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Détail de l'auteur
Auteur Aubyn C. STAHMER |
Documents disponibles écrits par cet auteur (43)
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Preliminary Effectiveness of Project ImPACT: A Parent-Mediated Intervention for Children with Autism Spectrum Disorder Delivered in a Community Program / Nicole A. STADNICK in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
[article]
Titre : Preliminary Effectiveness of Project ImPACT: A Parent-Mediated Intervention for Children with Autism Spectrum Disorder Delivered in a Community Program Type de document : Texte imprimé et/ou numérique Auteurs : Nicole A. STADNICK, Auteur ; Aubyn C. STAHMER, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Année de publication : 2015 Article en page(s) : p.2092-2104 Langues : Anglais (eng) Mots-clés : ASD Community-based services Implementation Parent-mediated interventions Index. décimale : PER Périodiques Résumé : This is a pilot study of the effectiveness of Project ImPACT, a parent-mediated intervention for ASD delivered in a community program. The primary aim was to compare child and parent outcomes between the intervention group and a community comparison for 30 young children with ASD at baseline and 12 weeks. The secondary aim was to identify parent factors associated with changes in child outcomes. Results indicated significant improvement in child communication skills and a strong trend for parent intervention adherence for the intervention group from baseline to 12 weeks. Higher baseline parenting stress was negatively related to child social gains from baseline to 12 weeks. Findings provide further support for delivering parent-mediated interventions in community settings to children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2376-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2092-2104[article] Preliminary Effectiveness of Project ImPACT: A Parent-Mediated Intervention for Children with Autism Spectrum Disorder Delivered in a Community Program [Texte imprimé et/ou numérique] / Nicole A. STADNICK, Auteur ; Aubyn C. STAHMER, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - 2015 . - p.2092-2104.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2092-2104
Mots-clés : ASD Community-based services Implementation Parent-mediated interventions Index. décimale : PER Périodiques Résumé : This is a pilot study of the effectiveness of Project ImPACT, a parent-mediated intervention for ASD delivered in a community program. The primary aim was to compare child and parent outcomes between the intervention group and a community comparison for 30 young children with ASD at baseline and 12 weeks. The secondary aim was to identify parent factors associated with changes in child outcomes. Results indicated significant improvement in child communication skills and a strong trend for parent intervention adherence for the intervention group from baseline to 12 weeks. Higher baseline parenting stress was negatively related to child social gains from baseline to 12 weeks. Findings provide further support for delivering parent-mediated interventions in community settings to children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2376-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 Provider perspectives and reach of an evidence-based intervention in community services for toddlers / Sarah R. RIETH in Autism, 26-3 (April 2022)
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Titre : Provider perspectives and reach of an evidence-based intervention in community services for toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. RIETH, Auteur ; Kelsey S. DICKSON, Auteur ; Jordan KO, Auteur ; Rachel HAINE-SCHLAGEL, Auteur ; Kim GAINES, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : p.628-639 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Child, Preschool Early Intervention, Educational Evidence-Based Medicine Humans Parents/education Social Welfare early intervention evidence-based intervention implementation science parent-mediated intervention train-the-trainer Index. décimale : PER Périodiques Résumé : Expert recommendations for toddlers who are likely to develop autism include caregivers being actively involved in the services children receive. However, many services available in the community may not follow these recommendations. Evidence suggests that an intervention named Project ImPACT for Toddlers demonstrates positive parent and child outcomes for families in the community. Project ImPACT for Toddlers was designed specifically for toddlers by a group of parents, clinicians, researchers, and funders. It teaches parents of young children strategies to support their child's development in daily routines. This study reports the perspectives of early intervention providers who learned to use Project ImPACT for Toddlers on whether the intervention was a good fit for their practice and easy to use. The study also examines how many agencies are using Project ImPACT for Toddlers and how many families have received the intervention in the community. The goal of the study is to