Perceived Parent Needs for Improving Parent Participation in School-Based Therapies for Children with Disabilities Using the Parent-Therapist Partnership Survey.

Rehabilitative and habilitative therapies can help children with disabilities increase independence and overall wellbeing. However, children and their caregivers face many barriers to accessing these therapies and often rely on the school for therapy access. Given the limited resources available within the special education system, increasing parent involvement in special education therapies could improve service delivery. However, providers must first understand what parents need to participate in therapies before attempting to engage families. 217 parents completed an online survey consisting of the Parent-Therapist Partnership Survey and demographic questionnaires about theirfamiliesand their child[ren] with disabilities. The percentage of needs parents endorsed as important and thepercentageofimportantneedsendorsedasunmetwere calculated. Differences across demographic variables were assessed. Overall, parents reported an average of 75% of needs as important with significantly more needs endorsed as important regarding being an informed, engaged member of the child's care team (M = 83%) than needs related to support and guidance (M = 65%, p < 0.001). Furthermore, parentsreportedan average of 58% of important needs as unmet, with no significant differences in subscale averages. Significant associations were found for race/ethnicity, education, income, partner availability, number of children with disabilities in the household, transportation access, neighborhood opportunities, parent efficacy and social, emotional, and behavioral concerns. Parents reported a high percentage of needs as important, but a large percentage of these important needs were considered unmet. Significant disparities based on racial/ethnic identities and access to resources were found. In order to successfully engage parents in special education therapy activities, providers must work to understand and address parents' engagement needs, paying special attention to each family's unique circumstances to optimize engagement.

A critical examination of Illinois' child welfare information systems and its utility for identifying and monitoring children and youth with special health care needs for front- and back-end users.

BACKGROUND: Children and youth with special health care needs (CYSHCN) are at an increased risk for abuse and neglect, and they experience worse outcomes during and after child protective services involvement, as compared to typically developing peers. Identifying and monitoring these vulnerable youth is essential for reducing disparities and optimizing service delivery. However, many states, including Illinois, lack systems for efficient identification and monitoring. OBJECTIVE: (1) To examine existing Illinois Department of Children and Family Services (ILDCFS) data systems to determine if a source exists that would allow for identification and monitoring of CYSHCN; and (2) To understand ILDCFS personnel's experience with identifying and monitoring CYSHCN. METHODS: First, relevant ILDCFS data sources were identified, pulled, and examined for completeness. Second, ILDCFS personnel completed a mixed-methods survey assessing how they identified and monitored CYSHCN as well as what barriers they experienced in conducting these activities. Conceptual content analysis was utilized to obtain counts of different methods used to track and monitor youth as well as to identify barriers to these processes. RESULTS: Six data sources were identified as being relevant through ILDCFS' data systems, but none were complete enough for effectively tracking and identifying CYSHCN. Survey responses indicated no standardized, systemic process for identifying and monitoring CYSHCN, with many personnel relying on reports from other involved parties. CONCLUSIONS: In order to identify CYSHCN and monitor well-being, a standardized process within ILDCFS systems is needed to provide complete, accurate, and timely data for CYSHCN, allowing for both system-wide and individual-level monitoring.

Can Telehealth Provide Timely and Equitable Quality Medical Forensic Services? Perspectives of Illinois Hospital Administrators.

INTRODUCTION: Research has shown the viability of telehealth consultations to provide medical forensic services, particularly in areas with a dearth of medical examiners. This study examined Illinois hospital administrators' willingness to utilize telehealth to meet new requirements under Illinois Public Act 100-0775, which intends to increase timely access to quality forensic examiners. Consequently, as of March 2021, roughly half of Illinois hospitals unable to meet these requirements have opted not to treat some or all patients presenting for medical forensic services of sexual assault. METHODS: We surveyed and conducted in-depth interviews (between October 2020 and April 2021) with 65 hospital administrators responsible for implementing Illinois Public Act 100-0775. Descriptive statistical analysis was used to analyze survey results. RESULTS: Our study found limited staffing resources and difficulties educating and training new forensic medical examiners were the major barriers to providing acute medical forensic services. The overwhelming majority of respondents (95%) saw opportunities to use telehealth across all aspects of the medical forsenic evaluation. Barriers to implementing telehealth included perceived patient discomfort with telehealth technology and current legislative restrictions. DISCUSSION: Legislative efforts to mandate timely access to qualified medical forensic examiners can unintentionally exacerbate disparities in access to care. Illinois hospital administrators are receptive to utilizing telehealth to improve access to forensic examiners, particularly in lower-resourced hospitals. CONCLUSION: One method for responding to staffing shortages and improving equitable access to forensic sexual assault services may include implementing networks of qualified forensic examiners that support on-site clinicians in lower-resourced areas via telehealth.

