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Détail de l'auteur
Auteur Aubyn C. STAHMER |
Documents disponibles écrits par cet auteur (43)
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Identifying Critical Elements of Treatment: Examining the Use of Turn Taking in Autism Intervention / Sarah R. RIETH in Focus on Autism and Other Developmental Disabilities, 29-3 (September 2014)
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Titre : Identifying Critical Elements of Treatment: Examining the Use of Turn Taking in Autism Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. RIETH, Auteur ; Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Laura SCHREIBMAN, Auteur ; Joanna KENNEDY, Auteur ; Benjamin ROSS, Auteur Article en page(s) : p.168-179 Langues : Anglais (eng) Mots-clés : evidence-based intervention naturalistic behavioral intervention turn taking critical elements Index. décimale : PER Périodiques Résumé : Evidence-based treatments for autism spectrum disorders (ASD) are comprised of components that identify therapist behavior necessary to implement the treatment with integrity. Some components are shared across approaches from diverse theoretical backgrounds. One component included in several interventions that has not been researched in isolation is turn taking, or the manner in which the therapist facilitates back-and-forth interaction with the child. The current study used an alternating treatments design to examine the efficacy of four types of turn taking. Six children, ages 30 to 39 months, received behavioral treatment while therapists systematically varied the nature of the turn taking component. Children’s responses were behaviorally scored to examine differences based on turn condition. Consistent patterns of behavior were found across children. Results suggest that the optimal type of turn is dependent on developmental level and target skill. Implications for treatment of ASD and future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1088357613513792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.168-179[article] Identifying Critical Elements of Treatment: Examining the Use of Turn Taking in Autism Intervention [Texte imprimé et/ou numérique] / Sarah R. RIETH, Auteur ; Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Laura SCHREIBMAN, Auteur ; Joanna KENNEDY, Auteur ; Benjamin ROSS, Auteur . - p.168-179.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.168-179
Mots-clés : evidence-based intervention naturalistic behavioral intervention turn taking critical elements Index. décimale : PER Périodiques Résumé : Evidence-based treatments for autism spectrum disorders (ASD) are comprised of components that identify therapist behavior necessary to implement the treatment with integrity. Some components are shared across approaches from diverse theoretical backgrounds. One component included in several interventions that has not been researched in isolation is turn taking, or the manner in which the therapist facilitates back-and-forth interaction with the child. The current study used an alternating treatments design to examine the efficacy of four types of turn taking. Six children, ages 30 to 39 months, received behavioral treatment while therapists systematically varied the nature of the turn taking component. Children’s responses were behaviorally scored to examine differences based on turn condition. Consistent patterns of behavior were found across children. Results suggest that the optimal type of turn is dependent on developmental level and target skill. Implications for treatment of ASD and future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1088357613513792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 Implementation Challenges in Translating Pivotal Response Training into Community Settings / Jessica SUHRHEINRICH in Journal of Autism and Developmental Disorders, 43-12 (December 2013)
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Titre : Implementation Challenges in Translating Pivotal Response Training into Community Settings Type de document : Texte imprimé et/ou numérique Auteurs : Jessica SUHRHEINRICH, Auteur ; Aubyn C. STAHMER, Auteur ; Sarah REED, Auteur ; Laura SCHREIBMAN, Auteur ; Erica REISINGER, Auteur ; David MANDELL, Auteur Article en page(s) : p.2970-2976 Langues : Anglais (eng) Mots-clés : Fidelity of implementation Pivotal response training Translation Special education Index. décimale : PER Périodiques Résumé : Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one such EBP, pivotal response training (PRT). Observational data were gathered from 41 teachers participating in two separate investigations involving PRT. Despite differences in training procedures, teachers demonstrated similarities in areas of strength (clear opportunities/instruction and child choice) and difficulty (turn taking and multiple cues). These findings suggest next steps toward systematic adaptation of PRT for classroom use. The research may serve as a model for the process of adapting EBPs for practice settings. En ligne : http://dx.doi.org/10.1007/s10803-013-1826-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218
in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2970-2976[article] Implementation Challenges in Translating Pivotal Response Training into Community Settings [Texte imprimé et/ou numérique] / Jessica SUHRHEINRICH, Auteur ; Aubyn C. STAHMER, Auteur ; Sarah REED, Auteur ; Laura SCHREIBMAN, Auteur ; Erica REISINGER, Auteur ; David MANDELL, Auteur . - p.2970-2976.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2970-2976
Mots-clés : Fidelity of implementation Pivotal response training Translation Special education Index. décimale : PER Périodiques Résumé : Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one such EBP, pivotal response training (PRT). Observational data were gathered from 41 teachers participating in two separate investigations involving PRT. Despite differences in training procedures, teachers demonstrated similarities in areas of strength (clear opportunities/instruction and child choice) and difficulty (turn taking and multiple cues). These findings suggest next steps toward systematic adaptation of PRT for classroom use. The research may serve as a model for the process of adapting EBPs for practice settings. En ligne : http://dx.doi.org/10.1007/s10803-013-1826-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 Inclusion for toddlers with autism spectrum disorders: The first ten years of a community program / Aubyn C. STAHMER in Autism, 15-5 (September 2011)
