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Evaluating the Impact of a 5-Week Training Course for Parents in Northern Ireland

Evaluating the Impact of a 5-Week Training Course for Parents in Northern Ireland. Dr Fiona McCaffrey Middletown Centre for Autism. The Need. Department of Education Northern Ireland identify an ‘autism wave’ (Task Group Report on Autism) Other sources:

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Evaluating the Impact of a 5-Week Training Course for Parents in Northern Ireland

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  1. Evaluating the Impact of a 5-Week Training Course for Parents in Northern Ireland Dr Fiona McCaffrey Middletown Centre for Autism

  2. The Need • Department of Education Northern Ireland identify an ‘autism wave’ (Task Group Report on Autism) Other sources: • The National Audit Office ‘ Supporting People with Autism Through Adulthood’ • The National Autistic Society ‘ You Need to Know’

  3. Training for Parents • The provision of training to parents has been identified as efficacious in supporting children with ASD (Matson et al. 2009) • Training for parents had a measurable effect on child’s progress (Mcconachie et al. 2004) • Parent training programme has a significant positive effect on parents’ mental health and coping (Tonge et al. 2006)

  4. The best outcomes for children are achieved through partnerships between parents and professionals Buckley, B. (2006) Children’s Communication Skills: from birth to five years. Abingdon: Routledge

  5. The Project • Provide advanced topics in ASD for parents in Northern Ireland • Provide these sessions across a range of geographical areas in Northern Ireland • Provide ‘remote access’ via webcasts to those parents who cannot attend in person • 10 National Lottery Funded laptops provided to those parents who required ‘remote access’

  6. The Logistics • 5 sessions in key geographical locations across NI • Belfast – Harberton Special School • Derry - Foyleview Special School • Magherafelt - Kilronan Special School • Downpatrick – Knockevin Special School • Armagh – Middletown Centre for Autism

  7. The Logistics • 5 Thursdays in each location covering the 5 advanced topics • Middletown trainer also Middletown catering department! • All webcasts broadcast from Middletown where our IT officer was present to ensure quality in transmission and iron out any problems

  8. The Webcast • Parents were sent a link to download free software (live meeting) that would enable them to access both the trainer and the slides • The parents watching at home were able to ask questions via an instant messenger style communicator • Trainers responded to these questions at the end of the session

  9. The Training • 2 hour sessions 7pm-9pm • Mental Health Issues • Transitions • Sensory Issues • Structure • Promoting Positive Behaviour

  10. Mental Health Issues • Review of how ASD can present as a mental health problem • Information on depression, anxiety, OCD, schizophrenia, bi-polar disorder, substance abuse • Focus on anxiety and provide some further information and examples of practical strategies that can be used

  11. Transitions

  12. Starting School Booklet

  13. Sensory Systems • 5 sensory systems • Visual- seeing • Auditory- hearing • Tactile- touching • Olfactory- smelling • Gustatory- tasting • Additional sensory systems • Vestibular- movement • Proprioceptive- body awareness

  14. Tactile Processing Dislikes hands being dirty Dislikes certain clothing Touches people’s hair or clothing Touches objects in shops Avoids showering, hair washing, nail cutting, hair cuts etc. Likes/dislikes certain food textures Avoids personal contact (hugs, kisses)

  15. Practical Sessions

  16. Practical Sessions

  17. Practical Sessions

  18. Structure

  19. Independence

  20. Promoting Positive Behaviour What is Reinforcement? Technical term for learning. It is the process by which new responses are acquired and existing ones are strengthened It helps explain how behaviour occurs Anything can be a reinforcer so long as it strengthens future behaviour

  21. Promoting Positive Behaviour

  22. Evaluation The evaluation methodology used both quantitative and qualitative approaches to explore the experience of participants attending the training programme The participants in the training programme were invited to complete a quantitative questionnaire after each training module. Questionnaires were analysed using SPSS Qualitative interviews were carried out with a random sample from the total number of parents who attended the training programme Qualitative interviews were completed with twenty participants. These interviews were conducted by DARA researchers via telephone and were approximately fifteen minutes long Interviews were analysed to ascertain emerging themes

  23. A six week time lapse after completing the training modules was left before interviewing respondentsThey were questioned on each module with additional questions about their use of learning from modules with a practical contentFurther questions were asked about sharing on the training with other parentsRespondents were also asked to rate the training and to make suggestions about possible improvementsAll interviews were recorded and transcribed prior to analysis

  24. Quantitative Did you find this training session informative? • 74% (377) scored 5 • (Definitely) • 21% (106) scored 4 • (Most Probably) • 4% (22) scored 3 (Unsure) • 1% (7) scored 2 (Most Probably Not)

  25. Quantitative • Was all the material covered relevant? • 65% (333) scored 5 (Definitely) • 27% (139) scored 4 • (Most Probably) • 7% (35) scored 3 • (Unsure) • 1% (5) scored 2 (Most Probably Not)

