Brief Report: Mediation of Treatment Effect in a Communication Intervention for Pre-School Children with Autism / Catherine ALDRED in Journal of Autism and Developmental Disorders, 42-3 (March 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-3 (March 2012) . - p.447-454 Titre : Brief Report: Mediation of Treatment Effect in a Communication Intervention for Pre-School Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Catherine ALDRED, Auteur ; Jonathan GREEN, Auteur ; Richard EMSLEY, Auteur ; Helen MCCONACHIE, Auteur Année de publication : 2012 Article en page(s) : p.447-454 Langues : Anglais (eng) Mots-clés : Pre-school child  Intervention trial  Parental synchrony  Mediation Index. décimale : PER Périodiques Résumé : Tests of mediation in treatment trials can illuminate processes of change and suggest causal influences in development. We conducted a mediation analysis of a previously published randomised controlled trial of parent-mediated communication-focused treatment for autism against ordinary care, with 28 children aged 2–5 years (Aldred et al. in J Child Psychol Psychiatr 45:1–11, 2004). The hypothesised mediating process, targeted by the intervention, was an increase in parental synchronous response within parent–child interaction. The results showed partial mediation, with change in synchrony accounting for 34% of the positive intervention effect on autism symptomatology (Autism Diagnostic Observation Schedule communication and social domain algorithm); the result was confirmed by bootstrap estimation. Improved parental synchronous response to child communication can alter short-term autism symptom outcome with targeted therapy. En ligne : http://dx.doi.org/10.1007/s10803-011-1248-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 [article] Brief Report: Mediation of Treatment Effect in a Communication Intervention for Pre-School Children with Autism [Texte imprimé et/ou numérique] / Catherine ALDRED, Auteur ; Jonathan GREEN, Auteur ; Richard EMSLEY, Auteur ; Helen MCCONACHIE, Auteur . - 2012 . - p.447-454. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-3 (March 2012) . - p.447-454 Mots-clés : Pre-school child  Intervention trial  Parental synchrony  Mediation Index. décimale : PER Périodiques Résumé : Tests of mediation in treatment trials can illuminate processes of change and suggest causal influences in development. We conducted a mediation analysis of a previously published randomised controlled trial of parent-mediated communication-focused treatment for autism against ordinary care, with 28 children aged 2–5 years (Aldred et al. in J Child Psychol Psychiatr 45:1–11, 2004). The hypothesised mediating process, targeted by the intervention, was an increase in parental synchronous response within parent–child interaction. The results showed partial mediation, with change in synchrony accounting for 34% of the positive intervention effect on autism symptomatology (Autism Diagnostic Observation Schedule communication and social domain algorithm); the result was confirmed by bootstrap estimation. Improved parental synchronous response to child communication can alter short-term autism symptom outcome with targeted therapy. En ligne : http://dx.doi.org/10.1007/s10803-011-1248-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152

Generalisation of Social Communication Skills by Autistic Children During Play-Based Assessments Across Home, School and an Unfamiliar Research Setting / Tony CHARMAN ; Kathy LEADBITTER ; Ceri ELLIS ; Lauren TAYLOR ; Heather MOORE ; Carol TAYLOR ; Kirsty JAMES ; Matea BALABANOVSKA ; Sophie LANGHORNE ; Catherine ALDRED ; Vicky SLONIMS ; Vicki GRAHAME ; Patricia HOWLIN ; Helen MCCONACHIE ; Jeremy PARR ; Richard EMSLEY ; Ann LE COUTEUR ; Jonathan GREEN ; Andrew PICKLES ; Pact- G. Trial Group AND THE in Journal of Autism and Developmental Disorders, 55-7 (July 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-7 (July 2025) . - p.2203-2216 Titre : Generalisation of Social Communication Skills by Autistic Children During Play-Based Assessments Across Home, School and an Unfamiliar Research Setting Type de document : Texte imprimé et/ou numérique Auteurs : Tony CHARMAN, Auteur ; Kathy LEADBITTER, Auteur ; Ceri ELLIS, Auteur ; Lauren TAYLOR, Auteur ; Heather MOORE, Auteur ; Carol TAYLOR, Auteur ; Kirsty JAMES, Auteur ; Matea BALABANOVSKA, Auteur ; Sophie LANGHORNE, Auteur ; Catherine ALDRED, Auteur ; Vicky SLONIMS, Auteur ; Vicki GRAHAME, Auteur ; Patricia HOWLIN, Auteur ; Helen MCCONACHIE, Auteur ; Jeremy PARR, Auteur ; Richard EMSLEY, Auteur ; Ann LE COUTEUR, Auteur ; Jonathan GREEN, Auteur ; Andrew PICKLES, Auteur ; Pact- G. Trial Group AND THE, Auteur Article en page(s) : p.2203-2216 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We investigated autistic children?s generalisation of social communication over time across three settings during a play-based assessment with different adults and explore the potential moderating effects on generalisation of age, nonverbal IQ and level of restricted and repetitive behaviours. The social communication abilities of 248 autistic children (2-11 years, 21% female, 22% single parent, 60% white) from three UK sites were assessed from 1984 video interactions in three contexts with three different interaction partners (parent/home, teaching assistant/school, researcher/clinic) at baseline, midpoint (+?7m) and endpoint (+?12m) within the Paediatric Autism Communication Trial-Generalised (PACT-G), a parent-mediated social communication intervention. Children?s midpoint social communication at home generalised to school at midpoint and to clinic at endpoint. Generalisation was stronger from home to school and clinic than school to home and clinic. Generalisation was not moderated by age, nonverbal IQ or restricted and repetitive behaviour. Broader child development did not explain the pattern of results. The current study is the largest study to date to explore generalisation with autistic children and provides novel insight into their generalisation of social communication skills. Further research is needed to gain a more comprehensive understanding of facilitators of generalisation across settings and interaction partners in order to develop targeted strategies for interventions to enhance outcomes for young autistic children. En ligne : https://doi.org/10.1007/s10803-024-06370-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558 [article] Generalisation of Social Communication Skills by Autistic Children During Play-Based Assessments Across Home, School and an Unfamiliar Research Setting [Texte imprimé et/ou numérique] / Tony CHARMAN, Auteur ; Kathy LEADBITTER, Auteur ; Ceri ELLIS, Auteur ; Lauren TAYLOR, Auteur ; Heather MOORE, Auteur ; Carol TAYLOR, Auteur ; Kirsty JAMES, Auteur ; Matea BALABANOVSKA, Auteur ; Sophie LANGHORNE, Auteur ; Catherine ALDRED, Auteur ; Vicky SLONIMS, Auteur ; Vicki GRAHAME, Auteur ; Patricia HOWLIN, Auteur ; Helen MCCONACHIE, Auteur ; Jeremy PARR, Auteur ; Richard EMSLEY, Auteur ; Ann LE COUTEUR, Auteur ; Jonathan GREEN, Auteur ; Andrew PICKLES, Auteur ; Pact- G. Trial Group AND THE, Auteur . - p.2203-2216. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-7 (July 2025) . - p.2203-2216 Index. décimale : PER Périodiques Résumé : We investigated autistic children?s generalisation of social communication over time across three settings during a play-based assessment with different adults and explore the potential moderating effects on generalisation of age, nonverbal IQ and level of restricted and repetitive behaviours. The social communication abilities of 248 autistic children (2-11 years, 21% female, 22% single parent, 60% white) from three UK sites were assessed from 1984 video interactions in three contexts with three different interaction partners (parent/home, teaching assistant/school, researcher/clinic) at baseline, midpoint (+?7m) and endpoint (+?12m) within the Paediatric Autism Communication Trial-Generalised (PACT-G), a parent-mediated social communication intervention. Children?s midpoint social communication at home generalised to school at midpoint and to clinic at endpoint. Generalisation was stronger from home to school and clinic than school to home and clinic. Generalisation was not moderated by age, nonverbal IQ or restricted and repetitive behaviour. Broader child development did not explain the pattern of results. The current study is the largest study to date to explore generalisation with autistic children and provides novel insight into their generalisation of social communication skills. Further research is needed to gain a more comprehensive understanding of facilitators of generalisation across settings and interaction partners in order to develop targeted strategies for interventions to enhance outcomes for young autistic children. En ligne : https://doi.org/10.1007/s10803-024-06370-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558

Mediation of 6-year mid-childhood follow-up outcomes after pre-school social communication (PACT) therapy for autistic children: randomised controlled trial / Andrew PICKLES ; Tony CHARMAN ; Helen MCCONACHIE ; Ann LE COUTEUR ; Vicky SLONIMS ; Patricia HOWLIN ; Rachel COLLUM ; Erica SALOMONE ; Hannah TOBIN ; Isobel GAMMER ; Jessica MAXWELL ; Catherine ALDRED ; Jeremy PARR ; Kathy LEADBITTER ; Jonathan GREEN in Journal of Child Psychology and Psychiatry, 65-2 (February 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-2 (February 2024) . - p.233-244 Titre : Mediation of 6-year mid-childhood follow-up outcomes after pre-school social communication (PACT) therapy for autistic children: randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Andrew PICKLES, Auteur ; Tony CHARMAN, Auteur ; Helen MCCONACHIE, Auteur ; Ann LE COUTEUR, Auteur ; Vicky SLONIMS, Auteur ; Patricia HOWLIN, Auteur ; Rachel COLLUM, Auteur ; Erica SALOMONE, Auteur ; Hannah TOBIN, Auteur ; Isobel GAMMER, Auteur ; Jessica MAXWELL, Auteur ; Catherine ALDRED, Auteur ; Jeremy PARR, Auteur ; Kathy LEADBITTER, Auteur ; Jonathan GREEN, Auteur Article en page(s) : p.233-244 Index. décimale : PER Périodiques Résumé : Background There are very few mechanistic studies of the long-term impact of psychosocial interventions in childhood. The parent-mediated Paediatric Autism Communication Therapy (PACT) RCT showed sustained effects on autistic child outcomes from pre-school to mid-childhood. We investigated the mechanism by which the PACT intervention achieved these effects. Methods Of 152 children randomised to receive PACT or treatment as usual between 2 and 5?years of age, 121 (79.6%) were followed 5?6?years after the endpoint at a mean age of 10.5?years. Assessors, blind to the intervention group, measured Autism Diagnostic Observation Scale Calibrated Severity Score (ADOS CSS) for child autistic behaviours and Teacher Vineland (TVABS) for adaptive behaviour in school. Hypothesised mediators were child communication initiations with caregivers in a standard play observation (Dyadic Communication Measure for Autism, DCMA). Hypothesised moderators of mediation were baseline child non-verbal age equivalent scores (AE), communication and symbolic development (CSBS) and ?insistence on sameness? (IS). Structural equation modelling was used in a repeated measures mediation design. Results Good model fits were obtained. The treatment effect on child dyadic initiation with the caregiver was sustained through the follow-up period. Increased child initiation at treatment midpoint mediated the majority (73%) of the treatment effect on follow-up ADOS CSS. A combination of partial mediation from midpoint child initiations and the direct effect of treatment also contributed to a near-significant total effect on follow-up TVABS. No moderation of this mediation was found for AE, CSBS or IS. Conclusions Early sustained increase in an autistic child's communication initiation with their caregiver is largely responsible for the long-term effects from PACT therapy on autistic and adaptive behaviour outcomes. This supports the theoretical logic model of PACT therapy but also illuminates fundamental causal processes of social and adaptive development in autism over time: early social engagement in autism can be improved and this can have long-term generalised outcome effects. En ligne : https://doi.org/10.1111/jcpp.13798 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Mediation of 6-year mid-childhood follow-up outcomes after pre-school social communication (PACT) therapy for autistic children: randomised controlled trial [Texte imprimé et/ou numérique] / Andrew PICKLES, Auteur ; Tony CHARMAN, Auteur ; Helen MCCONACHIE, Auteur ; Ann LE COUTEUR, Auteur ; Vicky SLONIMS, Auteur ; Patricia HOWLIN, Auteur ; Rachel COLLUM, Auteur ; Erica SALOMONE, Auteur ; Hannah TOBIN, Auteur ; Isobel GAMMER, Auteur ; Jessica MAXWELL, Auteur ; Catherine ALDRED, Auteur ; Jeremy PARR, Auteur ; Kathy LEADBITTER, Auteur ; Jonathan GREEN, Auteur . - p.233-244. in Journal of Child Psychology and Psychiatry > 65-2 (February 2024) . - p.233-244 Index. décimale : PER Périodiques Résumé : Background There are very few mechanistic studies of the long-term impact of psychosocial interventions in childhood. The parent-mediated Paediatric Autism Communication Therapy (PACT) RCT showed sustained effects on autistic child outcomes from pre-school to mid-childhood. We investigated the mechanism by which the PACT intervention achieved these effects. Methods Of 152 children randomised to receive PACT or treatment as usual between 2 and 5?years of age, 121 (79.6%) were followed 5?6?years after the endpoint at a mean age of 10.5?years. Assessors, blind to the intervention group, measured Autism Diagnostic Observation Scale Calibrated Severity Score (ADOS CSS) for child autistic behaviours and Teacher Vineland (TVABS) for adaptive behaviour in school. Hypothesised mediators were child communication initiations with caregivers