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Titre : Inclusion for toddlers with autism spectrum disorders: The first ten years of a community program Type de document : Texte imprimé et/ou numérique Auteurs : Aubyn C. STAHMER, Auteur ; Natacha AKSHOOMOFF, Auteur ; Allison B. CUNNINGHAM, Auteur Année de publication : 2011 Article en page(s) : p.625-641 Langues : Anglais (eng) Mots-clés : autism spectrum disorders community program early intervention Index. décimale : PER Périodiques Résumé : The present quasi-experimental study examines the outcomes for a group of 102 children diagnosed with an autism spectrum disorder at age 2 who attended an inclusive toddler program (described by Stahmer and Ingersoll, 2004) until age 3. Outcomes on standardized developmental assessments indicate significant improvement, with large effect sizes, in developmental level, adaptive behavior and communication. Thirty-one of the children (31%) were functioning in the typically developing range when they exited the program at age 3, after an average of 8 months of intervention. Predictors of positive outcomes included length of time in the program, level of words and gestures use at entry and higher externalizing and lower internalizing behavior CBCL scores at entry. Implications for serving toddlers with autism in inclusive settings and suggestions for future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1362361310392253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144
in Autism > 15-5 (September 2011) . - p.625-641[article] Inclusion for toddlers with autism spectrum disorders: The first ten years of a community program [Texte imprimé et/ou numérique] / Aubyn C. STAHMER, Auteur ; Natacha AKSHOOMOFF, Auteur ; Allison B. CUNNINGHAM, Auteur . - 2011 . - p.625-641.
Langues : Anglais (eng)
in Autism > 15-5 (September 2011) . - p.625-641
Mots-clés : autism spectrum disorders community program early intervention Index. décimale : PER Périodiques Résumé : The present quasi-experimental study examines the outcomes for a group of 102 children diagnosed with an autism spectrum disorder at age 2 who attended an inclusive toddler program (described by Stahmer and Ingersoll, 2004) until age 3. Outcomes on standardized developmental assessments indicate significant improvement, with large effect sizes, in developmental level, adaptive behavior and communication. Thirty-one of the children (31%) were functioning in the typically developing range when they exited the program at age 3, after an average of 8 months of intervention. Predictors of positive outcomes included length of time in the program, level of words and gestures use at entry and higher externalizing and lower internalizing behavior CBCL scores at entry. Implications for serving toddlers with autism in inclusive settings and suggestions for future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1362361310392253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 Initial diagnostic impressions of trainees during autism evaluations: High specificity but low sensitivity / Ashley DE MARCHENA in Autism Research, 16-6 (June 2023)
[article]
Titre : Initial diagnostic impressions of trainees during autism evaluations: High specificity but low sensitivity Type de document : Texte imprimé et/ou numérique Auteurs : Ashley DE MARCHENA, Auteur ; Andrea Trubanova WIECKOWSKI, Auteur ; Yasemin Algur, Auteur ; Lashae N. Williams, Auteur ; Sherira Fernandes, Auteur ; Rebecca P. THOMAS, Auteur ; Leslie A. McClure, Auteur ; Sarah DUFEK, Auteur ; Deborah FEIN, Auteur ; Aubyn C. STAHMER, Auteur ; Diana L. ROBINS, Auteur Article en page(s) : p.1138-1144 Langues : Anglais (eng) Mots-clés : autism diagnosis diagnostic confidence early detection initial impression toddlers Index. décimale : PER Périodiques Résumé : Abstract Reducing the age of first autism diagnosis facilitates access to critical early intervention services. A current ?waitlist crisis? for autism diagnostic evaluation thus demands that we consider novel use of available clinical resources. Previous work has found that expert autism clinicians can identify autism in young children with high specificity after only a brief observation; rapid identification by non-experts remains untested. In the current study, 252 children ages 12?53?months presented for a comprehensive autism diagnostic evaluation. We found that junior clinicians in training to become autism specialists (n?=?29) accurately determined whether or not a young child would be diagnosed with autism in the first five minutes of the clinic visit in 75% of cases. Specificity of brief observations was high (0.92), suggesting that brief observations may be an effective tool for triaging young children toward autism-specific interventions. In contrast, the lower negative predictive value (0.71) of brief observations, suggest that they should not be used to rule out autism. When trainees expressed more confidence in their initial impression, their impression was more likely to match the final diagnosis. These findings add to a body of literature showing that clinical observations of suspected autism should be taken seriously, but lack of clinician concern should not be used to rule out autism or overrule other indicators of likely autism, such as parent concern or a positive screening result. En ligne : https://doi.org/10.1002/aur.2933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507
in Autism Research > 16-6 (June 2023) . - p.1138-1144[article] Initial diagnostic impressions of trainees during autism evaluations: High specificity but low sensitivity [Texte imprimé et/ou numérique] / Ashley DE MARCHENA, Auteur ; Andrea Trubanova WIECKOWSKI, Auteur ; Yasemin Algur, Auteur ; Lashae N. Williams, Auteur ; Sherira Fernandes, Auteur ; Rebecca P. THOMAS, Auteur ; Leslie A. McClure, Auteur ; Sarah DUFEK, Auteur ; Deborah FEIN, Auteur ; Aubyn C. STAHMER, Auteur ; Diana L. ROBINS, Auteur . - p.1138-1144.
