Literaturnachweis - Detailanzeige
Autor/inn/en | Bernie, Charmaine; Williams, Katrina; Graham, Fiona; May, Tamara |
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Titel | Coaching While Waiting for Autism Spectrum Disorder Assessment: A Pilot Feasibility Study for a Randomized Controlled Trial on Occupational Performance Coaching and Service Navigation |
Quelle | In: Journal of Autism and Developmental Disorders, 53 (2023) 7, S.2905-2914 (10 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Bernie, Charmaine) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-3257 |
DOI | 10.1007/s10803-022-05558-3 |
Schlagwörter | Autism Spectrum Disorders; Occupational Therapy; Coaching (Performance); In Person Learning; Videoconferencing; Caregiver Attitudes; Foreign Countries; Australia |
Abstract | Aim: To determine whether short-phase Occupational Performance Coaching combined with service navigation support is feasible for families waiting for autism assessment. Method: A pilot feasibility study was conducted using a blinded randomization procedure that allocated participants to one of three trial arms: (1) face-to-face coaching, (2) videoconference coaching, and (3) usual care. Outcomes included a retention aim of 70-80%, goal attainment and secondary standardised measures of adaptive behaviour, social skills, parenting stress, service access and family quality of life. Results: Caregivers and children (n = 16, child mean age of 3 years 7 months) were recruited following referral for an autism assessment. Retention was 75%, with change scores in performance and satisfaction of selected goals higher in the intervention groups than the usual care group. Interpretation: Findings support progression to a future randomized controlled trial assessing intervention efficacy. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |