Department of Education Specialties, School of Education, St. John's University, Queens, New York, USA.
Res Dev Disabil. 2021 Feb;109:103851. doi: 10.1016/j.ridd.2020.103851. Epub 2021 Jan 16.
In the wake of the COVID-19 outbreak, already limited services and resources for families of children with autism spectrum disorder (ASD) in China became even more scarce. This qualitative case study highlights one online parent education and training (PET) program developed during the pandemic to offer home-intervention strategies to parents of children with ASD in mainland China. This exploratory study sought to examine the emic perspectives of the trainers and parents who participated in the 12-week intensive training program while considering the cultural context in China and the transnational, remote nature of the program.
The primary data focused on the experiences of the trainers and parents within PET program's structure and strategies, which were adapted from the Training of Trainers model, and were collected from semi-structured, in-depth individual and focus group interviews conducted virtually with trainers (n = 4). Supplemental data sources included training session materials and feedback forms collected from parents (n = 294) at the midpoint and end of the program. After the collected data were sorted and condensed, a thematic analysis was performed using the data analysis spiral to further organize and code the data, and the codes were finally collapsed into themes.
Three overarching themes were identified: (1) training as modeling with resources, (2) dilemmas in cultural contexts and expectations, and (3) cultivating parent support networks.
The online PET program became a hub of support networks and learning spaces for parents of children with ASD in different regions in China during the pandemic. Through the interactive virtual training sessions, parents were supported by continuous feedback on their home intervention and coached to cultivate support networks among themselves despite tensions arising from cultural differences and to implement effective intervention strategies that were individualized and authenticated to their specific familial needs.
在 COVID-19 爆发之后，中国已经有限的为自闭症谱系障碍（ASD）儿童家庭提供的服务和资源变得更加稀缺。本定性案例研究重点介绍了一个在疫情期间开发的在线家长教育和培训（PET）计划，为中国大陆 ASD 儿童的家长提供家庭干预策略。本探索性研究旨在考察参加为期 12 周强化培训计划的培训师和家长的本土观点，同时考虑中国的文化背景和该计划的跨国、远程性质。
主要数据集中在培训师和家长在 PET 计划的结构和策略内的经验，这些经验是从培训师培训模式中改编而来的，通过与培训师（n=4）进行虚拟的半结构化深度个人和焦点小组访谈收集。补充数据源包括培训课程材料和父母在计划中途和结束时收集的反馈表（n=294）。在收集的数据经过分类和压缩后，使用数据分析螺旋进行主题分析，以进一步组织和编码数据，最终将代码合并为主题。
确定了三个总体主题：（1）培训是资源的建模，（2）文化背景和期望的困境，（3）培养家长支持网络。
在疫情期间，在线 PET 计划成为中国不同地区 ASD 儿童家长的支持网络和学习空间的中心。通过互动虚拟培训课程，父母在家干预方面得到了持续反馈的支持，并被引导在自己之间培养支持网络，尽管文化差异带来了紧张局势，但也要实施针对他们特定家庭需求的有效干预策略。