in a standard play observation (Dyadic Communication Measure for Autism, DCMA). Hypothesised moderators of mediation were baseline child non-verbal age equivalent scores (AE), communication and symbolic development (CSBS) and ?insistence on sameness? (IS). Structural equation modelling was used in a repeated measures mediation design. Results Good model fits were obtained. The treatment effect on child dyadic initiation with the caregiver was sustained through the follow-up period. Increased child initiation at treatment midpoint mediated the majority (73%) of the treatment effect on follow-up ADOS CSS. A combination of partial mediation from midpoint child initiations and the direct effect of treatment also contributed to a near-significant total effect on follow-up TVABS. No moderation of this mediation was found for AE, CSBS or IS. Conclusions Early sustained increase in an autistic child's communication initiation with their caregiver is largely responsible for the long-term effects from PACT therapy on autistic and adaptive behaviour outcomes. This supports the theoretical logic model of PACT therapy but also illuminates fundamental causal processes of social and adaptive development in autism over time: early social engagement in autism can be improved and this can have long-term generalised outcome effects. En ligne : https://doi.org/10.1111/jcpp.13798 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

PACT. Thérapie de communication pour enfants avec autisme / Natacha GALLIFET

Public ISBD Titre : PACT. Thérapie de communication pour enfants avec autisme Type de document : Texte imprimé et/ou numérique Auteurs : Natacha GALLIFET, Traducteur ; Anne-Laure TOUREILLE, Traducteur ; Catherine ALDRED, Auteur ; Johnathan GREEN, Auteur ; Patricia HOWLIN, Auteur ; Ann LE COUTEUR, Auteur Editeur : Paris [France] : Hogrefe Année de publication : 2021 Importance : 123 p. Format : 21cm x 29,7cm x 0,6cm Note générale : Bibliogr. Langues : Français (fre) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : PACT est une intervention indirecte précoce qui aide les parents à communiquer avec leur enfant avec autisme. Cette intervention a pour objectif de faciliter le développement de compétences pré linguistiques et communicationnelles qui renforcent l’émergence d’un langage pourvu de sens. Le PACT cible principalement les déficits en attention conjointe, en communication, de l‘intentionnalité et de la pragmatique qui sont considérés comme étant la base des difficultés des enfants avec autisme. Le PACT se concentre sur les interactions dyadiques naturelles entre parent et enfant par le biais d’un travail collaboratif qui associe les connaissances et savoir faire du thérapeute sur la communication et les compétences et savoirs du parent sur son propre enfant. Les professionnels guident et forment les parents à repérer les signes de communication et d’interaction sociale de leur enfant et à développer l’attention conjointe, la communication non verbale et verbale et des activités sociales réciproques. Cette méthode permet de former des parents ayant des enfants avec TSA de 18 mois à 10 ans, avec ou sans début de langage. Il est bien évidemment recommandé de mettre en place l’intervention le plus précocement possible mais des parents ayant un enfant avec TSA de plus de 3-4 ans peuvent aussi être guidés à implémenter cette méthode au quotidien. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=471 PACT. Thérapie de communication pour enfants avec autisme [Texte imprimé et/ou numérique] / Natacha GALLIFET, Traducteur ; Anne-Laure TOUREILLE, Traducteur ; Catherine ALDRED, Auteur ; Johnathan GREEN, Auteur ; Patricia HOWLIN, Auteur ; Ann LE COUTEUR, Auteur . - Paris [France] : Hogrefe, 2021 . - 123 p. ; 21cm x 29,7cm x 0,6cm. Bibliogr. Langues : Français (fre) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : PACT est une intervention indirecte précoce qui aide les parents à communiquer avec leur enfant avec autisme. Cette intervention a pour objectif de faciliter le développement de compétences pré linguistiques et communicationnelles qui renforcent l’émergence d’un langage pourvu de sens. Le PACT cible principalement les déficits en attention conjointe, en communication, de l‘intentionnalité et de la pragmatique qui sont considérés comme étant la base des difficultés des enfants avec autisme. Le PACT se concentre sur les interactions dyadiques naturelles entre parent et enfant par le biais d’un travail collaboratif qui associe les connaissances et savoir faire du thérapeute sur la communication et les compétences et savoirs du parent sur son propre enfant. Les professionnels guident et forment les parents à repérer les signes de communication et d’interaction sociale de leur enfant et à développer l’attention conjointe, la communication non verbale et verbale et des activités sociales réciproques. Cette méthode permet de former des parents ayant des enfants avec TSA de 18 mois à 10 ans, avec ou sans début de langage. Il est bien évidemment recommandé de mettre en place l’intervention le plus précocement possible mais des parents ayant un enfant avec TSA de plus de 3-4 ans peuvent aussi être guidés à implémenter cette méthode au quotidien. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=471

