Measuring family outcomes for young autistic children receiving interventions in China: The structure of the Family Outcomes Survey and predicting variables.

LAY ABSTRACT: Efforts to measure, document, and monitor family outcomes can be helpful to practitioners in developing and delivering effective and sustainable interventions. Researchers have developed the Family Outcomes Survey, Form A, for measuring the outcomes experienced by families of children in the early intervention/early childhood special education system. Little has been reported on how well the five outcomes on the Family Outcomes Survey, Form A describe the experiences and expectations of families of autistic children in China. We conducted a survey using the Family Outcomes Survey, Form A, Chinese version with 467 caregivers of young autistic children in China. First, the five-outcome structure of the Family Outcomes Survey, Form A seemed to be appropriate for measuring family outcomes of autistic children in China. We also found that the Chinese caregivers of autistic children seemed to give general lower ratings on all five outcomes on the Family Outcomes Survey, Form A as compared to caregivers of children in early intervention/early childhood special education in Western countries like the United States and Australia. Furthermore, caregivers' ratings on the five Family Outcomes Survey, Form A outcomes seemed to be related to their educational attainment, employment status, family income level, and how much time caregivers spent with their autistic child. This study supported the use of the Family Outcomes Survey, Form A, Chinese version with families of autistic children in China. We also discussed how the coronavirus disease 2019 pandemic could have impacted the family outcomes as reported by the Chinese caregivers.

Shared Interactive Book Reading Interventions for Young Children With Disabilities: A Systematic Review.

Purpose Shared interactive book reading (SIBR) is an evidence-based practice for young children who are typically developing and those with developmental disabilities or considered at risk for developmental delays. The purpose of this review was to provide a comprehensive examination of the evidence of using SIBR to facilitate growth in language skills for young children with developmental disabilities and/or delays. Specifically, authors examined the descriptive characteristics, study rigor, and effect sizes for language and literacy outcomes. Method We extracted data from studies meeting specified criteria (n = 23) published in peer-reviewed journals on a wide range of variables, including participant characteristics, setting, training/coaching, defined independent and dependent variables, study rigor, and overall outcomes. Descriptive and study rigor data were aggregated using descriptive statistics. Effect-size estimates were calculated for all child outcomes related to language. Results Descriptive data were variable across studies. Three single-case experimental design and three group design studies met design standards without reservations. Single-case experimental design studies overall showed positive effects on child language and communication. Within group design studies, expressive language outcomes showed the largest effect sizes. Conclusion A review of SIBR studies indicates this as a viable intervention to positively impact the language skills of young children with developmental disabilities and/or delays. Supplemental Material https://doi.org/10.23641/asha.16674355.

Health Care Transition Services and Adaptive and Social-Emotional Functioning of Youth with Autism Spectrum Disorder.

To promote health care transition services (HCTS) among youth with autism spectrum disorder (ASD), it is important to understand their access to HCTS and the association with functioning. We conducted weighted descriptive statistics and regressions. Findings suggested that HCTS were inconsistently provided to youth with ASD. Access to two or more HCTS was associated with positive social-emotional functioning. Helping youth with ASD understand health care changes and working with them to gain skills in managing health needs were found to be significant determinants of positive social-emotional functioning. The present study sheds light on HCTS that are essential for youth with ASD and highlights the necessity of health care system changes to promote service access and optimal functioning for youth with ASD.

Building Skills, Confidence, and Wellness: Psychosocial Effects of Soft Skills Training for Young Adults with Autism.

Recognizing that social functioning and mental health are linked to social participation and employment outcomes, this pilot study examined the preliminary outcomes of an eight-session, work-related social skills training program designed for young adults with high-functioning autism (HFASD). Results indicate statistically significant improvements in social cognition, social function, and social confidence. Furthermore, participants (n = 26) reported statistically significant reductions in anxiety, and a trend toward lessening depressive symptoms. These results suggest that: (1) social skills training is suitable for individuals with HFASD and clinically-significant levels of anxiety and/or depression, and (2) bolstered social functioning may have broader, cyclical impacts on social confidence, psychological wellness, and social and vocational participation in this population.

Examining the relationships of parental stress, family support and family quality of life: A structural equation modeling approach.

BACKGROUND: Research has shown that support for families with children with autism spectrum disorder (ASD) in the United States has led to reduce parental stress. To better understand the situation in China, it is crucial to evaluate the current status of family support and provide clear evidence of the impact of family support on positive family outcomes. AIMS: This study aims to provide initial evidence to examine these interrelations among family support, parental stress, and family quality of life in mainland China. METHOD: A total of 226 parents of children with ASD completed two questionnaires (Beach Center Family Quality of Life (FQOL) Scale and the Family Support Scale for Chinese Children with ASD) and a demographic family information form. Structural equation modeling was used to examine the interrelation among parental stress, family support, and FQOL. RESULTS: Parents perceived a moderate to low level of family support and FQOL and high level of parental stress. Family support had a direct positive effect on FQOL (ß = .54) and an indirect effect on FQOL through parental stress (ß = .06). CONCLUSION: Resources should be devoted to establishing a family support system that promotes FQOL and buffers parental stress for families of children with ASD.

Adverse childhood experiences and preschool suspension expulsion: A population study.

BACKGROUND: Preschool suspension and expulsion rates are typically based on teacher reports, and don't simultaneously account for adverse childhood experiences (ACEs). OBJECTIVE: To examine estimates in the United States of parent-reported preschool suspension and expulsion rates, in the context of ACEs. PARTICIPANTS AND SETTING: Parents of children aged 3-5 years old (N = 6,100) in the 2016 National Survey of Children's Health dataset. METHOD: We reported the prevalence estimates of preschool suspension and expulsion, and estimated the unique variance of ACEs as risk factors using weighted sequential logistic regression. RESULTS: An estimated 174,309 preschoolers (2.0%) were suspended, and 17,248 (0.2%) children were expelled annually. If divided by 36 school weeks, the instances of weekly suspension and expulsion were at least 4,842 and 479 respectively. Controlling for previous risk factors (i.e., age, gender, race, ethnicity), the odds ratio increased by 80% for every unit of ACEs increment. Children were more likely to be suspended or expelled if they had domestic violence (OR = 10.6, p <  .001), living with mental illness (OR = 9.8, p <  .001), adult substance abuse (OR = 4.8, p <  .001), and victim of violence (OR = 4.5, p =  .004), living in high poverty (OR = 3.9, p =  .001), divorced parents (OR = 3.3, p =  .001), and parent incarceration (OR = 3.0, p =  .009). CONCLUSION: The alarming suspension and expulsion rates call for more comprehensive outreach prevention and response efforts in preschool settings. Cross system collaboration and family support are essential to this work.