Enhancing Support for Spanish-Speaking Caregivers of Neurodiverse Children: Evaluating the Impact of a Telehealth Support Group (Español/Spanish) matters because it changes what a BCBA notices when decisions have to hold up in telehealth contacts and remote supervision. In Enhancing Support for Spanish-Speaking Caregivers of Neurodiverse Children: Evaluating the Impact of a Telehealth Support Group (Español/Spanish), for this course, the practical stakes show up in clinically sound remote service delivery, clearer caregiver support, and decisions grounded in observable interaction, not in abstract discussion alone.
Provider: BehaviorLive — via Puerto Rico Association for Behavior Analysis
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Join Free →(Español/Spanish) Research has documented the unique challenges faced by caregivers of neurodiverse children. More specifically, caregivers from linguistically diverse backgrounds must navigate linguistic and cultural barriers that frequently impede access to reliable support systems. Support groups may offer a platform to connect, share experiences, and increase access to resources and information, helping caregivers navigate the complexities of raising a neurodiverse child (Mandell & Salzer, 2007). Purpose: This study investigated the effects of telehealth Spanish-speaking parent support group in caregivers felt efficacy managing problem behaviors. Methodology: A total of ten Spanish-speaking parents were recruited to participate in weekly group sessions for a total of 9 sessions. Two conccurent groups were provided to best accommodate to caregivers availability. The telehealth support group addressed behavioral strategies, parental stress and anxiety through a mindfulness and acceptance and commitment therapy (ACT) lens. Each of the families were receiving individual behavioral services concurrent to the scheduled telehealth group sessions. Participants completed the Brief Parental Self-Efficacy Scale (BPSES) during each session of group treatment in addition to the Behavior Rating Scale (BRS) scores reported by parents during individual sessions. Results: Efficacy of the telehealth group will be measured by analyzing changes in the BPSES and BRS scores and by collecting anecdotal information about their experiences in the group. Clinical and practical implications will be discussed during the presentation.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Elias Loria Garro (he/his) is originally from Costa Rica and is completing his pre-doctoral internship in the Behavioral Psychology Department at the Kennedy Krieger Institute/Johns Hopkins University School of Medicine. He obtained his Master of Education in Counseling and is currently finishing his PhD in School Psychology at University of Houston. Elias served as a graduate level clinician at the Meyer Center for Developmental Pediatrics and Autism at Texas Children's Hospital in which he participated in autism evaluations for families from diverse backgrounds. He also worked at Texas Children’s Health Plan Center for Children, a community care clinic in the Houston area, in which he provided behavioral services in the form of parent management training and cognitive-behavioral services to children and families from diverse backgrounds. During his pre-doctoral internship, Elias has facilitated behavioral psychology services to children with neurodevelopmental disabilities and their families. Elias is also co-leading a caregiver support group for Spanish-speaking families that focused on reducing stress levels and increasing treatment adherence. Elias is fully committed in providing culturally relevant services to families and children from diverse cultural and linguistic backgrounds. Elias is also passionate about investigating cultural factors that impact the development of cultural competence when working with gender and sexual minoritized youth and best practices to conduct evaluations for Autism Spectrum Disorders for Hispanic families.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
239 research articles with practitioner takeaways
236 research articles with practitioner takeaways
205 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.