An exploratory longitudinal study of social and language outcomes in children with autism in bilingual home environments / V. ZHOU in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.394-404 Titre : An exploratory longitudinal study of social and language outcomes in children with autism in bilingual home environments Type de document : Texte imprimé et/ou numérique Auteurs : V. ZHOU, Auteur ; J. A. MUNSON, Auteur ; J. GREENSON, Auteur ; Y. HOU, Auteur ; S. ROGERS, Auteur ; A. M. ESTES, Auteur Article en page(s) : p.394-404 Langues : Anglais (eng) Mots-clés : Early Start Denver Model  autism  bilingualism  early intervention  home language environment  language exposure Index. décimale : PER Périodiques Résumé : Little is known about outcomes of early intervention for children with autism spectrum disorder reared in bilingual homes. There are concerns that social communication deficits among children with autism spectrum disorder may reduce the developmental benefits of early intervention for children with autism spectrum disorder raised in bilingual environments. We conducted an exploratory analysis of cross-sectional and longitudinal data from a larger study to explore associations between home language environment and language ability and social skills in response to early autism spectrum disorder intervention. Participants, aged 12-26 months when recruited, were a subset of a larger 2-year, randomized intervention trial (ClinicalTrials.gov identifier: NCT00698997). Children from bilingual homes ( n = 13) began intervention with lower gesture use but otherwise demonstrated equal baseline language and social abilities as compared with age and nonverbal IQ-matched children from monolingual homes ( n = 24). Significant language growth was exhibited by children from both language groups and there was no moderating effect of home language environment. The bilingual home group demonstrated increased gesture use over the course of intervention as compared with the monolingual home group. Preliminary data revealed no basis for concerns regarding negative impact of a bilingual home environment on language or social development in young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361317743251 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] An exploratory longitudinal study of social and language outcomes in children with autism in bilingual home environments [Texte imprimé et/ou numérique] / V. ZHOU, Auteur ; J. A. MUNSON, Auteur ; J. GREENSON, Auteur ; Y. HOU, Auteur ; S. ROGERS, Auteur ; A. M. ESTES, Auteur . - p.394-404. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.394-404 Mots-clés : Early Start Denver Model  autism  bilingualism  early intervention  home language environment  language exposure Index. décimale : PER Périodiques Résumé : Little is known about outcomes of early intervention for children with autism spectrum disorder reared in bilingual homes. There are concerns that social communication deficits among children with autism spectrum disorder may reduce the developmental benefits of early intervention for children with autism spectrum disorder raised in bilingual environments. We conducted an exploratory analysis of cross-sectional and longitudinal data from a larger study to explore associations between home language environment and language ability and social skills in response to early autism spectrum disorder intervention. Participants, aged 12-26 months when recruited, were a subset of a larger 2-year, randomized intervention trial (ClinicalTrials.gov identifier: NCT00698997). Children from bilingual homes ( n = 13) began intervention with lower gesture use but otherwise demonstrated equal baseline language and social abilities as compared with age and nonverbal IQ-matched children from monolingual homes ( n = 24). Significant language growth was exhibited by children from both language groups and there was no moderating effect of home language environment. The bilingual home group demonstrated increased gesture use over the course of intervention as compared with the monolingual home group. Preliminary data revealed no basis for concerns regarding negative impact of a bilingual home environment on language or social development in young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361317743251 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial / Sally J ROGERS in Journal of Autism and Developmental Disorders, 49-2 (February 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.632-646 Titre : Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial Type de document : Texte imprimé et/ou numérique Auteurs : Sally J ROGERS, Auteur ; A. ESTES, Auteur ; L. VISMARA, Auteur ; J. MUNSON, Auteur ; C. ZIERHUT, Auteur ; J. GREENSON, Auteur ; G. DAWSON, Auteur ; M. ROCHA, Auteur ; C. SUGAR, Auteur ; D. SENTURK, Auteur ; F. WHELAN, Auteur ; M. TALBOTT, Auteur Article en page(s) : p.632-646 