2284. https://doi.org/10.1007/s10803-016-2755-z. (PMID: 10.1007/s10803-016-2755-z)
Jang, J., Dixon, D. R., Tarbox, J., Granpeesheh, D., Kornack, J., & de Nocker, Y. (2012). Randomized trial of an eLearning program for training family members of children with autism in the principles and procedures of applied behavior analysis. Research in Autism Spectrum Disorders, 6, 852–856. https://doi.org/10.1016/j.rasd.2011.11.004. (PMID: 10.1016/j.rasd.2011.11.004)
Johnston, C., & Mash, E. J. (1989). A measure of parenting satisfaction and efficacy. Journal of Clinical Child Psychology, 18(2), 167–175. https://doi.org/10.1207/s15374424jccp1802_8. (PMID: 10.1207/s15374424jccp1802_8)
Kim, E., Cain, K., & Webster-Stratton, C. (2008). The preliminary effect of a parenting program for Korean American mothers: A randomized controlled experimental study. International Journal of Nursing Studies, 45, 1261–1273. https://doi.org/10.1016/j.ijnurstu.2007.10.002. (PMID: 10.1016/j.ijnurstu.2007.10.00217996239)
Lang, R., Machalicek, W., Rispoli, M., & Regester, A. (2009). Training parents to implement communication interventions for children with autism spectrum disorders (ASD): A systematic review. Evidence-Based Communication Assessment and Intervention, 3, 174–190. https://doi.org/10.1080/17489530903338861. (PMID: 10.1080/17489530903338861)
Leclere, F. B., Jensen, L., & Biddlecom, A. E. (1994). Health care utilization, family context, and adaptation among immigrants to the United States. Journal of Health and Social Behavior, 35, 370–384. https://doi.org/10.2307/2137215. (PMID: 10.2307/21372157844331)
Lim, N., O’Reilly, M., Sigafoos, J., Lancioni, G. E., & Sanchez, N. J. (2020). A review of barriers experienced by immigrant parents of children with autism when accessing services. Review Journal of Autism and Developmental Disorders. https://doi.org/10.17605/OSF.IO/VM6QT. (PMID: 10.17605/OSF.IO/VM6QT)
Lim, N., O’Reilly, M. F., Sigafoos, J., Ledbetter-Cho, K., & Lancioni, G. E. (2019). Should heritage languages be incorporated into interventions for bilingual individuals with neurodevelopmental disorders? a systematic review. Journal of Autism and Developmental Disorders, 49(3), 887–912. https://doi.org/10.1007/s10803-018-3790-8. (PMID: 10.1007/s10803-018-3790-830368629)
Lim, N., O’Reilly, M., Vargas, F., & Russell-George, A. (2018). Overcoming language barriers between interventionists and immigrant parents of children with autism spectrum disorder. Open Science Framework. https://doi.org/10.17605/OSF.IO/XYPA3. (PMID: 10.17605/OSF.IO/XYPA3)
Lim, N., O’Reilly, M., Vargas, F., & Russell-George, A. (2019). Training parents with limited english proficiency. Open Science Framework. https://doi.org/10.17605/OSF.IO/YVDMT. (PMID: 10.17605/OSF.IO/YVDMT)
Lovaas, O. I., Koegel, R., Simmons, J. Q., & Long, J. S. (1973). Some generalization and follow-up measures on autistic children in behavior therapy. Journal of Applied Behavior Analysis, 6(1), 131–165. https://doi.org/10.1901/jaba.1973.6-131. (PMID: 10.1901/jaba.1973.6-131167953851310815)
Lund, E. M., Kohlmeier, T. L., & Durán, L. K. (2017). Comparative language development in bilingual and monolingual children with autism spectrum disorder: A systematic review. Journal of Early Intervention, 39, 106–124. https://doi.org/10.1177/1053815117690871. (PMID: 10.1177/1053815117690871)
Maenner, M. J., Shaw, K. A., Baio, J., et al. (2016). Prevalence of autism spectrum disorder among children aged 8 years — autism and developmental disabilities monitoring network, 11 Sites, United States, 2016. Surveillance Summaries, 69(4), 1–12. https://doi.org/10.15585/mmwr.ss6904a1 .
