Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Tybytha RYAN |
Documents disponibles écrits par cet auteur (2)
Faire une suggestion Affiner la recherche
Developing Social Communication Skills Using Dual First-Person Video Recording Glasses: A Novel Intervention for Adolescents with Autism / Sarah HURWITZ in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
[article]
Titre : Developing Social Communication Skills Using Dual First-Person Video Recording Glasses: A Novel Intervention for Adolescents with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Sarah HURWITZ, Auteur ; Tybytha RYAN, Auteur ; Daniel P KENNEDY, Auteur Article en page(s) : p.904-915 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Conversation Multiple baseline design Social skills Video recording glasses Video self-modeling Index. décimale : PER Périodiques Résumé : Adolescents with autism often experience pronounced difficulties with social communication, and novel interventions designed to improve core abilities are greatly needed. This study examines if providing immediate video feedback, an extension of video self-modeling, can aid adolescents with autism to self-identify strengths and irregularities from their social interactions. Using multiple baseline design across four participants, individuals engaged in naturalistic conversations wearing video recording glasses. During the intervention, videos were reviewed immediately and participants recognized when they were not following typical social-communicative convention. Based on observational data coded from videos, all four participants modified their behavior during subsequent conversations. Although adolescents with autism may hypothetically know to behave, viewing themselves on video may provide practical cues to support social insight and behavioral change. En ligne : http://dx.doi.org/10.1007/s10803-019-04312-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.904-915[article] Developing Social Communication Skills Using Dual First-Person Video Recording Glasses: A Novel Intervention for Adolescents with Autism [Texte imprimé et/ou numérique] / Sarah HURWITZ, Auteur ; Tybytha RYAN, Auteur ; Daniel P KENNEDY, Auteur . - p.904-915.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.904-915
Mots-clés : Autism spectrum disorder Conversation Multiple baseline design Social skills Video recording glasses Video self-modeling Index. décimale : PER Périodiques Résumé : Adolescents with autism often experience pronounced difficulties with social communication, and novel interventions designed to improve core abilities are greatly needed. This study examines if providing immediate video feedback, an extension of video self-modeling, can aid adolescents with autism to self-identify strengths and irregularities from their social interactions. Using multiple baseline design across four participants, individuals engaged in naturalistic conversations wearing video recording glasses. During the intervention, videos were reviewed immediately and participants recognized when they were not following typical social-communicative convention. Based on observational data coded from videos, all four participants modified their behavior during subsequent conversations. Although adolescents with autism may hypothetically know to behave, viewing themselves on video may provide practical cues to support social insight and behavioral change. En ligne : http://dx.doi.org/10.1007/s10803-019-04312-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419 Tele-assessment of young children referred for autism spectrum disorder evaluation during COVID-19: Associations among clinical characteristics and diagnostic outcome / Rebecca MCNALLY KEEHN in Autism, 27-5 (July 2023)
[article]
Titre : Tele-assessment of young children referred for autism spectrum disorder evaluation during COVID-19: Associations among clinical characteristics and diagnostic outcome Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca MCNALLY KEEHN, Auteur ; Brett ENNEKING, Auteur ; Tybytha RYAN, Auteur ; Cristina JAMES, Auteur ; Qing TANG, Auteur ; Audra BLEWITT, Auteur ; Angela TOMLIN, Auteur ; Laura CORONA, Auteur ; Liliana WAGNER, Auteur Article en page(s) : p.1362-1376 Langues : Anglais (eng) Mots-clés : autism spectrum disorders;diagnosis;health services;tele-assessment Index. décimale : PER Périodiques Résumé : Since the onset of the COVID-19 pandemic, there has been a rapid acceleration of innovative research on health services delivery, including real-world clinical implementation and evaluation of tele-assessment for the diagnosis of autism spectrum disorder. Extending this promising work, the present study examined clinical characteristics and diagnostic outcome for young children receiving autism spectrum disorder tele-assessment during the COVID-19 pandemic. The standard tele-assessment procedure included caregiver clinical interview, administration of the TELE-ASD-PEDS (TAP; a novel caregiver-mediated remote autism spectrum disorder observational assessment tool), Vineland-3, and diagnostic feedback and family counseling. Overall, our findings suggest that a definitive autism spectrum disorder diagnosis can be determined for most young children evaluated using standard tele-assessment procedures. While TAP scores and measures of adaptive functioning and Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition autism spectrum disorder symptoms are highly associated with autism spectrum disorder diagnostic outcome, a specific pattern of Restricted and Repetitive Behaviors independently predicted differential autism spectrum disorder outcome. Furthermore, our findings suggest that the TAP is useful for evaluation of at-risk children above 36?months of age with delayed language. These results add to an increasing body of research supporting use of tele-assessment, and specifically the TAP, for diagnosis of young children referred for autism spectrum disorder evaluation. Lay abstract The