C 部分早期干预中以护理人员为主导的自然发展行为干预试点随机试验

IF 1.5 4区 医学 Q2 EDUCATION, SPECIAL
Melanie Pellecchia, Brooke Ingersoll, Steven C. Marcus, Keiran M. Rump, Ming Xie, Jeannette Newman, L. Zeigler, Samantha R. Crabbe, D. Straiton, Elena Carranco Chávez, David S. Mandell
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引用次数: 0

摘要

很少有研究对自闭症儿童(尤其是来自少数民族背景的自闭症儿童)的未选样本进行社区早期干预的有效性研究。这类研究需要关注招募、保留、数据收集以及为社区提供者提供支持的策略,而不是大学试验中使用的策略。我们与一个贫困大城市的早期干预系统合作,开展了一项名为 "ImPACT 项目 "的试点试验。我们对招募和保留策略、培训方案和测量电池进行了评估。我们招募了具有代表性的提供者和家庭样本,并在保留的参与者中很好地完成了测量。保留率因研究机构而异,尽管提供了大量支持,但提供者对干预的忠诚度相对较差,而且我们的测量方法似乎对变化并不敏感。我们吸取的经验教训包括:(a)在开始研究前需要有一个强化培训期;(b)需要强化实施支持;(c)需要采取更多策略来留住家庭。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pilot Randomized Trial of a Caregiver-Mediated Naturalistic Developmental Behavioral Intervention in Part C Early Intervention
Few studies examine the effectiveness of community-based early interventions in unselected samples of autistic children, especially those from minoritized backgrounds. These types of studies require attention to strategies for recruitment, retention, data collection, and support for community providers beyond those used in university-based trials. We conducted a pilot trial of Project ImPACT, a promising caregiver-mediated naturalistic developmental behavioral intervention, in partnership with the early intervention system in a poor, large city. We assessed recruitment and retention strategies, training protocol, and measurement battery. We recruited representative provider and family samples, and had good measure completion among retained participants. Retention varied by study arm, providers had relatively poor fidelity to the intervention despite substantial support, and our measures did not appear sensitive to change. Lessons learned include the need for (a) a ramp-up training period prior to starting the study, (b) intensive implementation supports, and (c) additional strategies for family retention.
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来源期刊
CiteScore
3.30
自引率
7.10%
发文量
21
期刊介绍: The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.
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