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Parent and professional perspectives on implementing the Pediatric Autism Communication Therapy: A mixed-methods analysis / Matea BALABANOVSKA in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.102-117 Titre : Parent and professional perspectives on implementing the Pediatric Autism Communication Therapy: A mixed-methods analysis Type de document : Texte imprimé et/ou numérique Auteurs : Matea BALABANOVSKA, Auteur ; Kathy LEADBITTER, Auteur ; Lucie JUREK, Auteur ; Flavia MENGARELLI, Auteur ; Bruno FALISSARD, Auteur ; Neo NGAN, Auteur ; Catherine ALDRED, Auteur ; Jonathan GREEN, Auteur ; Marie-Maude GEOFFRAY, Auteur Article en page(s) : p.102-117 Langues : Anglais (eng) Mots-clés : autism  implementation  intervention  parent-mediated therapy  professional training Index. décimale : PER Périodiques Résumé : This study examined factors of implementation in clinical practice across the world of the Pediatric Autism Communication Therapy, an evidence-based parent-mediated therapy. Data were gathered via a survey administered to professionals trained in Pediatric Autism Communication Therapy and parents with whom they worked. The study was a mixed-method design informed by the Consolidated Framework for Implementation Research. Over 70% of the practitioners recorded the intent to implement therapy after Pediatric Autism Communication Therapy training. Implementation was more likely if the practitioner saw mostly autistic children within their work (odds ratios ? 5), was easier with new referrals, and with peer support from colleagues and managers, allowing scheduling flexibility. The main barriers for practitioners were time (sessions > 1?h), suitable video equipment, low parental self-reflection abilities and family stress. Parents rated the feasibility of learning and using Pediatric Autism Communication Therapy in daily life highly (median = 5.4; interquartile range =?4.5, 6.8; range = 1-7) and delivered home-based practice a median of 4 days per week (daily practice recommended). The facilitators of implementation for parents included positive regard for the features of the Pediatric Autism Communication Therapy method (video reflection, parental empowerment, and play-based practice). The barriers for parents were mostly related to time availability. These results outline the importance of family and system-context factors necessary for successful parent-mediated therapy implementation.Lay AbstractFactors influencing the implementation of parent-mediated intervention are insufficiently studied. This study examines for the first-time factors of implementation into clinical practice across the world of Pediatric Autism Communication Therapy, an internationally disseminated, evidence-based, parent-mediated therapy. From both the parents' and the professionals' perspectives, parents attitudes (e.g. self-reflection abilities and videotaping management) and life-circumstances (e.g. stressed families condition and time) were central factors. In this type of therapy, the target is a child?s development; still, this improvement is dependent on the parent?s behavior when interacting with their child. What?s more, Pediatric Autism Communication Therapy method (video reflection, empowerment of parent, play-based) was enabler according to most of the parents. And more, most professionals report factors linked to the Implementation Process that is planning, execution, reflection and assessment in implementation of a new therapy. Indeed, the professionals underlined barriers related to the population seen in practice, flexibility of schedule, support from colleagues and manager. All these factors could be improved and addressed with a formal implementation plan including factors related to the parents of each country. En ligne : https://dx.doi.org/10.1177/13623613241262943 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Parent and professional perspectives on implementing the Pediatric Autism Communication Therapy: A mixed-methods analysis [Texte imprimé et/ou numérique] / Matea BALABANOVSKA, Auteur ; Kathy LEADBITTER, Auteur ; Lucie JUREK, Auteur ; Flavia MENGARELLI, Auteur ; Bruno FALISSARD, Auteur ; Neo NGAN, Auteur ; Catherine ALDRED, Auteur ; Jonathan GREEN, Auteur ; Marie-Maude GEOFFRAY, Auteur . - p.102-117. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.102-117 Mots-clés : autism  implementation  intervention  parent-mediated therapy  professional training Index. décimale : PER Périodiques Résumé : This study examined factors of implementation in clinical practice across the world of the Pediatric Autism Communication Therapy, an evidence-based parent-mediated therapy. Data were gathered via a survey administered to professionals trained in Pediatric Autism Communication Therapy and parents with whom they worked. The study was a mixed-method design informed by the Consolidated Framework for Implementation Research. Over 70% of the practitioners recorded the intent to implement therapy after Pediatric Autism Communication Therapy training. Implementation was more likely if the practitioner saw mostly autistic children within their work (odds ratios ? 5), was easier with new referrals, and with peer support from colleagues and managers, allowing scheduling flexibility. The main barriers for practitioners were time (sessions > 1?h), suitable video equipment, low parental self-reflection abilities and family stress. Parents rated the feasibility of learning and using Pediatric Autism Communication Therapy in daily life highly (median = 5.4; interquartile range =?4.5, 6.8; range = 1-7) and delivered home-based practice a median of 4 days per week (daily practice recommended). The facilitators of implementation for parents included positive regard for the features of the Pediatric Autism Communication Therapy method (video reflection, parental empowerment, and play-based practice). The barriers for parents were mostly related to time availability. These results outline the importance of family and system-context factors necessary for successful parent-mediated therapy implementation.Lay AbstractFactors influencing the implementation of parent-mediated intervention are insufficiently studied. This study examines for the first-time factors of implementation into clinical practice across the world of Pediatric Autism Communication Therapy, an internationally disseminated, evidence-based, parent-mediated therapy. From both the parents' and the professionals' perspectives, parents attitudes (e.g. self-reflection abilities and videotaping management) and life-circumstances (e.g. stressed families condition and time) were central factors. In this type of therapy, the target is a child?s development; still, this improvement is dependent on the parent?s behavior when interacting with their child. What?s more, Pediatric Autism Communication Therapy method (video reflection, empowerment of parent, play-based) was enabler according to most of the parents. And more, most professionals report factors linked to the Implementation Process that is planning, execution, reflection and assessment in implementation of a new therapy. Indeed, the professionals underlined barriers related to the population seen in practice, flexibility of schedule, support from colleagues and manager. All these factors could be improved and addressed with a formal implementation plan including factors related to the parents of each country. En ligne : https://dx.doi.org/10.1177/13623613241262943 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Service and Wider Societal Costs of Very Young Children with Autism in the UK / Barbara BARRETT in Journal of Autism and Developmental Disorders, 42-5 (May 2012)  

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The Association Between Child and Family Characteristics and the Mental Health and Wellbeing of Caregivers of Children with Autism in Mid-Childhood / E. SALOMONE in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

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The Autism Family Experience Questionnaire (AFEQ): An Ecologically-Valid, Parent-Nominated Measure of Family Experience, Quality of Life and Prioritised Outcomes for Early Intervention / K. LEADBITTER in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

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Treatment mechanism in the MRC preschool autism communication trial: implications for study design and parent-focussed therapy for children / Andrew PICKLES in Journal of Child Psychology and Psychiatry, 56-2 (February 2015)  

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