Evaluación de un programa de entrenamiento asincrónico para padres latinoamericanos de niños autistas
DOI:
https://doi.org/10.21615/cesp.7735Palabras clave:
entrenamiento para padres, autismo, asincrónico, análisis de la conducta, LatinoaméricaResumen
Este estudio piloto evaluó los efectos de un programa de entrenamiento a padres en formato asincrónico en la reducción del estrés parental, la adquisición de conocimientos sobre autismo, y la mejora de las conductas problemáticas en niños con trastorno del espectro autista en familias de América Latina. Quince padres fueron asignados al azar a un grupo de intervención o a un grupo control en lista de espera. El grupo de intervención completó cinco módulos quincenales que abordaron diversos temas: autismo, principios de conducta, estrategias de prevención, comunicación funcional y enseñanza naturalista. Se realizaron evaluaciones antes y después de la intervención para medir el estrés parental y las conductas problemáticas, y se aplicaron cuestionarios para evaluar la adquisición de conocimientos en autismo. Los resultados mostraron que los participantes del grupo de intervención reportaron una disminución del estrés parental y mejoras en las conductas problemáticas de sus hijos, aunque no se encontraron diferencias estadísticamente significativas entre los grupos. Los análisis individuales mostraron mejoras confiables en algunos participantes en el grupo de intervención, mientras que otros presentaron resultados mixtos. Se encontraron correlaciones positivas significativas entre las conductas problemáticas percibidas por los padres y el estrés parental en ambas evaluaciones. Los resultados de los cuestionarios indicaron un aumento en los conocimientos sobre autismo en el grupo de intervención, especialmente en los principios de conducta y comunicación funcional. Estos hallazgos sugieren que las intervenciones asincrónicas pueden ser útiles, aunque se resalta la necesidad de evidencia adicional y de llevar a cabo estudios con muestras más grandes para optimizar su efectividad y generalización.
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Revista CES Psicología ISSN 2011 3080
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