Langues : Anglais (eng) Mots-clés : Autism  Esdm  Early intervention  Parent-implemented intervention  Toddlers Index. décimale : PER Périodiques Résumé : Short-term low intensity parent implemented intervention studies for toddlers with autism spectrum disorder (ASD) have found it difficult to demonstrate significantly improved developmental scores or autism severity compared to community treatment. We conducted a randomized comparative intent-to-treat study of a parent implemented intervention to (1) test the effects of an enhanced version on parent and child learning, and (2) evaluate the sensitivity to change of proximal versus distal measures of child behavior. We randomized 45 children with ASD, 12-30 months of age, into one of two versions of parent-implemented Early Start Denver Model (P-ESDM), the basic model, in which we delivered 1.5 h of clinic-based parent coaching weekly, and an enhanced version that contained three additions: motivational interviewing, multimodal learning tools, and a weekly 1.5-h home visit. We delivered the intervention for 12 weeks and measured child and parent change frequently in multiple settings. We found a time-by-group interaction: parents in the enhanced group demonstrated significantly greater gains in interaction skills than did parents in the non-enhanced group. Both interventions were associated with significant developmental acceleration; however, child outcomes did not differ by group. We found a significant relationship between degree of change in parental interaction skill and rate of children's improvement on our proximal measure. Parents in both groups reported satisfaction with the intervention. These findings suggest that parent skills improved more in the enhanced group than the comparison group. Children in the two groups showed similar improvements. Rate of individual parent learning was associated with greater individual child progress on a measure quite proximal to the treatment, though not on standardized assessments. En ligne : http://dx.doi.org/10.1007/s10803-018-3740-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 [article] Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial [Texte imprimé et/ou numérique] / Sally J ROGERS, Auteur ; A. ESTES, Auteur ; L. VISMARA, Auteur ; J. MUNSON, Auteur ; C. ZIERHUT, Auteur ; J. GREENSON, Auteur ; G. DAWSON, Auteur ; M. ROCHA, Auteur ; C. SUGAR, Auteur ; D. SENTURK, Auteur ; F. WHELAN, Auteur ; M. TALBOTT, Auteur . - p.632-646. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.632-646 Mots-clés : Autism  Esdm  Early intervention  Parent-implemented intervention  Toddlers Index. décimale : PER Périodiques Résumé : Short-term low intensity parent implemented intervention studies for toddlers with autism spectrum disorder (ASD) have found it difficult to demonstrate significantly improved developmental scores or autism severity compared to community treatment. We conducted a randomized comparative intent-to-treat study of a parent implemented intervention to (1) test the effects of an enhanced version on parent and child learning, and (2) evaluate the sensitivity to change of proximal versus distal measures of child behavior. We randomized 45 children with ASD, 12-30 months of age, into one of two versions of parent-implemented Early Start Denver Model (P-ESDM), the basic model, in which we delivered 1.5 h of clinic-based parent coaching weekly, and an enhanced version that contained three additions: motivational interviewing, multimodal learning tools, and a weekly 1.5-h home visit. We delivered the intervention for 12 weeks and measured child and parent change frequently in multiple settings. We found a time-by-group interaction: parents in the enhanced group demonstrated significantly greater gains in interaction skills than did parents in the non-enhanced group. Both interventions were associated with significant developmental acceleration; however, child outcomes did not differ by group. We found a significant relationship between degree of change in parental interaction skill and rate of children's improvement on our proximal measure. Parents in both groups reported satisfaction with the intervention. These findings suggest that parent skills improved more in the enhanced group than the comparison group. Children in the two groups showed similar improvements. Rate of individual parent learning was associated with greater individual child progress on a measure quite proximal to the treatment, though not on standardized assessments. En ligne : http://dx.doi.org/10.1007/s10803-018-3740-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382

The effect of early autism intervention on parental sense of efficacy in a randomized trial depends on the initial level of parent stress / A. ESTES in Autism, 25-7 (October 2021)  

