|Project ECHO: Implementing Family Support Using a State-of-the-Art Teleheath Service Delivery Model
|Saturday, May 29, 2021
|10:00 AM–10:50 AM
|Area: EDC/CSS; Domain: Translational
|Chair: Katherine Bateman (University of Washington)
|CE Instructor: Katherine Bateman, Ph.D.
The ECHO- Education: Autism model utilizes videoconferencing technology to simultaneously connect parents, caregivers, and family members (known as the ‘spokes’) to an inter-disciplinary panel of university-based specialists (known as the ‘hub’) in regularly scheduled sessions. These professional learning opportunities are grounded in the principles of Applied Behavior Analysis and family support, seeking to provide families with the support necessary to decrease child engagement in challenging behavior, while increasing access to systems of care. This model seeks to increase collaboration and support among caregivers across the country, especially in areas that may have limited access to these resources. Measures of efficacy of the implementation of the ECHO model include positive child and caregiver outcomes, as well as development of a community of support for caregivers navigating similar experiences. This symposium will discuss three different ECHO networks focused on providing caregiver coaching and support for families of children with autism and other related disabilities. Further, implementation of this model at the University of Washington, the University of Virginia, and University of Wyoming will be presented and discussed.
|Instruction Level: Basic
|Keyword(s): Challenging Behavior, Family Support, Parent Coaching, Teleheath
Behavior Analysts providing parent coaching and caregiver/family support to families of children diagnosed with disabilities.
|Learning Objectives: At the conclusion of the presentation, participants will be able to describe the Project ECHO service delivery model, understand the importance of family and caregiver support for challenging behavior, and clearly identify variables that affect sustainable family support in delivery of Applied Behavior Analysis.
|University of Washington ECHO for Families
|KATHERINE BATEMAN (University of Washington), Ilene S. Schwartz (University of Washington)
|Abstract: Challenging behaviors are identified as one of the primary concerns for home, early intervention, school, and community settings for children with disabilities. Children who demonstrate challenging behavior in preschool and early elementary years are more likely to later develop social and academic issues and have limited access to education in the Least Restrictive Environment. To address challenging behavior in children with intellectual and developmental disabilities, effective and sustainable interventions are needed. One approach to increasing access to intervention is teaching parents and caregivers to serve as implementers of interventions developed to decrease challenging behaviors at home. Parents are key stakeholders of intervention, as they are a consistent presence in their child’s life. This presentation shares a coordinated parent education and support program to aide in implementation of strategies rooted in Applied Behavior Analysis to address children’s challenging behavior. Results demonstrated a reduction in challenging behavior and increase in prosocial behavior. Additionally, data indicated positive associated outcomes related to reductions of parent stress levels, as well as improved family quality of life, and development of a strong community of support.
|University of Virginia ECHO for Caregivers
|ROSE NEVILL (University of Virginia), Gail Lovette (University of Virginia), Katherine Bateman (University of Washington), Genevieve Bohac (University of Virginia), Karen Orlando (University of Virginia), Keith Page (University of Virginia)
|Abstract: Children with developmental delays (DD) are particularly vulnerable to negative outcomes associated with social distancing (Eshraghi et al., 2020) and isolation required in order to curb the spread of coronavirus (COVID-19) (CDC, 2020). The caregivers, educators, and behavioral therapists of children with DD are also vulnerable to compounded negative effects associated with supporting their children during school closures while also navigating new, untested methods of receiving virtual services and support. The purpose of this project is to implement and evaluate an innovative, virtual, and no-cost collaboration and learning model, ECHO in Education, to improve the ability of caregivers and school-based personnel to support students with DD who are currently experiencing difficulty accessing and providing educational and intervention supports during the ongoing COVID-19 pandemic. Participants are primary caregivers and educators of children with developmental delays from across the United States. Caregivers and educators were delivered a combination of case-based problem solving and workshops through separate networks. Data collection was comprised of pre- and post test measures of participants’ behavioral knowledge, self-efficacy, beliefs about behavior, empowerment, and emotional reactions to challenging behavior, on average. Post-test social validity measures will also be shared. Below are average pre-test scores for our first cohort.
|University of Wyoming ECHO for Families
|ERIC MOODY (University of Wyoming), Wendy Warren (University of Wyoming), Canyon Hardesty (University of Wyoming), Rachel Freedman (University of Wyoming)
|Abstract: Wyoming is a large western state with pervasive healthcare shortages, including a lack of Board Certified Behavior Analysts (BCBAs). As of October 2020, there are only 22 BCBAs in Wyoming, and many families reside in frontier communities where in-person Applied Behavior Analysis services are not available. Given these barriers to accessing services, it is imperative to develop innovative solutions to support children with autism. The University of Wyoming ECHO for Families network was developed in 2018. This network teaches parents to navigate systems of education and healthcare while maximizing their child’s progress. Each session includes a brief didactic training and a case presentation delivered via teleconferencing technology. Initial data suggest that participation in the ECHO for Families increases parents’ implementation of evidence-based practices, which promotes the development of adaptive skills. Further, due to the delivery model, ECHO is able to reach even the most remote communities. Data on the first two years of implementation will be discussed, noting the large geographic reach, increase in participant knowledge, and satisfaction with the model. Therefore, ECHO for Families is a highly effective tool to improve access to best practices for increasing adaptive skills and effective behavior management for families in remote areas.