Parent satisfaction with the parent-provider partnership and therapy service delivery for children with disabilities during COVID-19: Associations with sociodemographic variables.

INTRODUCTION: The novel coronavirus disease 2019 (COVID-19) significantly disrupted therapy service delivery for children with disabilities and their families. Parents of children with disabilities have been particularly impacted as a large degree of responsibility has been placed on them to both manage and deliver therapies remotely. However, little is known regarding whether sociodemographic factors are associated with parents' perceptions of therapy service delivery during COVID-19. This study explored the relationship between sociodemographic factors and parents' satisfaction with therapies for children with disabilities during COVID-19. METHOD: Two hundred seven parents of children with disabilities completed an online survey battery that included the Family-Provider Partnership Scale and sociodemographic characteristics and assessed their satisfaction with their child[ren]'s therapies during COVID-19. RESULTS: Access to telehealth, receipt of only school-based therapies, parent education, number of household essential workers, and total number of children were associated with satisfaction with therapy service and/or the family-provider partnership. DISCUSSION: By better understanding the association between sociodemographic factors and parent perception of therapy service delivery, providers can better support families in optimizing service delivery during the remainder of COVID-19 mitigation efforts and during future periods of service disruption. This study provides insight into the sociodemographic characteristics that are associated with lower levels of satisfaction and thus require more tailored support from providers. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Treatment Engagement Among Children Exposed to Violence: A Systems Perspective.

Childhood exposure to violence is a major public health issue. Effective treatment can reduce the impact of violence exposure on child outcomes. However, disparities in treatment engagement can interfere with effective treatment. This study reviews data collected from 2,546 children referred to community-based mental health services from 2001 to 2015 after exposure to violence. Children were categorized into three groups: those who attended intake but never started treatment, referred to as the Nonengager group; those who started but discontinued treatment prior to meeting treatment goals, referred to as the Attriter group; and those who completed treatment as rated by the treating therapist, referred to as the Completer group. The three groups were analyzed for differences in behavioral and emotional problems, racial identity, child social support, household income, number of people living in the home, parent stress, parent social support, community violence exposure, and neighborhood-level child opportunity. Analyses demonstrated that the Completer group were more likely to: live in neighborhoods with higher levels of childhood opportunity, identify as White, have an annual household income of $40,000 or greater, have significantly fewer people living in the home, report lower levels of parental stress, report higher levels of parental social support, report higher levels of child social support, and have significantly lower scores of emotional and behavioral problems after treatment. Overall, our study supports the importance of considering multiple ecological levels when targeting treatment engagement for children after exposure to violence. Results indicate that children from more advantaged environments are more likely to complete treatment, which leads to better outcomes. This can exacerbate existing disparities. Findings highlight the need for systems change and advocacy for children in less advantaged environments and meeting families in their specific context, to combat treatment disparities.

Parent-Therapist Partnership Survey: Parent Feedback and Psychometric Properties.

Parents of children with disabilities are an important part of their child's special education team. However, parents often have limited involvement in school-based therapies that are provided as part of a child's Individualized Education Program. The field lacks tools to assess the domain and extent of parent needs for optimal engagement in their child's special education therapies. Study one assessed the Parent-Therapist Partnership Survey's (PTPS) (formerly known as the Needs of Parents Questionnaire -School-Based Therapy Version) measure's clarity, fit, and comprehensiveness. Study two assessed the factor structure and internal consistency. Two factors emerged - Need to Be an Informed, Engaged Member of Their Child's Team, and Need for Support and Guidance. Internal consistency was 0.93 for the overall scale. The PTPS can serve as a powerful measure to better identify opportunities to engage parents in school therapeutic goals while improving parent-provider collaboration in school-based therapies.

Perceived parent needs in engaging with therapeutic supports for children with disabilities in school settings: An exploratory study.

