The Collaborative Life Skills Program in Spanish (CLS-S): Pilot Investigation of Intervention Process, Outcomes, and Qualitative Feedback.
The Collaborative Life Skills Program in Spanish (CLS-S): Pilot Investigation of Intervention Process, Outcomes, and Qualitative Feedback.
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DOI：
10.1080/23794925.2018.1560236
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发表时间：
2019-01-01
期刊：
影响因子：
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通讯作者：
Pfiffner, Linda
中科院分区：
文献类型：
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作者：
Haack, Lauren M;Araujo, Eva Jimenez;Pfiffner, Linda
针对注意力缺陷/多动障碍(ADHD)的行为干预试验始终记录了良好的保真度和结果结果。然而，关于这些发现对非英语少数群体的普适性知之甚少。为了解决在针对讲西班牙语的拉美裔家庭提供和评估学校-家庭干预措施方面存在的差距，我们修改了适用于讲西班牙语的家庭的协作生活技能(CLS)计划(即，CLS-S)，并在一项试点研究中实施/评估了调整后的计划。受试者包括四所小学二至五年级的24名拉丁裔儿童；其中两所学校(n=12)被分配接受CLS-S，两所学校(n=12)在试验结束后被分配到常规学校服务，随后是CLS-S。结果表明，CLS可以成功地在西班牙语中实施，证明CLS-S对干预的高水平保真度，以及参与者的高水平出席和对治疗策略的坚持。研究结果还表明，与通常接受学校服务的家庭相比，接受治疗的家庭在治疗后ADHD的显著改善和父母/照顾者和教师报告的奇怪症状，父母/照顾者报告的社交技能，以及教师报告的组织问题，都表明了CLS-S的良好结果。家长/照顾者报告的ADHD和奇怪症状的改善在下一学年的后续跟进中也是重要的。出现的定性主题支持CLS-S的过程和结果，包括家长/照顾者对协作设计的赞赏，与员工的融洽，以及CLS-S的就业便利性。综上所述，混合方法的调查结果支持将循证干预措施转化为在我们日益多样化的社区中以理论指导的实施/评估。
Behavioral intervention trials for Attention-Deficit/Hyperactivity Disorder (ADHD) consistently document favorable fidelity and outcome results. However, less is known about the generalizability of these findings to non-English-speaking minority groups. To address existing gaps in the availability and evaluation of school-home interventions for Spanish-speaking Latinos, we adapted the Collaborative Life Skills (CLS) Program for Spanish-speaking families (i.e., CLS-S) and implemented/evaluated the adapted program in a pilot study. Participants included 24 Latino children in grades second-fifth across four elementary schools; two of these schools (n = 12) were assigned to receive CLS-S and two schools (n = 12) were assigned to usual school services followed by CLS-S after completion of the trial. Results suggest CLS can be successfully implemented in Spanish, as evidenced by high levels of CLS-S fidelity to intervention, as well as high levels of participant attendance and adherence to treatment strategies. Results also suggest promising outcomes from CLS-S, as evidenced by significant post-treatment improvement in ADHD and ODD symptoms reported by parents/caregivers and teachers, social skills reported by parents/caregivers, and organizational problems reported by teachers for treated families compared to families receiving school services as usual. Parent/caregiver reports of ADHD and ODD symptom improvement also are significant at follow-up during the next school year. Qualitative themes emerged supporting CLS-S process and outcome results, including parent/caregiver appreciation of the collaborative design, rapport with staff, and ease of CLS-S employment. Taken together, mixed-method findings support translating evidence-based interventions for theoretically-guided implementation/evaluation in our increasingly diverse communities.