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Détail de l'auteur
Auteur Laura GRAY |
Documents disponibles écrits par cet auteur (2)
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A community-based sleep educational intervention for children with autism spectrum disorder / Lydia L. MACDONALD in Research in Autism Spectrum Disorders, 81 (March 2021)
[article]
Titre : A community-based sleep educational intervention for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lydia L. MACDONALD, Auteur ; Laura GRAY, Auteur ; Whitney LORING, Auteur ; Amanda WYATT, Auteur ; Kemberlee BONNET, Auteur ; David SCHLUND, Auteur ; Mary Landis GAST, Auteur ; Beth A. MALOW, Auteur Article en page(s) : 101719 Langues : Anglais (eng) Mots-clés : Sleep education Autism spectrum disorder Community Children’s Sleep Habits Questionnaire Index. décimale : PER Périodiques Résumé : Background Sleep problems are common in children with autism spectrum disorder (ASD). Sleep education, effective in improving sleep in ASD, may be difficult to access. We determined if community-based pediatric therapists could successfully deliver sleep educational interventions to caregivers of children with ASD. Methods A seven-week feasibility study was conducted consisting of 10 children and caregivers. This feasibility study informed the development of a 16-week preliminary effectiveness study, which consisted of 33 children and caregivers. Children, ages 2–12 years, with a clinical diagnosis of autism and caregiver-reported sleep onset delay of 30 min were included. Community therapists underwent comprehensive training in sleep education and then met with caregiver participants to provide sleep education to each family. Semi-structured qualitative interviews were conducted with all families who completed study procedures. In the feasibility and preliminary effectiveness studies, child participants wore an actigraphy watch (at baseline and after sleep education) and caregivers completed the Child Sleep Habits Questionnaire and Family Inventory of Sleep Habits at baseline and after sleep education; the Child Behavior Checklist was also completed by caregivers in the preliminary effectiveness study. Results Educator fidelity to the manualized curriculum was maintained. Caregivers showed appropriate understanding, comfort, and implementation of the curriculum. Qualitative and quantitative measures, including caregiver surveys and actigraphy, showed improvements in child sleep and behavior. Conclusions Community-based therapists can successfully deliver sleep education to families of children with ASD, which has favorable implications for improving access to care in this population. En ligne : https://doi.org/10.1016/j.rasd.2020.101719 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440
in Research in Autism Spectrum Disorders > 81 (March 2021) . - 101719[article] A community-based sleep educational intervention for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Lydia L. MACDONALD, Auteur ; Laura GRAY, Auteur ; Whitney LORING, Auteur ; Amanda WYATT, Auteur ; Kemberlee BONNET, Auteur ; David SCHLUND, Auteur ; Mary Landis GAST, Auteur ; Beth A. MALOW, Auteur . - 101719.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 81 (March 2021) . - 101719
Mots-clés : Sleep education Autism spectrum disorder Community Children’s Sleep Habits Questionnaire Index. décimale : PER Périodiques Résumé : Background Sleep problems are common in children with autism spectrum disorder (ASD). Sleep education, effective in improving sleep in ASD, may be difficult to access. We determined if community-based pediatric therapists could successfully deliver sleep educational interventions to caregivers of children with ASD. Methods A seven-week feasibility study was conducted consisting of 10 children and caregivers. This feasibility study informed the development of a 16-week preliminary effectiveness study, which consisted of 33 children and caregivers. Children, ages 2–12 years, with a clinical diagnosis of autism and caregiver-reported sleep onset delay of 30 min were included. Community therapists underwent comprehensive training in sleep education and then met with caregiver participants to provide sleep education to each family. Semi-structured qualitative interviews were conducted with all families who completed study procedures. In the feasibility and preliminary effectiveness studies, child participants wore an actigraphy watch (at baseline and after sleep education) and caregivers completed the Child Sleep Habits Questionnaire and Family Inventory of Sleep Habits at baseline and after sleep education; the Child Behavior Checklist was also completed by caregivers in the preliminary effectiveness study. Results Educator fidelity to the manualized curriculum was maintained. Caregivers showed appropriate understanding, comfort, and implementation of the curriculum. Qualitative and quantitative measures, including caregiver surveys and actigraphy, showed improvements in child sleep and behavior. Conclusions Community-based therapists can successfully deliver sleep education to families of children with ASD, which has favorable implications for improving access to care in this population. En ligne : https://doi.org/10.1016/j.rasd.2020.101719 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 Measuring the relationship between the parental Broader Autism Phenotype, parent–child interaction, and children’s progress following parent mediated intervention / Jeremy R. PARR in Research in Autism Spectrum Disorders, 20 (December 2015)
[article]
Titre : Measuring the relationship between the parental Broader Autism Phenotype, parent–child interaction, and children’s progress following parent mediated intervention Type de document : Texte imprimé et/ou numérique Auteurs : Jeremy R. PARR, Auteur ; Laura GRAY, Auteur ; Sarah WIGHAM, Auteur ; Helen MCCONACHIE, Auteur ; Ann Le COUTEUR, Auteur Article en page(s) : p.24-30 Langues : Anglais (eng) Mots-clés : Broader Autism Phenotype Child progress Parent–child interaction Early intervention Index. décimale : PER Périodiques Résumé : Parents of children with ASD may show ASD type behaviours including particular social communication interaction styles—the Broader Autism Phenotype (BAP). Understanding the potential impact of defined parent characteristics may be relevant when designing and evaluating the efficacy and effectiveness of parent-mediated interventions. In this proof of principle analysis, 18 mothers who had taken part in an early parent-mediated intervention later completed Family History Interviews. Parent data were split into lower and higher BAP groups. There was a significant negative correlation between BAP factor total scores and mother–child interaction total and post-intervention change scores. Change in number of words understood was significantly greater in children of mothers scoring in the lower BAP group compared with children of mothers in the higher BAP group. These preliminary findings provide some support for further investigation of parent BAP status as a potential moderator of the impact of early parent-mediated psychosocial interventions. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.07.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.24-30[article] Measuring the relationship between the parental Broader Autism Phenotype, parent–child interaction, and children’s progress following parent mediated intervention [Texte imprimé et/ou numérique] / Jeremy R. PARR, Auteur ; Laura GRAY, Auteur ; Sarah WIGHAM, Auteur ; Helen MCCONACHIE, Auteur ; Ann Le COUTEUR, Auteur . - p.24-30.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.24-30
Mots-clés : Broader Autism Phenotype Child progress Parent–child interaction Early intervention Index. décimale : PER Périodiques Résumé : Parents of children with ASD may show ASD type behaviours including particular social communication interaction styles—the Broader Autism Phenotype (BAP). Understanding the potential impact of defined parent characteristics may be relevant when designing and evaluating the efficacy and effectiveness of parent-mediated interventions. In this proof of principle analysis, 18 mothers who had taken part in an early parent-mediated intervention later completed Family History Interviews. Parent data were split into lower and higher BAP groups. There was a significant negative correlation between BAP factor total scores and mother–child interaction total and post-intervention change scores. Change in number of words understood was significantly greater in children of mothers scoring in the lower BAP group compared with children of mothers in the higher BAP group. These preliminary findings provide some support for further investigation of parent BAP status as a potential moderator of the impact of early parent-mediated psychosocial interventions. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.07.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270