Langues : Anglais (eng)
in Autism Research > 16-6 (June 2023) . - p.1138-1144
Mots-clés : autism diagnosis diagnostic confidence early detection initial impression toddlers Index. décimale : PER Périodiques Résumé : Abstract Reducing the age of first autism diagnosis facilitates access to critical early intervention services. A current ?waitlist crisis? for autism diagnostic evaluation thus demands that we consider novel use of available clinical resources. Previous work has found that expert autism clinicians can identify autism in young children with high specificity after only a brief observation; rapid identification by non-experts remains untested. In the current study, 252 children ages 12?53?months presented for a comprehensive autism diagnostic evaluation. We found that junior clinicians in training to become autism specialists (n?=?29) accurately determined whether or not a young child would be diagnosed with autism in the first five minutes of the clinic visit in 75% of cases. Specificity of brief observations was high (0.92), suggesting that brief observations may be an effective tool for triaging young children toward autism-specific interventions. In contrast, the lower negative predictive value (0.71) of brief observations, suggest that they should not be used to rule out autism. When trainees expressed more confidence in their initial impression, their impression was more likely to match the final diagnosis. These findings add to a body of literature showing that clinical observations of suspected autism should be taken seriously, but lack of clinician concern should not be used to rule out autism or overrule other indicators of likely autism, such as parent concern or a positive screening result. En ligne : https://doi.org/10.1002/aur.2933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 It's time to close the research to practice gap in autism: The need for implementation science / Brian A. BOYD in Autism, 26-3 (April 2022)
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Titre : It's time to close the research to practice gap in autism: The need for implementation science Type de document : Texte imprimé et/ou numérique Auteurs : Brian A. BOYD, Auteur ; Aubyn C. STAHMER, Auteur ; Samuel L ODOM, Auteur ; Anna WALLISCH, Auteur ; Maya MATHEIS, Auteur Article en page(s) : p.569-574 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Humans Implementation Science Professional Practice Gaps Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613211064422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.569-574[article] It's time to close the research to practice gap in autism: The need for implementation science [Texte imprimé et/ou numérique] / Brian A. BOYD, Auteur ; Aubyn C. STAHMER, Auteur ; Samuel L ODOM, Auteur ; Anna WALLISCH, Auteur ; Maya MATHEIS, Auteur . - p.569-574.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.569-574
Mots-clés : Autism Spectrum Disorder Autistic Disorder Humans Implementation Science Professional Practice Gaps Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613211064422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 It’s who you know: Caregiver social networks predict service use among under-resourced children with autism / Amanda GULSRUD in Research in Autism Spectrum Disorders, 88 (October 2021)
PermalinkMeasuring outcome in an early intervention program for toddlers with autism spectrum disorder: use of a curriculum-based assessment / Elizabeth C. BACON in Autism Research and Treatment, 2014 (2014)
PermalinkMoving towards a more ecologically valid model of parent-implemented interventions in autism / Aubyn C. STAHMER in Autism, 19-3 (April 2015)
PermalinkNaturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder / Laura SCHREIBMAN in Journal of Autism and Developmental Disorders, 45-8 (August 2015)
PermalinkPermalinkOvercoming tensions between family-centered care and fidelity within Early Intervention implementation research / Katherine PICKARD in Autism, 27-3 (April 2023)
PermalinkParent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder / Kelsey S. DICKSON in Journal of Autism and Developmental Disorders, 48-5 (May 2018)
PermalinkParent perceptions of an adapted evidence-based practice for toddlers with autism in a community setting / Aubyn C. STAHMER in Autism, 21-2 (February 2017)
PermalinkParent Training Interventions for Children with Autism Spectrum Disorders / Lauren BROOKMAN-FRAZEE
PermalinkPractice-driven research for statewide scale up: Implementation outcomes of the California Autism Professional Training and Information Network / Jessica SUHRHEINRICH in Autism, 26-3 (April 2022)
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