inform the continued use of Project ImPACT for Toddlers in the community and support offering the intervention in other regions. Participants include 38 community providers who participated in a training study of Project ImPACT for Toddlers and completed a survey and semi-structured interview after approximately 3?months of using Project ImPACT for Toddlers with families. Participants perceived the training model as acceptable and appropriate, and identified the group-based model of training, comprehensive materials, and agency support as strengths of the approach. Survey findings complemented the results from the interviews. Data indicate an increasing number of agencies and families accessing Project ImPACT for Toddlers. Efforts to expand evidence-based intervention in early intervention should continue to build upon the model used for Project ImPACT for Toddlers. En ligne : https://dx.doi.org/10.1177/13623613211065535 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.628-639[article] Provider perspectives and reach of an evidence-based intervention in community services for toddlers [Texte imprimé et/ou numérique] / Sarah R. RIETH, Auteur ; Kelsey S. DICKSON, Auteur ; Jordan KO, Auteur ; Rachel HAINE-SCHLAGEL, Auteur ; Kim GAINES, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; Aubyn C. STAHMER, Auteur . - p.628-639.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.628-639
Mots-clés : Autism Spectrum Disorder Child, Preschool Early Intervention, Educational Evidence-Based Medicine Humans Parents/education Social Welfare early intervention evidence-based intervention implementation science parent-mediated intervention train-the-trainer Index. décimale : PER Périodiques Résumé : Expert recommendations for toddlers who are likely to develop autism include caregivers being actively involved in the services children receive. However, many services available in the community may not follow these recommendations. Evidence suggests that an intervention named Project ImPACT for Toddlers demonstrates positive parent and child outcomes for families in the community. Project ImPACT for Toddlers was designed specifically for toddlers by a group of parents, clinicians, researchers, and funders. It teaches parents of young children strategies to support their child's development in daily routines. This study reports the perspectives of early intervention providers who learned to use Project ImPACT for Toddlers on whether the intervention was a good fit for their practice and easy to use. The study also examines how many agencies are using Project ImPACT for Toddlers and how many families have received the intervention in the community. The goal of the study is to inform the continued use of Project ImPACT for Toddlers in the community and support offering the intervention in other regions. Participants include 38 community providers who participated in a training study of Project ImPACT for Toddlers and completed a survey and semi-structured interview after approximately 3?months of using Project ImPACT for Toddlers with families. Participants perceived the training model as acceptable and appropriate, and identified the group-based model of training, comprehensive materials, and agency support as strengths of the approach. Survey findings complemented the results from the interviews. Data indicate an increasing number of agencies and families accessing Project ImPACT for Toddlers. Efforts to expand evidence-based intervention in early intervention should continue to build upon the model used for Project ImPACT for Toddlers. En ligne : https://dx.doi.org/10.1177/13623613211065535 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 A Randomized Trial Comparison of the Effects of Verbal and Pictorial Naturalistic Communication Strategies on Spoken Language for Young Children with Autism / Laura SCHREIBMAN in Journal of Autism and Developmental Disorders, 44-5 (May 2014)
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Titre : A Randomized Trial Comparison of the Effects of Verbal and Pictorial Naturalistic Communication Strategies on Spoken Language for Young Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Laura SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur Année de publication : 2014 Article en page(s) : p.1244-1251 Langues : Anglais (eng) Mots-clés : Autism Behavioral intervention Functional communication Vocal language intervention Pictorial communication intervention Augmentative communication Index. décimale : PER Périodiques Résumé : Presently there is no consensus on the specific behavioral treatment of choice for targeting language in young nonverbal children with autism. This randomized clinical trial compared the effectiveness of a verbally-based intervention, Pivotal Response Training (PRT) to a pictorially-based behavioral intervention, the Picture Exchange Communication System (PECS) on the acquisition of spoken language by young (2–4 years), nonverbal or minimally verbal (?9 words) children with autism. Thirty-nine children were randomly assigned to either the PRT or PECS condition. Participants received on average 