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Détail de l'auteur
Auteur David S. MANDELL |
Documents disponibles écrits par cet auteur (36)
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The importance of characterizing intervention for individuals with autism / Aubyn C. STAHMER in Autism, 20-4 (May 2016)
[article]
Titre : The importance of characterizing intervention for individuals with autism Type de document : Texte imprimé et/ou numérique Auteurs : Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; David S. MANDELL, Auteur Année de publication : 2016 Article en page(s) : p.386-387 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361316637503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287
in Autism > 20-4 (May 2016) . - p.386-387[article] The importance of characterizing intervention for individuals with autism [Texte imprimé et/ou numérique] / Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; David S. MANDELL, Auteur . - 2016 . - p.386-387.
Langues : Anglais (eng)
in Autism > 20-4 (May 2016) . - p.386-387
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361316637503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287 The role of treatment fidelity on outcomes during a randomized field trial of an autism intervention / David S. MANDELL in Autism, 17-3 (May 2013)
[article]
Titre : The role of treatment fidelity on outcomes during a randomized field trial of an autism intervention Type de document : Texte imprimé et/ou numérique Auteurs : David S. MANDELL, Auteur ; Aubyn C. STAHMER, Auteur ; Sujie SHIN, Auteur ; Ming XIE, Auteur ; Erica REISINGER, Auteur ; Steven C. MARCUS, Auteur Article en page(s) : p.281-295 Langues : Anglais (eng) Mots-clés : autism fidelity implementation science randomized trials school-based intervention Index. décimale : PER Périodiques Résumé : This randomized field trial comparing Strategies for Teaching based on Autism Research and Structured Teaching enrolled educators in 33 kindergarten-through-second-grade autism support classrooms and 119 students, aged 5–8 years in the School District of Philadelphia. Students were assessed at the beginning and end of the academic year using the Differential Ability Scales. Program fidelity was measured through video coding and use of a checklist. Outcomes were assessed using linear regression with random effects for classroom and student. Average fidelity was 57% in Strategies for Teaching based on Autism Research classrooms and 48% in Structured Teaching classrooms. There was a 9.2-point (standard deviation = 9.6) increase in Differential Ability Scales score over the 8-month study period, but no main effect of program. There was a significant interaction between fidelity and group. In classrooms with either low or high program fidelity, students in Strategies for Teaching based on Autism Research experienced a greater gain in Differential Ability Scales score than students in Structured Teaching (11.2 vs 5.5 points and 11.3 vs 8.9 points, respectively). In classrooms with moderate fidelity, students in Structured Teaching experienced a greater gain than students in Strategies for Teaching based on Autism Research (10.1 vs 4.4 points). The results suggest significant variability in implementation of evidence-based practices, even with supports, and also suggest the need to address challenging issues related to implementation measurement in community settings. En ligne : http://dx.doi.org/10.1177/1362361312473666 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200
in Autism > 17-3 (May 2013) . - p.281-295[article] The role of treatment fidelity on outcomes during a randomized field trial of an autism intervention [Texte imprimé et/ou numérique] / David S. MANDELL, Auteur ; Aubyn C. STAHMER, Auteur ; Sujie SHIN, Auteur ; Ming XIE, Auteur ; Erica REISINGER, Auteur ; Steven C. MARCUS, Auteur . - p.281-295.
Langues : Anglais (eng)
in Autism > 17-3 (May 2013) . - p.281-295
Mots-clés : autism fidelity implementation science randomized trials school-based intervention Index. décimale : PER Périodiques Résumé : This randomized field trial comparing Strategies for Teaching based on Autism Research and Structured Teaching enrolled educators in 33 kindergarten-through-second-grade autism support classrooms and 119 students, aged 5–8 years in the School District of Philadelphia. Students were assessed at the beginning and end of the academic year using the Differential Ability Scales. Program fidelity was measured through video coding and use of a checklist. Outcomes were assessed using linear regression with random effects for classroom and student. Average fidelity was 57% in Strategies for Teaching based on Autism Research classrooms and 48% in Structured Teaching classrooms. There was a 9.2-point (standard deviation = 9.6) increase in Differential Ability Scales score over the 8-month study period, but no main effect of program. There was a significant interaction between fidelity and group. In classrooms with either low or high program fidelity, students in Strategies for Teaching based on Autism Research experienced a greater gain in Differential Ability Scales score than students in Structured Teaching (11.2 vs 5.5 points and 11.3 vs 8.9 points, respectively). In classrooms with moderate fidelity, students in Structured Teaching experienced a greater gain than students in Strategies for Teaching based on Autism Research (10.1 vs 4.4 points). The results suggest significant variability in implementation of evidence-based practices, even with supports, and also suggest the need to address challenging issues related to implementation measurement in community settings. En ligne : http://dx.doi.org/10.1177/1362361312473666 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 Treatment utilization by adults with autism and co-occurring anxiety or depression / Brenna B. MADDOX in Research in Autism Spectrum Disorders, 51 (July 2018)
