1. Objectifs

Intentions :
«[T]he purposes of this study were to: […] describe families’ perceptions of EIBI [early intensive behavioral intervention] (i.e., their definition and understanding of the intervention); […] assess families’ opinion on the consistency between EIBI and their values, their priorities, and the perceived needs of their child; […] report on families’ perceptions of parent-provider partnerships; and […] document the facilitators and obstacles that families perceived throughout their EIBI experience.» (p. 636)

2. Méthode

Échantillon/Matériau :
«Seventeen first-generation immigrant families (17 mothers and 11 fathers; N= 28) of a child with ASD [autism spectrum disorder] and fluent in either French or English […] participated in the present study.» (p. 637)

Instruments :
Guide d’entretien semi-directif

Type de traitement des données :
Analyse de contenu

3. Résumé

The results of the study show that «[a]lthough not all parents expressed their opinions on the consistency between EIBI and their values, the majority of those who did indicated a good fit between the intervention and their own teaching methods. A few others shared similar views but also expressed a desire for more adaptation to their culture and beliefs. However, some parents reported a clash between their values and EIBI. Importantly, families are more likely to become invested in interventions […] that they perceive as aligned with their own (personal or cultural) values, which may result in greater effectiveness of these services […].» (p. 644) «Although parents found EIBI appropriate for their family and their child’s needs, several also found it challenging. Some reported excessive or unrealistic demands or experienced role conflicts in relation to their involvement in EIBI. Parental involvemement in EIBI is associated with positive outcomes for the child as well as the parent; parents are generally satisfied with these services and their benefits for their child and family […]. However, this experience is not without daily obstacles such as administrative and personnel challenges, and negative impacts on the child’s siblings or other family activities […].» (p. 644-645)