  26. Quantitative • Did the content of the training session • reflect what was advertised? • 70% (356) scored 5 • (Definitely) • 24% (122) scored 4 • (Most Probably) • 4% (23) scored 3 (Unsure) • 1% (4) scored 2 (Most Probably Not) • 1% (7) missing responses

  27. Quantitative • Did you acquire new information? • 69% (352) scored 5 • (Definitely) • 23% (117) scored 4 • (Most Probably) • 6% (33) scored 3 (Unsure) • 2% (8) scored 2 • (Most Probably Not) • 0% (1) scored 1 (Not At All) • 0% (1) missing response

  28. Quantitative • Did you find the training session beneficial? • 70% (357) scored 5 • (Definitely) • 21% (106) scored 4 • (Most Probably) • 7% (37) scored 3 (Unsure) • 2% (11) scored 2 (Most Probably Not) • 0% (1) scored 1 (Not At All)

  29. Quantitative • Would you recommend this training • session to others? • 74% (379) scored 5 • (Definitely) • 20% (100) scored 4 • (Most Probably) • 4% (22) scored 3 (Unsure) • 1% (4) scored 2 (Most Probably Not) • 1% (6) scored 1 (Not At All) • 0% (1) missing response

  30. Quantitative • Overall, how did you rate this training session? • 62% (318) Excellent • 32% (164) Good • 6% (30) Average

  31. Qualitative Mental Health Issues • Two questions were asked: 1.Did you learn anything new about the mental health aspects of ASD? 2.Did you find this module about mental health issues useful/helpful to understanding the behaviour of your child/young person? Can you give examples

  32. Qualitative • “I would actually go back to my notes again for that if I was ever worried about anything, because it can present as a mental illness.” (Parent comments 8) • I have to say I found that particularly helpful...it was very interesting, it was well delivered, the person who was delivering it had a good insight and could reflect on her own practice, and yes it was very interesting, very helpful and very insightful.” (Parent comments 10) • “It was when she was talking about obsessional compulsive behaviour and she talks about that and reassured us that it is the symptoms of OCD but not full-blown OCD, it allayed a lot of anxiety for me on that area.” (Parent comments 2)

  33. Qualitative “I felt a bit sorry for actually the lecturer because I felt as if she was under attack a wee bit but hopefully she realises it’s just the emotion of the parents coming through- they’re worried about their children and then there’s more things to come in later life.” (Parent comments 6)

  34. Qualitative • Three questions were asked about the Transitions module 1.Did you find the transitions module of help/useful. How? 2.How useful was the Transitions pack to you? 3.Have you used any of the transitions information since the training with your child or young person? • Can you give examples?

  35. Qualitative • “He had just gone through a transition from a mainstream school to a unit. In fact he was just going through the process, so it was absolutely – the timing was perfect for me.” (Parent comments 2) • “Yes…it’s very coincidental as well my son is actually at transition into secondary education, so it was very appropriate as well.” (Parent comments 3) • “That was good…I’d had some of the information for the child is actually going to school.” • “I was actually glad that I knew that I had done everything that you were saying that should be done.” (Parent comments 4)

  36. Qualitative • “Excellent, excellent…I used the scheduling – I went back to scheduling again which I though would have been regressive for him, but that was my thoughts before I went for the training and then I realised that it is such a great tool to use at any time when his anxiety levels are raised, and that was also excellent – that was very reassuring for me.” (Parent comments 9)

  37. General Observations • Each of the sessions were described by more than one parent as ‘ the most useful’ • This seemed to depend on where the parent is with their child – issues like structure and sensory were useful for younger children • Sequencing is all important – don’t start off with the more theoretical stuff • Parents enjoyed the chance to meet with other parents

  38. General Observations • Although there at least 4 to choose from – not every parent attends or seeks out support from a voluntary group – for some this was their only opportunity to meet with other parents and this was a positive soft outcome

  39. What did We Learn? • Sequencing is important • Group-work can and does work with parents • Having 5 scheduled sessions in the same venue every week gave us in one venue (Belfast) a 100% return rate 80 parents turned up for 5 weeks • Higher level concepts e.g, mental health needs to be delivered sensitively – yet it is so important to provide the information

  40. The Future • In Winter / Spring 2010-2011 we revisited the sites providing extensions on the original subjects these were: • Managing anxiety workshop • Advanced sensory workshop • Emotional regulation • Communication

  41. Final Thoughts • We tried alternative times for delivery e.g. mornings and 2 sessions on a Saturday in the second round and had only a 55-60% take up – the 5 evening block seems to work and we are soon to try this with professionals • The parents in Belfast clubbed together and bought each trainer a box of chocolates and a bottle of wine • We were bowled over by their consideration

  42. The Trainers Lorraine Suzanne Frances Claire Leah Jill

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