BACKGROUND: Parent engagement in therapeutic services for children with disabilities could optimize service delivery while addressing service disparities. However, service providers must first understand parents' needs to effectively involve parents. AIMS: This study examines what needs parents identify as important when engaging with school-based therapies and how well these needs are being met. METHODS AND PROCEDURES: Parents of children with Individualized Education Plans rated statements related to their needs for trust, information, support and guidance, and personal needs when engaging with their child's therapies. Parents also provided demographic information on them and their child[ren] with a disability. OUTCOMES AND RESULTS: Parents endorsed an average of 83 % of needs as important but 51 % of needs as unmet. On average, 65 % of needs related to feeling trusted by service providers were met. In contrast, needs related to receivings upport and guidance (M = 58 %), information (M = 55 %), and addressing parent's own needs (M = 53 %) were frequently unmet. Parents indicated that needs related to feeling trusted by service providers were most frequently met. In contrast, needs related to receiving information were most frequently unmet. Race/ethnicity and number of children with a disability influenced the number of needs endorsed as important and unmet. CONCLUSION: This feasibility study suggests that parents find a variety of needs regarding their interactions with school-based providers as important to them. However, given the high proportion of needs indicated being unmet, significant gaps likely exist in effectively engaging parents, especially for Parents of Color and parents with multiple children with disabilities. IMPLICATIONS: This study provides a list of tangible needs school-based providers can use to improve parent engagement with school-based therapies. School-based providers and administrators can use the needs identified as important and unmet in this study to create actionable steps that aim to improve parent engagement in school-based services.

The Impact of the Novel Coronavirus Disease 2019 on Therapy Service Delivery for Children with Disabilities.

OBJECTIVE: To assess the impact of the novel coronavirus disease 2019 (COVID-19) pandemic on the delivery of, and parent satisfaction with, therapy services for children with disabilities in early intervention, school, and outpatient settings. STUDY DESIGN: There were 207 parents of children with disabilities who completed a web-based survey about their child[ren]'s access to, and satisfaction with, therapy services during COVID-19. Parents also completed the Family-Provider Partnership Scale and the Telehealth Satisfaction Scale. Satisfaction was compared between families receiving therapies in school, early intervention, outpatient, and multiple settings. RESULTS: Forty-four percent of parents reported low satisfaction with their child[ren]'s therapy services during the pandemic. Access to telehealth positively predicted overall satisfaction and satisfaction with the family-provider partnership, whereas receiving school-based therapies negatively predicted overall satisfaction and satisfaction with the family-provider partnership. CONCLUSIONS: School-based therapies are legally mandated for eligible students, free of cost to families, integrated in the academic setting, and less burdensome on parents than other services. Thus, given the disparity in parental satisfaction regarding school-based service delivery, addressing therapy delivery in school-based settings during the duration of COVID-19 is critical for preventing increased disparities and more effectively meeting children's needs. Telehealth seems to be a promising option for continuing high-quality services during the duration of the COVID-19 pandemic and for families who face barriers in accessing services in general. Future studies are warranted with larger and more diverse samples, as well as longitudinal studies that monitor service access and parent satisfaction throughout the remainder of the pandemic.

Implementation findings from an effectiveness-implementation trial of tablet-based parent training in pediatric primary care.

INTRODUCTION: The use of mobile delivery to deliver parent training can address barriers to access and improve the translation of interventions in existing settings like pediatric primary care. Studying implementation provides critical information to identify and address barriers and facilitators and inform sustainability efforts. METHOD: This study was a descriptive evaluation using the RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework as part of a Hybrid Type I Effectiveness-Implementation trial of the ezParent Program within 4 pediatric primary care clinics. We collected data before, during, and after implementation to evaluate provider implementation and their perspectives on program benefits and barriers to implementation. RESULTS: On average, 14% of eligible parents were introduced to the study. Of these parents, 78% expressed interest in participating and 37% enrolled in the study. Seventy-eight percent of staff providers (n = 36) implemented the procedures at least once, and among those who implemented 3 or more times (n = 24), 79% maintained implementation for 6 months. Barriers to implementation include limited time, lack of information, and full practice buy-in and engagement. DISCUSSION: Implementation fidelity may improve with additional education and training of the interdisciplinary team, clear messaging regarding the purpose and content of the ezParent program, defining roles within the care team, identifying practice champions, and use of the electronic health record. Findings from this evaluation, including data from the randomized controlled trial and literature to support intervention effectiveness and implementation, will be used to develop an implementation toolkit to include specific strategies for implementation and ideas for local adaptations. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

An innovative health-care delivery model for children with medical complexity.