Marian, V., Blumenfeld, H. K., & Kaushanskaya, M. (2007). The language experience and proficiency questionnaire (LEAP-Q): Assessing language profiles in bilinguals and multilinguals. Journal of Speech, Language, and Hearing Research, 50(4), 940–967. https://doi.org/10.1044/1092-4388(2007/067). (PMID: 10.1044/1092-4388(2007/067)17675598)
Martin, N., & Brownell, R. (2010). Receptive one-word picture vocabulary test (4th ed.). Novato, CA: Academic Therapy Publications.
Matson, J. L., Mahan, S., & LoVullo, S. V. (2009). Parent training: A review of methods for children with developmental disabilities. Research in Developmental Disabilities, 30(5), 961–968. https://doi.org/10.1016/j.ridd.2009.01.009 . (PMID: 10.1016/j.ridd.2009.01.00919246176)
McConachie, H., & Diggle, T. (2007). Parent implemented early intervention for young children with autism spectrum disorder: A systematic review. Journal of Evaluation in Clinical Practice, 13, 120–129. https://doi.org/10.1111/j.1365-2753.2006.00674.x. (PMID: 10.1111/j.1365-2753.2006.00674.x17286734)
Mitchell, C. (2016, January 27). Need for bilingual educators moves school recruitment abroad. Education Week. Retrieved from https://www.edweek.org/ew/articles/2016/01/27/need-for-bilingual-educators-moves-school-recruitment.html.
National Research Council (2001). Educating children with autism. Committee on Educational Interventions for Children with Autism. National Academy Press, Washington, DC.
Okrainec, K., Booth, G. L., Hollands, S., & Bell, C. M. (2017). Language barriers among the foreign-born in Canada: Agreement of self-reported measures and persistence over time. Journal of Immigrant and Minority Health, 19, 50–56. https://doi.org/10.1007/s10903-015-0279-9. (PMID: 10.1007/s10903-015-0279-926395900)
Olvera, P., & Olvera, V. I. (2015). Bilingual school psychology: Challenges and opportunities. Contemporary School Psychology, 19, 165–172. https://doi.org/10.1007/s40688-014-0034-6. (PMID: 10.1007/s40688-014-0034-6)
Ostergren, J. A. (2014). Speech-language pathology assistants: A resource manual. (2014–04164–000). Plural Publishing; Retrieved from https://ezproxy.lib.utexas.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-04164-000&site=ehost-live.
Pham, G., Kohnert, K., & Mann, D. (2011). Addressing clinician–client mismatch: A preliminary intervention study with a bilingual Vietnamese-English preschooler. Language, Speech, and Hearing Services in Schools, 42, 408–422. https://doi.org/10.1044/0161-1461(2011/10-0073). (PMID: 10.1044/0161-1461(2011/10-0073)21616987)
Postorino, V., Sharp, W. G., McCracken, C. E., Bearss, K., Burrell, T. L., Evans, A. N., & Scahill, L. (2017). A systematic review and meta-analysis of parent training for disruptive behavior in children with Autism Spectrum Disorder. Clinical Child and Family Psychology Review, 20, 391–402. https://doi.org/10.1007/s10567-017-0237-2. (PMID: 10.1007/s10567-017-0237-228600643)
Savion-Lemieux, T., & Penhune, V. B. (2005). The effects of practice and delay on motor skill learning and retention. Experimental Brain Research, 161, 423–431. https://doi.org/10.1007/s00221-004-2085-9. (PMID: 10.1007/s00221-004-2085-915551084)
Scahill, L., Bearss, K., Lecavalier, L., Smith, T., Swiezy, N., Aman, M. G., et al. (2016). Effect of parent training on adaptive behavior in children with autism spectrum disorder and disruptive behavior: Results of a randomized trial. Journal of the American Academy of Child & Adolescent Psychiatry, 55(7), 602–609.e3. https://doi.org/10.1016/j.jaac.2016.05.001 . (PMID: 10.1016/j.jaac.2016.05.001)
Schopler, E., & Reichler, R. J. (1971). Parents as cotherapists in the treatment of psychotic children. Journal of Autism and Childhood Schizophrenia, 1(1), 87–102. (PMID: 10.1007/BF01537746)
Sofronoff, K., & Farbotko, M. (2002). The effectiveness of parent management training to increase self-efficacy in parents of children with Asperger Syndrome. Autism, 6, 271–286. https://doi.org/10.1177/1362361302006003005. (PMID: 10.1177/136236130200600300512212918)