diagnosis of autism spectrum disorder (ASD) has traditionally been made through in-person evaluation. While the COVID-19 pandemic disrupted access to ASD services, there has been remarkable growth in research focused on novel ASD diagnostic practices, including the use of telemedicine. We implemented a standard ASD tele-assessment evaluation procedure, including use of a novel remote clinician-coached, caregiver-delivered ASD assessment tool (TELE-ASD-PEDS; TAP), with the goal of continuing to provide diagnostic services to young children and their families during the pandemic. We examined the relationship between child characteristics and diagnostic outcome for 335 children, ages 14-78?months, who received ASD tele-assessment conducted by psychologists and pediatricians in an outpatient clinic of a Midwestern academic medical center. We found that clinicians could make a determination about ASD diagnosis for most children (85%) evaluated using tele-assessment. Child clinical characteristics, including TAP scores and clinician ratings of ASD symptoms, were related to diagnostic outcome (i.e. diagnosis of ASD, no ASD, and Unsure about ASD). When all clinical characteristics were examined together, the presence of specific repetitive behaviors predicted ASD diagnosis. We also found that the TAP is effective for making an ASD diagnosis when used as part of comprehensive tele-assessment evaluation in children???36?months of age with delayed language. Our study adds to an increasing body of research supporting use of tele-assessment for diagnosis of ASD. Although further research is needed, telemedicine may help families from different backgrounds and geographic locations to access high-quality diagnostic services. En ligne : http://dx.doi.org/10.1177/13623613221138642 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507
in Autism > 27-5 (July 2023) . - p.1362-1376[article] Tele-assessment of young children referred for autism spectrum disorder evaluation during COVID-19: Associations among clinical characteristics and diagnostic outcome [Texte imprimé et/ou numérique] / Rebecca MCNALLY KEEHN, Auteur ; Brett ENNEKING, Auteur ; Tybytha RYAN, Auteur ; Cristina JAMES, Auteur ; Qing TANG, Auteur ; Audra BLEWITT, Auteur ; Angela TOMLIN, Auteur ; Laura CORONA, Auteur ; Liliana WAGNER, Auteur . - p.1362-1376.
Langues : Anglais (eng)
in Autism > 27-5 (July 2023) . - p.1362-1376
Mots-clés : autism spectrum disorders;diagnosis;health services;tele-assessment Index. décimale : PER Périodiques Résumé : Since the onset of the COVID-19 pandemic, there has been a rapid acceleration of innovative research on health services delivery, including real-world clinical implementation and evaluation of tele-assessment for the diagnosis of autism spectrum disorder. Extending this promising work, the present study examined clinical characteristics and diagnostic outcome for young children receiving autism spectrum disorder tele-assessment during the COVID-19 pandemic. The standard tele-assessment procedure included caregiver clinical interview, administration of the TELE-ASD-PEDS (TAP; a novel caregiver-mediated remote autism spectrum disorder observational assessment tool), Vineland-3, and diagnostic feedback and family counseling. Overall, our findings suggest that a definitive autism spectrum disorder diagnosis can be determined for most young children evaluated using standard tele-assessment procedures. While TAP scores and measures of adaptive functioning and Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition autism spectrum disorder symptoms are highly associated with autism spectrum disorder diagnostic outcome, a specific pattern of Restricted and Repetitive Behaviors independently predicted differential autism spectrum disorder outcome. Furthermore, our findings suggest that the TAP is useful for evaluation of at-risk children above 36?months of age with delayed language. These results add to an increasing body of research supporting use of tele-assessment, and specifically the TAP, for diagnosis of young children referred for autism spectrum disorder evaluation. Lay abstract The diagnosis of autism spectrum disorder (ASD) has traditionally been made through in-person evaluation. While the COVID-19 pandemic disrupted access to ASD services, there has been remarkable growth in research focused on novel ASD diagnostic practices, including the use of telemedicine. We implemented a standard ASD tele-assessment evaluation procedure, including use of a novel remote clinician-coached, caregiver-delivered ASD assessment tool (TELE-ASD-PEDS; TAP), with the goal of continuing to provide diagnostic services to young children and their families during the pandemic. We examined the relationship between child characteristics and diagnostic outcome for 335 children, ages 14-78?months, who received ASD tele-assessment conducted by psychologists and pediatricians in an outpatient clinic of a Midwestern academic medical center. We found that clinicians could make a determination about ASD diagnosis for most children (85%) evaluated using tele-assessment. Child clinical characteristics, including TAP scores and clinician ratings of ASD symptoms, were related to diagnostic outcome (i.e. diagnosis of ASD, no ASD, and Unsure about ASD). When all clinical characteristics were examined together, the presence of specific repetitive behaviors predicted ASD diagnosis. We also found that the TAP is effective for making an ASD diagnosis when used as part of comprehensive tele-assessment evaluation in children???36?months of age with delayed language. Our study adds to an increasing body of research supporting use of tele-assessment for diagnosis of ASD. Although further research is needed, telemedicine may help families from different backgrounds and geographic locations to access high-quality diagnostic services. En ligne : http://dx.doi.org/10.1177/13623613221138642 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507