{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113021"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113021","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Parent peer coaching program: A cascading training and coaching of parents of children with ASD in Mongolia, a low-resource setting","abstract":"Parents of a child with autism spectrum disorder (ASD) in low-resource settings have reported exacerbated difficulties related to raising their children. In this single case research using multiple probe design, four parent coaches and five novice parents and their children with ASD in Mongolia participated in a parent peer coaching program. The intervention package was comprised of training and coaching in evidence-based practices that was delivered via telepractice. Parent coaches completed online training and then were coached by a local research assistant in a staggered fashion. Visual analysis revealed a functional relation between the intervention package and the coaching fidelity of parent coaches. Social validity data also indicated that parent coaches and novice parents were satisfied with the program and reported it was acceptable, feasible, and effective. Implications for conducting intervention research in a low-resource setting are described.","abstract_html":"Parents of a child with autism spectrum disorder (ASD) in low-resource settings have reported exacerbated difficulties related to raising their children. In this single case research using multiple probe design, four parent coaches and five novice parents and their children with ASD in Mongolia participated in a parent peer coaching program. The intervention package was comprised of training and coaching in evidence-based practices that was delivered via telepractice. Parent coaches completed online training and then were coached by a local research assistant in a staggered fashion. Visual analysis revealed a functional relation between the intervention package and the coaching fidelity of parent coaches. Social validity data also indicated that parent coaches and novice parents were satisfied with the program and reported it was acceptable, feasible, and effective. Implications for conducting intervention research in a low-resource setting are described.","abstract_has_math":false,"creators":["Lee, James Donggeun"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Meadan-Kaplansky, Hedda","Ostrosky, Michaelene M","Hardy, Jessica K","Watson, Linda R"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-08","date_published":"2021-08","updated_at":"2026-07-22T22:24:52Z","subjects":["Autism","Low-resource settings","Single-case","Peer-coaching"],"languages":["en"],"rights":["Copyright 2021 James D. 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