[article]
Titre : Treatment utilization by adults with autism and co-occurring anxiety or depression Type de document : Texte imprimé et/ou numérique Auteurs : Brenna B. MADDOX, Auteur ; Christina D. KANG-YI, Auteur ; Edward S. BRODKIN, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.32-37 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Depression Anxiety Adults Treatment Therapy Index. décimale : PER Périodiques Résumé : Background While a growing body of research suggests that talk therapies can reduce anxiety and depression in adults with autism spectrum disorder (ASD), we know little about what community treatment for these disorders looks like for them. The present study investigated whether treatment utilization differs between adults with and without ASD who have anxiety or depression. Method Using Pennsylvania Medicaid claims data, adults aged 18–65 years diagnosed with ASD and depression or anxiety (n?=?268) were matched 1:4 to adults with depression or anxiety disorder without ASD (n?=?1072). Chi-square tests and generalized linear models were used to estimate differences in diagnoses and psychiatric treatment between groups. Results While the proportion of people prescribed benzodiazepine and antidepressants did not differ between groups, the ASD group had more days per month prescribed for all medications. Adults with ASD also were more likely to be prescribed multiple medications concurrently and to use case management. Adults without ASD were more likely to receive talk therapy for anxiety/depression. Among those receiving talk therapy, adults with ASD averaged more individual visits per month. Conclusions Findings suggest that therapists may need more session time for adults with ASD, although it is unclear if this time is dedicated to anxiety or depression treatment. The greater use of psychotropic medications among adults with ASD may suggest unresponsiveness to the talk therapy they receive or greater clinical complexity. En ligne : https://doi.org/10.1016/j.rasd.2018.03.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362
in Research in Autism Spectrum Disorders > 51 (July 2018) . - p.32-37[article] Treatment utilization by adults with autism and co-occurring anxiety or depression [Texte imprimé et/ou numérique] / Brenna B. MADDOX, Auteur ; Christina D. KANG-YI, Auteur ; Edward S. BRODKIN, Auteur ; David S. MANDELL, Auteur . - p.32-37.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 51 (July 2018) . - p.32-37
Mots-clés : Autism spectrum disorder Depression Anxiety Adults Treatment Therapy Index. décimale : PER Périodiques Résumé : Background While a growing body of research suggests that talk therapies can reduce anxiety and depression in adults with autism spectrum disorder (ASD), we know little about what community treatment for these disorders looks like for them. The present study investigated whether treatment utilization differs between adults with and without ASD who have anxiety or depression. Method Using Pennsylvania Medicaid claims data, adults aged 18–65 years diagnosed with ASD and depression or anxiety (n?=?268) were matched 1:4 to adults with depression or anxiety disorder without ASD (n?=?1072). Chi-square tests and generalized linear models were used to estimate differences in diagnoses and psychiatric treatment between groups. Results While the proportion of people prescribed benzodiazepine and antidepressants did not differ between groups, the ASD group had more days per month prescribed for all medications. Adults with ASD also were more likely to be prescribed multiple medications concurrently and to use case management. Adults without ASD were more likely to receive talk therapy for anxiety/depression. Among those receiving talk therapy, adults with ASD averaged more individual visits per month. Conclusions Findings suggest that therapists may need more session time for adults with ASD, although it is unclear if this time is dedicated to anxiety or depression treatment. The greater use of psychotropic medications among adults with ASD may suggest unresponsiveness to the talk therapy they receive or greater clinical complexity. En ligne : https://doi.org/10.1016/j.rasd.2018.03.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362 Use of Vocational Rehabilitative Services Among Adults with Autism / Lindsay LAWER in Journal of Autism and Developmental Disorders, 39-3 (March 2009)
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Titre : Use of Vocational Rehabilitative Services Among Adults with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lindsay LAWER, Auteur ; David S. MANDELL, Auteur ; Mark S. SALZER, Auteur ; Eugene BRUSILOVSKIY, Auteur Année de publication : 2009 Article en page(s) : p.487-494 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Vocational-services Rehabilitation-services Employment Adults Index. décimale : PER Périodiques Résumé : This study examined the experiences of individuals with autism spectrum disorders (ASD) in the US Vocational Rehabilitation System (VRS). Subjects included all 382,221 adults ages 18–65 served by this system whose cases were closed in 2005; 1,707 were diagnosed with ASD. Adults with ASD were more likely than adults with other impairments to be denied services because they were considered too severely disabled. Among those served, adults with ASD received the most expensive set of services. They and adults with MR were most likely to be competitively employed at case closure. Post hoc analyses suggest that their employment was highly associated with on-the-job supports. The results suggest the importance of the VRS in serving adults with ASD. En ligne : http://dx.doi.org/10.1007/s10803-008-0649-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=696