Children with medical complexity (CMC) account for a disproportionate share of pediatric health-care utilization and cost that is largely attributable to long hospitalizations, frequent hospital readmissions, and high use of emergency departments. In response, the Centers for Medicare and Medicaid Services Health Care Innovation Center supports the development and testing of innovative health-care payment and service delivery models. The purpose of this article is to describe the CMS-funded coordinated health care for complex kids (CHECK) program, an innovative system of health-care delivery that provides improved, comprehensive, and well-coordinated services to CMC. The CHECK program uses a combination of high-tech and low-tech interventions to connect patients, stakeholders, and providers. It is anticipated that the investment in additional support services to CMC will result in improved quality of care that leads to a reduction in unnecessary inpatient hospitalizations, readmissions, and emergency department visits and a total cost savings. The CHECK program has the potential to inform future cost-effective health-care models aimed at improving the quality of life and care for CMC and their families.

University of Illinois at Chicago's interdisciplinary center for research on violence: changing systems to prevent violence in Chicago and beyond.

This article describes an interdisciplinary center at the University of Illinois at Chicago focused on collaborative research on violence. Our center is unique in its emphasis on developing infrastructure and distinctive processes for overcoming obstacles to interdisciplinary research; the involvement of outside policy makers, advocates, and service providers in jointly discussing and developing research proposals; the breadth of commitments from leading violence researchers and administrators across five colleges; and the innovativeness of proposed research projects that support interdisciplinary activity and show promise for funding. The center has developed an infrastructure to address violence-related issues in both research and teaching. This article discusses the challenges of implementation and boundary spanning in a university context and makes recommendations for sustainability.

Implicit attitudes toward children may be unrelated to child abuse risk.

OBJECTIVE: To explore whether adults possess implicit attitudes toward children and whether those attitudes are especially negative among respondents who are high in child physical abuse (CPA) risk. METHODS: The present study used an implicit evaluative priming procedure. In this procedure, participants were instructed to make decisions about the evaluative implications of target words. These words were preceded by photographs of child faces or adult faces displaying positive, neutral, or negative expressions. Reaction times for the evaluative decisions were used as an index of the extent to which photos invoked negative or positive evaluative reactions. RESULTS: Results from 2 studies, the first conducted on a student sample (N=90) and the second on a parent sample (N=95), demonstrated that evaluative congruence between the facial expressions displayed in photographs and the target words facilitated responses. Furthermore, the results suggested that regardless of CPA risk, child faces, relative to adult faces, facilitated responses to negative target words, suggesting an out-group bias. This implicit out-group bias was not moderated by respondents' CPA risk status. CONCLUSIONS: Faces of children, relative to faces of adults, appear to activate negative information structures that facilitate evaluative decisions of negative stimuli, suggesting an out-group bias. Given that out-group biases typically lead to less favorable treatment of out-group members, additional research is needed to examine the pervasiveness of negative evaluative biases towards children and the potential implications of such biases on children's lives. Further, research examining whether high CPA risk parents and low CPA risk parents differ in how they manage initial negative evaluative reactions is needed.

Event-related potentials: search for positive and negative child-related schemata in individuals at low and high risk for child physical abuse.

OBJECTIVE: The present investigation used event-related potentials (ERPs, N400 and N300) to determine the extent to which individuals at low and high risk for child physical abuse (CPA) have pre-existing positive and negative child-related schemata that can be automatically activated by ambiguous child stimuli. METHODS: ERP data were obtained from individuals at low (n=13) and high risk (n=12) for CPA and used in a procedure check, from which a sub-group of low-risk (n=7) and high-risk (n=7) individuals were selected for inclusion in the main study. ERP data were collected during the presentation of a priming paradigm consisting of non-child pictures (primes) and congruent and incongruent word descriptors (targets). ERP data also were collected during a second priming paradigm consisting of ambiguous child pictures (primes) and positive and negative word descriptors (targets). Data from this second paradigm were used to test the hypothesis that low-risk and high-risk individuals' putative pre-existing child-related schemata (i.e., positive schemata in low-risk individuals and negative schemata in high-risk individuals) provide a context that influences whether targets (positive or negative word descriptors) are congruent or incongruent with ambiguous child picture primes. RESULTS: Analyses revealed the expected larger N400 waves in response to non-child picture, incongruent word pairs. There were no N400 differences between risk groups nor were there any risk group interactions, indicating that all participants responded in a similar manner to the non-child picture, congruent/incongruent word presentations. However, when ambiguous child picture primes were used with positive and negative word descriptors, low-risk individuals showed greater N400 and N300 responses to negative, relative to positive, word descriptors; whereas high-risk individuals showed no ERP differences with respect to positive and negative word descriptors. CONCLUSIONS: ERP evidence supports the view that low-risk individuals have greater accessibility to pre-existing positive (relative to negative) child-related schemata, which may reduce the likelihood of negative child-related evaluations. In contrast, high-risk individuals have pre-existing positive and negative child-related schemata that are equally accessible. Hence, high-risk, relative to low-risk, individuals appear to have greater accessibility to negative child-related schemata that may increase the likelihood of negative child-related evaluations and attributions that have been linked to CPA risk.

