Feasibility of delivering parent-implemented NDBI interventions in low-resource regions: a pilot randomized controlled study
Abstract Background This implementation feasibility study was conducted to determine whether an evidence-based parent-implemented distance-learning intervention model for young children at high likelihood of having ASD could be implemented at fidelity by Part C community providers and by parents in...
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| Format: | Article |
| Language: | English |
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BMC
2022-01-01
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| Series: | Journal of Neurodevelopmental Disorders |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s11689-021-09410-0 |
| _version_ | 1798034294383312896 |
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| author | Sally J. Rogers Aubyn Stahmer Meagan Talbott Gregory Young Elizabeth Fuller Melanie Pellecchia Angela Barber Elizabeth Griffith |
| author_facet | Sally J. Rogers Aubyn Stahmer Meagan Talbott Gregory Young Elizabeth Fuller Melanie Pellecchia Angela Barber Elizabeth Griffith |
| author_sort | Sally J. Rogers |
| collection | DOAJ |
| description | Abstract Background This implementation feasibility study was conducted to determine whether an evidence-based parent-implemented distance-learning intervention model for young children at high likelihood of having ASD could be implemented at fidelity by Part C community providers and by parents in low-resource communities. Methods The study used a community-academic partnership model to adapt an evidence-based intervention tested in the current pilot trial involving randomization by agency in four states and enrollment of 35 coaches and 34 parent-family dyads. After baseline data were gathered, providers in the experimental group received 12–15 h of training while control providers received six webinars on early development. Providers delivered 6 months of intervention with children-families, concluding with data collection. Regression analyses were used to model outcomes of the coach behaviors, the parent fidelity ratings, and child outcomes. Results A block design model-building approach was used to test the null model followed by the inclusion of group as a predictor, and finally the inclusion of the planned covariates. Model fit was examined using changes in R 2 and F-statistic. As hypothesized, results demonstrated significant gains in (1) experimental provider fidelity of coaching implementation compared to the control group; and (2) experimental parent fidelity of implementation compared to the control group. There were no significant differences between groups on child developmental scores. Conclusions Even though the experimental parent group averaged less than 30 min of intervention weekly with providers in the 6 months, both providers and parents demonstrated statistically significant gains on the fidelity of implementation scores with moderate effect sizes compared to control groups. Since child changes in parent-mediated models are dependent upon the parents’ ability to deliver the intervention, and since parent delivery is dependent upon providers who are coaching the parents, these results demonstrated that two of these three links of the chain were positively affected by the experimental implementation model. However, a lack of significant differences in child group gains suggests that further work is needed on this model. Factors to consider include the amount of contact with the provider, the amount of practice children experience, the amount of contact both providers and parents spend on training materials, and motivational strategies for parents, among others. Trial registration Registry of Efficacy and Effectiveness Studies: #4360, registered 1xx, October, 2020 – Retrospectively registered, https://sreereg.icpsr.umich.edu/sreereg/ |
| first_indexed | 2024-04-11T20:42:16Z |
| format | Article |
| id | doaj.art-13a6066814174673a11044e239e5ac1c |
| institution | Directory Open Access Journal |
| issn | 1866-1947 1866-1955 |
| language | English |
| last_indexed | 2024-04-11T20:42:16Z |
| publishDate | 2022-01-01 |
| publisher | BMC |
| record_format | Article |
| series | Journal of Neurodevelopmental Disorders |
