Adaptation and adaptability survey of the RUBI-PT program for autism spectrum disorders

doi:10.3969/j.issn.1674-8115.2024.03.001

Abstract

Abstract:

Objective ·To explore the adaptation and adaptability of RUBI-PT (the Research Units in Behavioral Intervention Autism Network Parent Training) program in China. Methods ·According to the four steps of cultural adaptation, the RUBI-PT program was adapted, including information collection, preliminary adaptation design, preliminary adaptation test and further adjustment. In the information collection phase, six pediatricians and two psychotherapists were invited to conduct six focus group interviews, and according to the expert opinions, the RUBI-PT program was preliminarily adapted from the aspects of language, treatment format and treatment setting. In the preliminary adaptation test phase, 16 parents of autism spectrum disorder (ASD) children were recruited and divided into two batches to participate in the online RUBI-PT. After the treatment, the project feedback questionnaires were collected, and the adaptability was investigated and analyzed. Finally, the scheme was further adjusted according to the test results. Results ·The preliminary adaptation program of RUBI-PT was adjusted from individual training to group training, including eight core skills sessions, which were implemented in the form of online meetings. The preliminary test results showed that parents′ satisfaction with lesson progress, lesson process, completion of homework and comments to homework were 90%, 80%, 100% and 100%, respectively; in terms of the course difficulty, parents reported that the 7th session (functional communication training) and the 8th session (teaching skills) were the most difficult. Based on the above survey results and the opinions of the expert group, further adjustments were completed, and an adaptation program for localized RUBI-PT was ultimately formed. Conclusion ·After adaptation and adaptability investigation, the RUBI-PT, which is suitable for Chinese families with ASD children to conduct behavioral parent training, has been formed.

Key words: autism spectrum disorder (ASD), behavioral parent training (BPT), the Research Units in Behavioral Intervention Autism Network Parent Training (RUBI-PT), cultural adaptation, adaptive survey

CLC Number:

R749.94

LÜ Na, ZHANG Lingli, REN Fang, YANG Hanshu, LI Fei, XU Mingyu. Adaptation and adaptability survey of the RUBI-PT program for autism spectrum disorders[J]. Journal of Shanghai Jiao Tong University (Medical Science), 2024, 44(3): 291-300.

Figures/Tables 5

TrendMD

References 25

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Item	Demographic information
ASD child
Age/year	3.94 ± 1.53
Gender/n(%)
Male	13 (81.25)
Female	3 (18.75)
Only child or not/n(%)
Yes	7 (43.75)
No	9 (56.25)
Primary caregiver/n(%)
Mother	9 (56.25)
Father	2 (12.50)
Both mother and father	4 (25.00)
Grandmother	1 (6.25)
Parent
Age of mother/year	35.53 ± 4.22
Age of father/year	34.69 ± 4.50
Daily interaction time with the child/n(%)
30 min‒1 h	3 (18.75)
1‒2 h	7 (43.75)
More than 2 h	6 (37.50)
Mother′s education level/n(%)
Bachelor′s degree and above	6 (37.50)
Associate′s degree	5 (31.25)
High school and below	5 (31.25)
Father′s education level/n(%)
Bachelor′s degree and above	7 (43.75)
Associate′s degree	2 (12.50)
High school and below	7 (43.75)
Total household income last year/n(%)
Below RMB 100 000 yuan	4 (25.00)
RMB 100 000‒200 000 yuan	5 (31.25)
Above RMB 200 000 yuan	7 (43.75)