247 h of intervention across 23 weeks. Dependent measures included overall communication, expressive vocabulary, pictorial communication and parent satisfaction. Children in both intervention groups demonstrated increases in spoken language skills, with no significant difference between the two conditions. Seventy-eight percent of all children exited the program with more than 10 functional words. Parents were very satisfied with both programs but indicated PECS was more difficult to implement. En ligne : http://dx.doi.org/10.1007/s10803-013-1972-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Journal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1244-1251[article] A Randomized Trial Comparison of the Effects of Verbal and Pictorial Naturalistic Communication Strategies on Spoken Language for Young Children with Autism [Texte imprimé et/ou numérique] / Laura SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur . - 2014 . - p.1244-1251.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1244-1251
Mots-clés : Autism Behavioral intervention Functional communication Vocal language intervention Pictorial communication intervention Augmentative communication Index. décimale : PER Périodiques Résumé : Presently there is no consensus on the specific behavioral treatment of choice for targeting language in young nonverbal children with autism. This randomized clinical trial compared the effectiveness of a verbally-based intervention, Pivotal Response Training (PRT) to a pictorially-based behavioral intervention, the Picture Exchange Communication System (PECS) on the acquisition of spoken language by young (2–4 years), nonverbal or minimally verbal (?9 words) children with autism. Thirty-nine children were randomly assigned to either the PRT or PECS condition. Participants received on average 247 h of intervention across 23 weeks. Dependent measures included overall communication, expressive vocabulary, pictorial communication and parent satisfaction. Children in both intervention groups demonstrated increases in spoken language skills, with no significant difference between the two conditions. Seventy-eight percent of all children exited the program with more than 10 functional words. Parents were very satisfied with both programs but indicated PECS was more difficult to implement. En ligne : http://dx.doi.org/10.1007/s10803-013-1972-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 Rethinking the idea of late autism spectrum disorder onset / Elizabeth C. BACON in Development and Psychopathology, 30-2 (May 2018)
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Titre : Rethinking the idea of late autism spectrum disorder onset Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth C. BACON, Auteur ; Eric COURCHESNE, Auteur ; Cynthia Carter BARNES, Auteur ; Debra CHA, Auteur ; Sunny PENCE, Auteur ; Laura SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur ; Karen PIERCE, Auteur Article en page(s) : p.553-569 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A common theory of autism spectrum disorder (ASD) symptom onset includes toddlers who do not display symptoms until well after age 2, which are termed late-onset ASD cases. Objectives were to analyze differences in clinical phenotype between toddlers identified as ASD at initial evaluations (early diagnosed) versus those initially considered nonspectrum, then later identified as ASD (late diagnosed). Two hundred seventy-three toddlers recruited from the general population based on a failed developmental screening form or parent or physician concerns were followed longitudinally from 12 months and identified as early- and late-diagnosed cases of ASD, language delayed, or typically developing. Toddlers completed common standardized assessments and experimental eye-tracking and observational measures every 9–12 months until age 3. Longitudinal performance on standardized assessments and experimental tests from initial evaluations were compared. Delay in social communication skills was seen in both ASD groups at early-age initial assessment, including increased preference for nonsocial stimuli, increased stereotypic play, reduced exploration, and use of gestures. On standardized psychometric assessments, early-diagnosed toddlers showed more impairment initially while late-diagnosed toddlers showed a slowing in language acquisition. Similar social communication impairments were present at very early ages in both early-detected ASD and so-called late-onset ASD. Data indicate ASD is present whether detected or not by current methods, and development of more sensitive tools is needed. En ligne : http://dx.doi.org/10.1017/S0954579417001067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=359
in Development and Psychopathology > 30-2 (May 2018) . - p.553-569[article] Rethinking the idea of late autism spectrum disorder onset [Texte imprimé et/ou numérique] / Elizabeth C. BACON, Auteur ; Eric COURCHESNE, Auteur ; Cynthia Carter BARNES, Auteur ; Debra CHA, Auteur ; Sunny PENCE, Auteur ; Laura SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur ; Karen PIERCE, Auteur . - p.553-569.