| spelling | doaj.art-13a6066814174673a11044e239e5ac1c2022-12-22T04:04:09ZengBMCJournal of Neurodevelopmental Disorders1866-19471866-19552022-01-0114111410.1186/s11689-021-09410-0Feasibility of delivering parent-implemented NDBI interventions in low-resource regions: a pilot randomized controlled studySally J. Rogers0Aubyn Stahmer1Meagan Talbott2Gregory Young3Elizabeth Fuller4Melanie Pellecchia5Angela Barber6Elizabeth Griffith7Department of Psychiatry Behavioral Sciences, MIND Institute, University California DavisDepartment of Psychiatry Behavioral Sciences, MIND Institute, University California DavisDepartment of Psychiatry Behavioral Sciences, MIND Institute, University California DavisDepartment of Psychiatry Behavioral Sciences, MIND Institute, University California DavisDepartment of Psychiatry Behavioral Sciences, MIND Institute, University California DavisPerelman School of Medicine, Center for Mental Health, University of PennsylvaniaDepartment of Communicative Disorders, University of AlabamaDepartment of Developmental Pediatrics, University of Colorado, Anschutz Medical CampusAbstract Background This implementation feasibility study was conducted to determine whether an evidence-based parent-implemented distance-learning intervention model for young children at high likelihood of having ASD could be implemented at fidelity by Part C community providers and by parents in low-resource communities. Methods The study used a community-academic partnership model to adapt an evidence-based intervention tested in the current pilot trial involving randomization by agency in four states and enrollment of 35 coaches and 34 parent-family dyads. After baseline data were gathered, providers in the experimental group received 12–15 h of training while control providers received six webinars on early development. Providers delivered 6 months of intervention with children-families, concluding with data collection. Regression analyses were used to model outcomes of the coach behaviors, the parent fidelity ratings, and child outcomes. Results A block design model-building approach was used to test the null model followed by the inclusion of group as a predictor, and finally the inclusion of the planned covariates. Model fit was examined using changes in R 2 and F-statistic. As hypothesized, results demonstrated significant gains in (1) experimental provider fidelity of coaching implementation compared to the control group; and (2) experimental parent fidelity of implementation compared to the control group. There were no significant differences between groups on child developmental scores. Conclusions Even though the experimental parent group averaged less than 30 min of intervention weekly with providers in the 6 months, both providers and parents demonstrated statistically significant gains on the fidelity of implementation scores with moderate effect sizes compared to control groups. Since child changes in parent-mediated models are dependent upon the parents’ ability to deliver the intervention, and since parent delivery is dependent upon providers who are coaching the parents, these results demonstrated that two of these three links of the chain were positively affected by the experimental implementation model. However, a lack of significant differences in child group gains suggests that further work is needed on this model. Factors to consider include the amount of contact with the provider, the amount of practice children experience, the amount of contact both providers and parents spend on training materials, and motivational strategies for parents, among others. Trial registration Registry of Efficacy and Effectiveness Studies: #4360, registered 1xx, October, 2020 – Retrospectively registered, https://sreereg.icpsr.umich.edu/sreereg/https://doi.org/10.1186/s11689-021-09410-0Early intervention, ASD, Parent-implemented interventions, Parent coaching, Implementation research, ESDM |
| spellingShingle | Sally J. Rogers Aubyn Stahmer Meagan Talbott Gregory Young Elizabeth Fuller Melanie Pellecchia Angela Barber Elizabeth Griffith Feasibility of delivering parent-implemented NDBI interventions in low-resource regions: a pilot randomized controlled study Journal of Neurodevelopmental Disorders Early intervention, ASD, Parent-implemented interventions, Parent coaching, Implementation research, ESDM |
| title | Feasibility of delivering parent-implemented NDBI interventions in low-resource regions: a pilot randomized controlled study |
| title_full | Feasibility of delivering parent-implemented NDBI interventions in low-resource regions: a pilot randomized controlled study |
| title_fullStr | Feasibility of delivering parent-implemented NDBI interventions in low-resource regions: a pilot randomized controlled study |
| title_full_unstemmed | Feasibility of delivering parent-implemented NDBI interventions in low-resource regions: a pilot randomized controlled study |
| title_short | Feasibility of delivering parent-implemented NDBI interventions in low-resource regions: a pilot randomized controlled study |
| title_sort | feasibility of delivering parent implemented ndbi interventions in low resource regions a pilot randomized controlled study |
| topic | Early intervention, ASD, Parent-implemented interventions, Parent coaching, Implementation research, ESDM |
| url | https://doi.org/10.1186/s11689-021-09410-0 |
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