in Journal of Autism and Developmental Disorders > 39-3 (March 2009) . - p.487-494[article] Use of Vocational Rehabilitative Services Among Adults with Autism [Texte imprimé et/ou numérique] / Lindsay LAWER, Auteur ; David S. MANDELL, Auteur ; Mark S. SALZER, Auteur ; Eugene BRUSILOVSKIY, Auteur . - 2009 . - p.487-494.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 39-3 (March 2009) . - p.487-494
Mots-clés : Autism-spectrum-disorders Vocational-services Rehabilitation-services Employment Adults Index. décimale : PER Périodiques Résumé : This study examined the experiences of individuals with autism spectrum disorders (ASD) in the US Vocational Rehabilitation System (VRS). Subjects included all 382,221 adults ages 18–65 served by this system whose cases were closed in 2005; 1,707 were diagnosed with ASD. Adults with ASD were more likely than adults with other impairments to be denied services because they were considered too severely disabled. Among those served, adults with ASD received the most expensive set of services. They and adults with MR were most likely to be competitively employed at case closure. Post hoc analyses suggest that their employment was highly associated with on-the-job supports. The results suggest the importance of the VRS in serving adults with ASD. En ligne : http://dx.doi.org/10.1007/s10803-008-0649-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=696 Who gets coached? A qualitative inquiry into community clinicians' decisions to use caregiver coaching / Liza TOMCZUK in Autism, 26-3 (April 2022)
[article]
Titre : Who gets coached? A qualitative inquiry into community clinicians' decisions to use caregiver coaching Type de document : Texte imprimé et/ou numérique Auteurs : Liza TOMCZUK, Auteur ; Rebecca E. STEWART, Auteur ; Rinad S. BEIDAS, Auteur ; David S. MANDELL, Auteur ; Melanie PELLECCHIA, Auteur Article en page(s) : p.575-585 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Caregivers Child Evidence-Based Practice Humans Mentoring Qualitative Research United States caregiver coaching disparities in care early intervention parent coaching Index. décimale : PER Périodiques Résumé : Providers' beliefs about an intervention's fit with a family can affect whether or not they use that intervention with a family. The factors that affect providers' decisions to use evidence-based practices for young autistic children have not been studied. These factors may play a role in the major differences we see in the quality of and access to early intervention services in the community. We looked at differences in providers' use of caregiver coaching, an evidence-based practice, with families from minority or vulnerable backgrounds, and the possible reasons for those differences. We did this to figure out what factors affect providers' use of caregiver coaching. We interviewed 36 early intervention providers from early intervention agencies in two different parts of the United States. Providers pointed out things like what they thought about a family's circumstances that affected their beliefs about how well coaching fits with minority and vulnerable families. Our findings bring attention to these beliefs that likely make accessing evidence-based practices for minority and vulnerable families harder and lessen the quality of care for these families of young autistic children. These findings highlight the need to come up with and use strategies to improve both access to and the quality of evidence-based practices for young autistic children from minority and vulnerable groups. En ligne : https://dx.doi.org/10.1177/13623613211059499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.575-585[article] Who gets coached? A qualitative inquiry into community clinicians' decisions to use caregiver coaching [Texte imprimé et/ou numérique] / Liza TOMCZUK, Auteur ; Rebecca E. STEWART, Auteur ; Rinad S. BEIDAS, Auteur ; David S. MANDELL, Auteur ; Melanie PELLECCHIA, Auteur . - p.575-585.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.575-585
Mots-clés : Autism Spectrum Disorder Caregivers Child Evidence-Based Practice Humans Mentoring Qualitative Research United States caregiver coaching disparities in care early intervention parent coaching Index. décimale : PER Périodiques Résumé : Providers' beliefs about an intervention's fit with a family can affect whether or not they use that intervention with a family. The factors that affect providers' decisions to use evidence-based practices for young autistic children have not been studied. These factors may play a role in the major differences we see in the quality of and access to early intervention services in the community. We looked at differences in providers' use of caregiver coaching, an evidence-based practice, with families from minority or vulnerable backgrounds, and the possible reasons for those differences. We did this to figure out what factors affect providers' use of caregiver coaching. We interviewed 36 early intervention providers from early intervention agencies in two different parts of the United States. Providers pointed out things like what they thought about a family's circumstances that affected their beliefs about how well coaching fits with minority and vulnerable families. Our findings bring attention to these beliefs that likely make accessing evidence-based practices for minority and vulnerable families harder and lessen the quality of care for these families of young autistic children. These findings highlight the need to come up with and use strategies to improve both access to and the quality of evidence-based practices for young autistic children from minority and vulnerable groups. En ligne : https://dx.doi.org/10.1177/13623613211059499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 Who joins support groups among parents of children with autism? / David S. MANDELL in Autism, 11-2 (March 2007)
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