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Evaluating the Efficacy and Social Validity of a Culturally Adapted Training Program for Parents and Service Providers in India.

ABSTRACT: In regions such as India, where one-to-one behavior-analytic intervention is not easily accessible, parents and service providers may advocate for children with disabilities better if they have foundational training in behavioral approaches to problem behavior. The purpose of this study was to evaluate a culturally adapted training delivered in an underresourced region of India. Ten parents and professionals from Chennai completed the training, and the researchers evaluated its effects using a multiple-baseline design. Participants showed improvements in correct responses on a structured form designed to capture skills involved in function-based assessment and intervention, as well as the fidelity of implementation of extinction and functional communication training. Moreover, participants rated the acceptability of training highly on measures of social validity. Guidelines for the education of parents and service providers in underresourced areas outside of the United States are discussed.

SUBMITTER: Sivaraman M

PROVIDER: S-EPMC7666248 | biostudies-literature | 2020 Dec

REPOSITORIES: biostudies-literature

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Evaluating the Efficacy and Social Validity of a Culturally Adapted Training Program for Parents and Service Providers in India.

Sivaraman Maithri M Fahmie Tara A TA

Behavior analysis in practice 20201008 4

In regions such as India, where one-to-one behavior-analytic intervention is not easily accessible, parents and service providers may advocate for children with disabilities better if they have foundational training in behavioral approaches to problem behavior. The purpose of this study was to evaluate a culturally adapted training delivered in an underresourced region of India. Ten parents and professionals from Chennai completed the training, and the researchers evaluated its effects using a m ...[more]

PMID: 33269195

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Project description:Abstract Objectives Tracheotomy complications can be life‐threatening. Many of these complications may be avoided with proper education of health care providers. Unfortunately, access to high‐quality tracheotomy care curricula is limited. We developed a program to address this gap in tracheotomy care education for inpatient providers. This study aimed to assess the efficacy of this training program in improving trainee knowledge and comfort with tracheotomy care. Methods The curriculum includes asynchronous online modules coupled with a self‐directed hands‐on simulation activity using a low‐cost tracheotomy care task trainer. The program was offered to inpatient providers including medical students, residents, medical assistants, nurses, and respiratory therapists. Efficacy of the training was assessed using pre‐training and post‐training surveys of learner comfort, knowledge, and qualitative feedback. Results Data was collected on 41 participants. After completing the program, participants exhibited significantly improved comfort in performing tracheotomy care activities and 15% improvement in knowledge scores, with large effect sizes respectively and greater gains among those with little prior tracheotomy care experience. Conclusion This study has demonstrated that completion of this integrated online and hands‐on tracheotomy simulation curriculum training increases comfort and knowledge, especially for less‐experienced learners. This training addresses an important gap in tracheotomy care education among health care professionals with low levels of tracheotomy care experience and ultimately aims to improve patient safety and quality of care. This curriculum is easily transferrable as it requires only access to the online modules and low‐cost simulation materials and could be used in other hospitals, long‐term care facilities, outpatient clinics, and home settings. Level of evidence 4. An accessible, easily transferrable tracheotomy care education program for inpatient providers was developed that includes asynchronous online modules coupled with a self‐directed hands‐on simulation activity using a low‐cost tracheotomy care task trainer. This study assessed the efficacy of the training program using pre‐training and post‐training surveys of learner comfort, knowledge, and qualitative feedback. After completing the program, participants exhibited significantly improved comfort in performing tracheotomy tasks and 15% improvement in knowledge scores, with large effect sizes respectively and greater gains among those with little prior tracheotomy care experience.

Project description:Background: This paper explores how implementation and refinement of an early intervention (EI) program for children with delayed development was informed by an iterative, intentional and structured process of measurement. Providing access to early intervention therapy for children in rural areas of India is challenging due to a lack of rehabilitation therapists and programs. Following a biopsychosocial framework and principles of community-based rehabilitation, a non-governmental organization, Amar Seva Sangam (ASSA), overcame those barriers by designing a digital technology supported EI program in rural Tamil Nadu, India. Program objectives included providing service access; supporting program engagement, child development and school enrollment; and positioning the intervention for scale-up. This paper contributes to a growing body of literature on how program design and implementation can be informed through a cyclical process of data collection, analysis, reflection, and adaptation. Methods: Through several strands of data collection, the design and implementation of the EI program was adapted and improved. This included qualitative data from focus groups and interviews with caregivers and service providers, and a mobile application that collected and monitored longitudinal quantitative data, including program engagement rates, developmental progression, caregiver outcomes, and school enrollment status. Results: Measurements throughout the program informed decision-making by identifying facilitators and barriers to service providers' quality of work-life, family program engagement, and school enrollment. Consultation with key stakeholders, including caregivers and service providers, and data driven decision making led to continual program changes that improved service provider quality of work-life, program engagement and school enrollment. These changes included addressing gender-related work challenges for service providers; forming caregiver support networks; introducing psychological counseling for caregivers; providing medical consultations and assistive devices; creating community awareness programs; improving access to therapy services; focusing on caregiver education, motivation and support; and advocacy for accessibility in schools. Conclusion: The process of using evidence-informed and stakeholder driven adaptations to the early intervention program, led to improved service provider quality of work-life, greater program engagement, improved school enrollment and positioned the intervention for scale-up, providing lessons that may be beneficial in other contexts.

Dataset Information

Evaluating the Efficacy and Social Validity of a Culturally Adapted Training Program for Parents and Service Providers in India.

Publications

Evaluating the Efficacy and Social Validity of a Culturally Adapted Training Program for Parents and Service Providers in India.

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