"The Videos Made Me Feel Less Alone": Feasible Executive Function Supports For Families.
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| Title: | "The Videos Made Me Feel Less Alone": Feasible Executive Function Supports For Families. |
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| Authors: | Smith, Jessica V., Dahlman, Tennyson, Holmes, Jessica, Armour, Chelsea A., Verbalis, Alyssa, Ratto, Allison B., Hardy, Kristina K., Gunn, Meredith, Decker, Kaitlyn, Brown, Dennard, Elliott, Te'Andis, Werner, Monica A., Alexander, Katie C., Cannon, Lynn, Anthony, Bruno J., Kenworthy, Lauren, Anthony, Laura G. |
| Source: | Journal of Child & Family Studies. Aug2024, Vol. 33 Issue 8, p2425-2440. 16p. |
| Subjects: | Families & psychology, Health literacy, Emotion regulation, Psychology of children with disabilities, Child psychopathology, Qualitative research, T-test (Statistics), Data analysis, Research funding, Executive function, Educational outcomes, Parent-child relationships, Quantitative research, Descriptive statistics, Caregivers, Thematic analysis, Burden of care, Statistics, One-way analysis of variance, Social support, Family support, Health education, Data analysis software, COVID-19 pandemic, Video recording, Caregiver attitudes, Well-being |
| Abstract: | Executive function challenges are linked to important outcomes in adulthood, including mental and physical health and employment. Executive function skills can be taught but require support for generalization into home and school settings. The present study examined the feasibility of a series of brief videos (e.g., animations, expert and caregiver interviews) for caregivers of children with symptoms consistent with a neurodevelopmental disorder and flexibility or planning/organization problems. Caregivers (n = 102) viewed 12 videos over a four-month time period that describe ways to support and model executive function skills for their children. Quantitative and qualitative feedback suggest caregivers found the videos acceptable, feasible, and that they changed their view of their child's EF challenges. In addition, caregiver knowledge of key executive function strategies and concepts improved. Results suggested these videos show promise to reduce caregiver-reported sense of strain and child executive function problems; however, caregiver competence did not improve from pre- to post-video review. These findings suggest even brief, online, and asynchronous caregiver-oriented instructional videos on executive function supports may improve caregiver and child outcomes. Moreover, they raise the possibility that low-cost, highly accessible caregiver support tools may yield important benefits for a common and potent childhood difficulty. Given the present study is a preliminary feasibility study of the caregiver support videos, future randomized controlled trials are necessary to fully examine caregiver- and child-related outcomes. Highlights: We aimed to both develop and deliver executive function support videos to caregivers of children with executive function challenges. Videos were iteratively developed in partnership with a community advisory board and research participants. As a preliminary study of the video suite, we evaluated the feasibility and acceptability of videos for caregivers. Caregivers found the videos helpful, informative, efficacious, acceptable, and feasible to use. The videos show promise to reduce caregiver-reported strain and child executive function challenges. This study implies that brief, low-cost support tools are acceptable and feasible for caregivers to use and may benefit caregivers and their children with executive function challenges. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Executive function challenges are linked to important outcomes in adulthood, including mental and physical health and employment. Executive function skills can be taught but require support for generalization into home and school settings. The present study examined the feasibility of a series of brief videos (e.g., animations, expert and caregiver interviews) for caregivers of children with symptoms consistent with a neurodevelopmental disorder and flexibility or planning/organization problems. Caregivers (n = 102) viewed 12 videos over a four-month time period that describe ways to support and model executive function skills for their children. Quantitative and qualitative feedback suggest caregivers found the videos acceptable, feasible, and that they changed their view of their child's EF challenges. In addition, caregiver knowledge of key executive function strategies and concepts improved. Results suggested these videos show promise to reduce caregiver-reported sense of strain and child executive function problems; however, caregiver competence did not improve from pre- to post-video review. These findings suggest even brief, online, and asynchronous caregiver-oriented instructional videos on executive function supports may improve caregiver and child outcomes. Moreover, they raise the possibility that low-cost, highly accessible caregiver support tools may yield important benefits for a common and potent childhood difficulty. Given the present study is a preliminary feasibility study of the caregiver support videos, future randomized controlled trials are necessary to fully examine caregiver- and child-related outcomes. Highlights: We aimed to both develop and deliver executive function support videos to caregivers of children with executive function challenges. Videos were iteratively developed in partnership with a community advisory board and research participants. As a preliminary study of the video suite, we evaluated the feasibility and acceptability of videos for caregivers. Caregivers found the videos helpful, informative, efficacious, acceptable, and feasible to use. The videos show promise to reduce caregiver-reported strain and child executive function challenges. This study implies that brief, low-cost support tools are acceptable and feasible for caregivers to use and may benefit caregivers and their children with executive function challenges. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10621024 |
| DOI: | 10.1007/s10826-023-02768-w |