Item	Demographic information
ASD child
Age/year	3.94 ± 1.53
Gender/n(%)
Male	13 (81.25)
Female	3 (18.75)
Only child or not/n(%)
Yes	7 (43.75)
No	9 (56.25)
Primary caregiver/n(%)
Mother	9 (56.25)
Father	2 (12.50)
Both mother and father	4 (25.00)
Grandmother	1 (6.25)
Parent
Age of mother/year	35.53 ± 4.22
Age of father/year	34.69 ± 4.50
Daily interaction time with the child/n(%)
30 min‒1 h	3 (18.75)
1‒2 h	7 (43.75)
More than 2 h	6 (37.50)
Mother′s education level/n(%)
Bachelor′s degree and above	6 (37.50)
Associate′s degree	5 (31.25)
High school and below	5 (31.25)
Father′s education level/n(%)
Bachelor′s degree and above	7 (43.75)
Associate′s degree	2 (12.50)
High school and below	7 (43.75)
Total household income last year/n(%)
Below RMB 100 000 yuan	4 (25.00)
RMB 100 000‒200 000 yuan	5 (31.25)
Above RMB 200 000 yuan	7 (43.75)

Evaluation dimension	Option (single choice)	n (%)
Lesson progress	1. The lesson progress is well grasped. Learners can follow the rhythm of the therapist to complete learning	9 (90)
	2. The lesson progress is a little fast. Learning is a little difficult for learners	1 (10)
	3. The lesson progress is slow and could be appropriately accelerated	0 (0)
	4. The progress of some lessons is a bit fast or slow	0 (0)
Lesson process	1. Well-prepared lessons with clear presentations and objectives	8 (80)
	2. Rich examples, assisting in understanding intervention techniques	1 (10)
	3. High level of participation and full interaction	1 (10)
	4. Few examples, difficult to understand	0 (0)
	5. Few interactions, not much participation	0 (0)
Completion of homework	1. Easy to complete, helping learners to learn intervention skills better	10 (100)
Completion of homework	2. Difficult to complete, difficult to achieve the expected goals	0 (0)
Comments to homework	1. The comments are timely and helpful in answering questions and solving problems	10 (100)
	2. The comments are timely, but the comments do not help solving the problems that arise in the assignment	0 (0)
	3. The comments are not timely enough, but the contents of the comments help answering questions and solving problems	0 (0)
	4. The comments are not timely enough, but sloppy and perfunctory, and do not help solving problems that arise in the assignment	0 (0)

Evaluation dimension	Option (single choice)	n (%)
Lesson progress	1. The lesson progress is well grasped. Learners can follow the rhythm of the therapist to complete learning	9 (90)
	2. The lesson progress is a little fast. Learning is a little difficult for learners	1 (10)
	3. The lesson progress is slow and could be appropriately accelerated	0 (0)
	4. The progress of some lessons is a bit fast or slow	0 (0)
Lesson process	1. Well-prepared lessons with clear presentations and objectives	8 (80)
	2. Rich examples, assisting in understanding intervention techniques	1 (10)
	3. High level of participation and full interaction	1 (10)
	4. Few examples, difficult to understand	0 (0)
	5. Few interactions, not much participation	0 (0)
Completion of homework	1. Easy to complete, helping learners to learn intervention skills better	10 (100)
Completion of homework	2. Difficult to complete, difficult to achieve the expected goals	0 (0)
Comments to homework	1. The comments are timely and helpful in answering questions and solving problems	10 (100)
	2. The comments are timely, but the comments do not help solving the problems that arise in the assignment	0 (0)
	3. The comments are not timely enough, but the contents of the comments help answering questions and solving problems	0 (0)
	4. The comments are not timely enough, but sloppy and perfunctory, and do not help solving problems that arise in the assignment	0 (0)

Lesson	Difficulty/n(%)
Lesson	The easiest lesson	The hardest lesson
Course introduction and behavioral principles	7 (70)	1 (10)
Prevention strategies	8 (80)	1 (10)
Daily schedules	8 (80)	2 (20)
Reinforcement	6 (60)	3 (30)
Planned ignoring	7 (70)	2 (20)
Compliance training	10 (100)	1 (10)
Functional communication training	4 (40)	6 (60)
Teaching skills	3 (30)	8 (80)