Langues : Anglais (eng)
in Development and Psychopathology > 30-2 (May 2018) . - p.553-569
Index. décimale : PER Périodiques Résumé : A common theory of autism spectrum disorder (ASD) symptom onset includes toddlers who do not display symptoms until well after age 2, which are termed late-onset ASD cases. Objectives were to analyze differences in clinical phenotype between toddlers identified as ASD at initial evaluations (early diagnosed) versus those initially considered nonspectrum, then later identified as ASD (late diagnosed). Two hundred seventy-three toddlers recruited from the general population based on a failed developmental screening form or parent or physician concerns were followed longitudinally from 12 months and identified as early- and late-diagnosed cases of ASD, language delayed, or typically developing. Toddlers completed common standardized assessments and experimental eye-tracking and observational measures every 9–12 months until age 3. Longitudinal performance on standardized assessments and experimental tests from initial evaluations were compared. Delay in social communication skills was seen in both ASD groups at early-age initial assessment, including increased preference for nonsocial stimuli, increased stereotypic play, reduced exploration, and use of gestures. On standardized psychometric assessments, early-diagnosed toddlers showed more impairment initially while late-diagnosed toddlers showed a slowing in language acquisition. Similar social communication impairments were present at very early ages in both early-detected ASD and so-called late-onset ASD. Data indicate ASD is present whether detected or not by current methods, and development of more sensitive tools is needed. En ligne : http://dx.doi.org/10.1017/S0954579417001067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=359 Stimulus Overselectivity in Typical Development: Implications for Teaching Children with Autism / Sarah R. REED in Journal of Autism and Developmental Disorders, 43-6 (June 2013)
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Titre : Stimulus Overselectivity in Typical Development: Implications for Teaching Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. REED, Auteur ; Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Laura SCHREIBMAN, Auteur Article en page(s) : p.1249-1257 Langues : Anglais (eng) Mots-clés : Development of conditional discriminations Overselectivity Behavioral treatment Pivotal response training Autism Index. décimale : PER Périodiques Résumé : Stimulus overselectivity is widely accepted as a stimulus control abnormality in autism spectrum disorders and subsets of other populations. Previous research has demonstrated a link between both chronological and mental age and overselectivity in typical development. However, the age at which children are developmentally ready to respond to discriminations involving simultaneous multiple cues has not been established. Thirty-seven typically developing preschoolers completed a task requiring response to simultaneous cues (color and shape) to establish the age at which typically developing children can successfully respond to multiple cues. Results demonstrate that typically developing children under 36 months of age have difficulty responding to multiple cues. Implications for behavioral treatment for autism are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1658-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201
in Journal of Autism and Developmental Disorders > 43-6 (June 2013) . - p.1249-1257[article] Stimulus Overselectivity in Typical Development: Implications for Teaching Children with Autism [Texte imprimé et/ou numérique] / Sarah R. REED, Auteur ; Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Laura SCHREIBMAN, Auteur . - p.1249-1257.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-6 (June 2013) . - p.1249-1257
Mots-clés : Development of conditional discriminations Overselectivity Behavioral treatment Pivotal response training Autism Index. décimale : PER Périodiques Résumé : Stimulus overselectivity is widely accepted as a stimulus control abnormality in autism spectrum disorders and subsets of other populations. Previous research has demonstrated a link between both chronological and mental age and overselectivity in typical development. However, the age at which children are developmentally ready to respond to discriminations involving simultaneous multiple cues has not been established. Thirty-seven typically developing preschoolers completed a task requiring response to simultaneous cues (color and shape) to establish the age at which typically developing children can successfully respond to multiple cues. Results demonstrate that typically developing children under 36 months of age have difficulty responding to multiple cues. Implications for behavioral treatment for autism are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1658-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201 The Basic Structure of Community Early Intervention Programs for Children with Autism: Provider Descriptions / Aubyn C. STAHMER in Journal of Autism and Developmental Disorders, 37-7 (August 2007)
PermalinkThe importance of characterizing intervention for individuals with autism / Aubyn C. STAHMER in Autism, 20-4 (May 2016)
PermalinkThe role of treatment fidelity on outcomes during a randomized field trial of an autism intervention / David S. MANDELL in Autism, 17-3 (May 2013)
PermalinkToward a more collaborative research culture: Extending translational science from research to community and back again / Aubyn C. STAHMER in Autism, 21-2 (February 2017)
PermalinkToward a more collaborative research culture: Extending translational science from research to community and back again / Aubyn C. STAHMER in Autism, 21-3 (April 2017)
PermalinkTranslating Evidence-Based Practices from the Laboratory to Schools: Classroom Pivotal Response Teaching / Laura SCHREIBMAN
PermalinkA Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism / Aubyn C. STAHMER in Focus on Autism and Other Developmental Disabilities, 38-1 (March 2023)
PermalinkWhat Works for You? Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use / Aubyn C. STAHMER in Autism Research and Treatment, (October 2012)
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