Public ISBD [article]  inAutism > 25-7 (October 2021) . - p.1924-1934 Titre : The effect of early autism intervention on parental sense of efficacy in a randomized trial depends on the initial level of parent stress Type de document : Texte imprimé et/ou numérique Auteurs : A. ESTES, Auteur ; Paul J. YODER, Auteur ; J. MCEACHIN, Auteur ; G. HELLEMANN, Auteur ; J. MUNSON, Auteur ; J. GREENSON, Auteur ; M. ROCHA, Auteur ; E. GARDNER, Auteur ; S. J. ROGERS, Auteur Article en page(s) : p.1924-1934 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder/therapy  Child, Preschool  Early Intervention, Educational  Humans  Infant  Parenting  Parents  autism spectrum disorders  efficacy  interventions—psychosocial/behavioral  parent  stress Index. décimale : PER Périodiques Résumé : This is a study of the secondary effects of interventions for young children with autism on their parents. Specifically, we were interested in the impact on parent's sense of efficacy, or how confident and competent a parent feels about themselves as a parent. We tested three ideas: (1) that the style of the intervention, whether it was more or less structured and whether the parent had a more or less formal role, would impact a parent's sense of efficacy; (2) that the intensity of the intervention, how many hours per week the intervention was delivered, would impact parental efficacy; and (3) that the parent's level of stress prior to intervention would impact how intensity and style effected efficacy. We randomly assigned 87 children with autism, age 13-30?months, into one of four conditions: 15 versus 25 intervention hours crossed with two different styles of intervention. We used statistical tests to examine these ideas. We found that parental efficacy was related to intervention intensity but not style. Parents with higher stress at the beginning of a 1-year, home-based, comprehensive intervention program had a higher sense of parenting efficacy if their child received lower intensity intervention; parents with lower stress at baseline had a higher sense of efficacy if their child received higher intensity intervention. If a parent can emerge from the process of diagnosis and early intervention with an increased sense that they can make a difference in their child's life (i.e. increased sense of efficacy), it may set the stage for meeting the long-term demands of parenting a child with autism. En ligne : http://dx.doi.org/10.1177/13623613211005613 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] The effect of early autism intervention on parental sense of efficacy in a randomized trial depends on the initial level of parent stress [Texte imprimé et/ou numérique] / A. ESTES, Auteur ; Paul J. YODER, Auteur ; J. MCEACHIN, Auteur ; G. HELLEMANN, Auteur ; J. MUNSON, Auteur ; J. GREENSON, Auteur ; M. ROCHA, Auteur ; E. GARDNER, Auteur ; S. J. ROGERS, Auteur . - p.1924-1934. Langues : Anglais (eng) in Autism > 25-7 (October 2021) . - p.1924-1934 Mots-clés : Autism Spectrum Disorder  Autistic Disorder/therapy  Child, Preschool  Early Intervention, Educational  Humans  Infant  Parenting  Parents  autism spectrum disorders  efficacy  interventions—psychosocial/behavioral  parent  stress Index. décimale : PER Périodiques Résumé : This is a study of the secondary effects of interventions for young children with autism on their parents. Specifically, we were interested in the impact on parent's sense of efficacy, or how confident and competent a parent feels about themselves as a parent. We tested three ideas: (1) that the style of the intervention, whether it was more or less structured and whether the parent had a more or less formal role, would impact a parent's sense of efficacy; (2) that the intensity of the intervention, how many hours per week the intervention was delivered, would impact parental efficacy; and (3) that the parent's level of stress prior to intervention would impact how intensity and style effected efficacy. We randomly assigned 87 children with autism, age 13-30?months, into one of four conditions: 15 versus 25 intervention hours crossed with two different styles of intervention. We used statistical tests to examine these ideas. We found that parental efficacy was related to intervention intensity but not style. Parents with higher stress at the beginning of a 1-year, home-based, comprehensive intervention program had a higher sense of parenting efficacy if their child received lower intensity intervention; parents with lower stress at baseline had a higher sense of efficacy if their child received higher intensity intervention. If a parent can emerge from the process of diagnosis and early intervention with an increased sense that they can make a difference in their child's life (i.e. increased sense of efficacy), it may set the stage for meeting the long-term demands of parenting a child with autism. En ligne : http://dx.doi.org/10.1177/13623613211005613 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

---

1 (1 - 3 / 3)