Revisiting the issue of the Child Abuse Potential Inventory's internal consistency in adolescent samples.

PURPOSE: Although the Child Abuse Potential (CAP) Inventory is generally considered to be a reliable screening tool for assessing child physical abuse risk, there is concern that it may lack internal consistency when completed by adolescents (Blinn-Pike and Mingus, J Adolesc 2000;23:107-11). This concern has been reflected in subsequent reviews summarizing the CAP's psychometric properties (Walker and Davies, J Fam Violence 2010;25:215-27), and calls for data on the reliability of the CAP Inventory as completed by adolescents have been issued (Blinn-Pike, J Adolesc Health 2002;30:148). The purpose of this study was to provide additional data examining the internal consistency of the CAP Inventory as completed by adolescents in a variety of contexts. METHOD: This study included five samples comprising 3,281 adolescent and adult respondents who completed the CAP Inventory. Two samples included at-risk mothers who were enrolled in home-visiting services and were participating in program evaluations. Three samples included college students the majority of whom were nonparents participating in the research to explore the risk of physical abuse among children. RESULTS: The analyses showed high internal consistency estimates for the CAP Inventory abuse scale as completed by adolescent mothers (Kuder-Richardson reliability coefficient range = .90-.96). Moreover, regardless of the sampling technique, parental status, or demographic characteristics, our analyses revealed overall good to excellent internal consistency estimates for the CAP Inventory abuse scale as completed by adolescent respondents. Indeed, the internal consistency estimates obtained from adolescent respondents were similar to the estimates obtained for adult respondents in each of these same samples. CONCLUSION: Our results provide strong support for a claim of good to excellent internal consistency of the CAP Inventory with adolescent samples.

Does accessibility of positive and negative schema vary by child physical abuse risk?

OBJECTIVE: To examine differences in accessibility of positive and negative schema in parents with high and low risk for child physical abuse (CPA). METHODS: This study combined picture priming and lexical decision making methods to assess the accessibility of positive and negative words following presentation of child and adult faces. The child and adult faces depicted positive, ambiguous, and negative affective valences. The sample included 67 (51 low and 16 high CPA risk) general population parents. RESULTS: CPA risk status was associated with accessibility of positive/negative words only following priming with faces of the opposite affective valence. More specifically, high CPA risk parents were slower to respond to positive (negative) words following priming with negative (positive) faces. Exploratory analyses indicated that this pattern of findings was more clearly apparent when picture primes involved adult faces. CONCLUSION: The present findings suggest that high and low CPA risk parents differ in how they process affectively incongruent information. Research is needed to further examine schema accessibility, as well as to examine whether processes involved in attention and affect integration play a role in CPA risk.

PTSD as a mediator of sexual revictimization: the role of reexperiencing, avoidance, and arousal symptoms.

Theory and research suggest that posttraumatic stress disorder (PTSD) may mediate the relationship between child sexual abuse and adult sexual assault. However, little empirical research has examined the mediational role of PTSD. In the present study, the authors use structural equation modeling to examine the degree to which the three symptom clusters that define PTSD (reexperiencing, avoidance, and hyperarousal) contribute to sexual revictimization. To assess PTSD symptomatology, undergraduate women completed questionnaires (N = 1,449), which detailed the history and severity of childhood and adult sexual assault experiences. Results indicated that PTSD mediated sexual revictimization. When PTSD symptom clusters were examined individually, only the hyperarousal cluster was a significant mediator. Results are discussed in terms of information-processing mechanisms that may underlie sexual revictimization.

A meta-analysis of parent training: moderators and follow-up effects.

A meta-analysis of 63 peer-reviewed studies evaluated the ability of parent training programs to modify disruptive child behaviors and parental behavior and perceptions. This analysis extends previous work by directly comparing behavioral and nonbehavioral programs, evaluating follow-up effects, isolating dependent variables expressly targeted by parent training, and examining moderators. Effects immediately following treatment for behavioral and nonbehavioral programs were small to moderate. For nonbehavioral programs, insufficient studies precluded examining follow-up effects. For behavioral programs, follow-up effects were small in magnitude. Parent training was least effective for economically disadvantaged families; importantly, such families benefited significantly more from individually delivered parent training compared to group delivery. Including children in their own therapy, separate from parent training, did not enhance outcomes.