Suess, A. N., Romani, P. W., Wacker, D. P., Dyson, S. M., Kuhle, J. L., Lee, J. F., et al. (2014). Evaluating the treatment fidelity of parents who conduct in-home functional communication training with coaching via telehealth. Journal of Behavioral Education, 23, 34–59. https://doi.org/10.1007/s10864-013-9183-3. (PMID: 10.1007/s10864-013-9183-3)
Tucker, S., Gross, D., Fogg, L., Delaney, K., & Lapporte, R. (1998). The long-term efficacy of a behavioral parent training intervention for families with 2-year-olds. Research in Nursing & Health, 21, 199–210. https://doi.org/10.1002/(SICI)1098-240X(199806)21:3%3c199::AID-NUR3%3e3.0.CO;2-C. (PMID: 10.1002/(SICI)1098-240X(199806)21:3<199::AID-NUR3>3.0.CO;2-C)
United Nations. (2017). International Migration Report 2017 (ST/ESA/SER.A/403). Department of Economic and Social Affairs, Population Division. Retrieved from https://www.un.org/en/development/desa/population/migration/publications/migrationreport/docs/MigrationReport2017.pdf.
Vera, M. (2002). Interpreters in the school setting. In English language learners with disabilities: A resource manual for Illinois educators. Illinois State Board of Education.
Vismara, L. A., McCormick, C. E. B., Wagner, A. L., Monlux, K., Nadhan, A., & Young, G. S. (2018). Telehealth parent training in the Early Start Denver Model: Results from a randomized controlled study. Focus on Autism and Developmental Disabilities, 33, 67–79. https://doi.org/10.1177/1088357616651064. (PMID: 10.1177/1088357616651064)
Wang, M., Jegathesan, T., Young, E., Huber, J., & Minhas, R. (2018). Raising children with autism spectrum disorders in monolingual vs bilingual homes: A scoping review. Journal of Developmental and Behavioral Pediatrics, 39, 434–446. https://doi.org/10.1097/DBP.0000000000000574. (PMID: 10.1097/DBP.000000000000057429746381)
Welterlin, A., & LaRue, R. H. (2007). Serving the needs of immigrant families of children with autism. Disability & Society, 22, 747–760. https://doi.org/10.1080/09687590701659600. (PMID: 10.1080/09687590701659600)
Williamson, A. A., Knox, L., Guerra, N. G., & Williams, K. R. (2014). A pilot randomized trial of community-based parent training for immigrant Latina mothers. American Journal of Community Psychology, 53, 47–59. https://doi.org/10.1007/s10464-013-9612-4. (PMID: 10.1007/s10464-013-9612-424276907)
Zwaigenbaum, L., Bauman, M. L., Choueiri, R., Fein, D., Kasari, C., Pierce, K., et al. (2015). Early identification and interventions for autism spectrum disorder: Executive summary. Pediatrics, 136(Supplement), S1–S9. https://doi.org/10.1542/peds.2014-3667B. (PMID: 10.1542/peds.2014-3667B26430167)
Contributed Indexing:: Keywords: Autism spectrum disorder; Immigrant; Language barrier; Parent training; Spanish-speaking; Video prompting
Entry Date(s):: Date Created: 20201017 Date Completed: 20210726 Latest Revision: 20210726
Update Code:: 20240105
DOI:: 10.1007/s10803-020-04754-3
PMID:: 33068219
: Czasopismo naukowe

Pełny tekst

This study used a video prompting intervention to overcome language barriers between English-speaking trainers and Spanish-speaking immigrant parents of children with autism. Parents were taught instructional skills targeting independent dressing. A multiple baseline design across three families and a replication using an alternating treatments design with a fourth family were used to evaluate the effects of the intervention. All mothers reached mastery criterion and generalization of instructional skills was observed for three mothers, with treatment gains maintaining during follow-up. Improvement in independent dressing skills was observed for four children. Findings suggest that video prompting can be used to teach immigrant parents of children with autism who have limited English proficiency when there is a language mismatch between parents and trainers.

Zaloguj się, aby uzyskać dostęp do pełnego tekstu.

Informacja