%0 Journal Article
%@ 1929-0748
%I JMIR Publications
%V 9
%N 12
%P e18004
%T Helping Optimize Language Acquisition (HOLA) Online Parent Training Modules for Latinx Parents of Toddlers at Risk for ASD: Protocol for a Pilot Funded by the Organization for Autism Research
%A Dodds,Robin Lynn
%+ California State University, 5151 State University Drive, Los Angeles, CA, 91775, United States, 1 323 343 4408, rdodds@calstatela.edu
%K autism spectrum disorders
%K cultural diversity
%K parent training
%K pivotal response treatment
%K health disparities
%K online training
%K autism
%K intervention delay
%K online learning
%K pediatrics
%D 2020
%7 10.12.2020
%9 Protocol
%J JMIR Res Protoc
%G English
%X Background: Culturally competent parent training in evidence-based intervention for autism spectrum disorder (ASD) can provide young Latinx children from underserved communities with early interventional support while they wait for professional services, thus reducing the impact of intervention delays. Providing parents with brief bilingual training in Pivotal Response Treatment (PRT) is a strategy that can overcome these barriers and is inexpensive to disseminate. Brief PRT training has been shown to significantly improve joint attention, expressive language, responsivity, and adaptive skills in young children with ASD. However, it is unknown whether an interactive, culturally competent online parent training in PRT is effective in a Latinx population. Objective: To this end, we will recruit 24 children (16-36 months old) at risk for ASD and their parent(s) from East and South Los Angeles and provide them with a series of 6 online learning modules in their choice of Spanish or English. Methods: This pilot study will utilize a single-group, pilot, pre-post design with follow-up assessments 6 weeks later. Linear mixed-effects model analysis will be used to explore most parent-reported and coded outcomes. Results: Brief online parent training in evidence-based treatments has the capacity to increase access to culturally competent early communication interventions for young children at risk for ASD. Conclusions: The results of this trial may have particular salience in additional underresourced communities where children have limited access to interventions prior to entering school. International Registered Report Identifier (IRRID): PRR1-10.2196/18004 
%M 33300494
%R 10.2196/18004
%U http://www.researchprotocols.org/2020/12/e18004/
%U https://doi.org/10.2196/18004
%U http://www.ncbi.nlm.nih.gov/pubmed/33300494