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Super responders: Predicting language gains from JASPER among limited language children with autism spectrum disorder / Jonathan L. PANGANIBAN in Autism Research, 15-8 (August 2022)
[article]
Titre : Super responders: Predicting language gains from JASPER among limited language children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan L. PANGANIBAN, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1565-1575 Langues : Anglais (eng) Mots-clés : Attention/physiology Autism Spectrum Disorder/therapy Child Child, Preschool Early Intervention, Educational/methods Humans Language Play and Playthings Jasper data-driven techniques intervention early intervention-behavioral machine learning responders treatment research Index. décimale : PER Périodiques Résumé : Early intervention can provide a great benefit for children with autism spectrum disorder (ASD). However, no single intervention is effective for all children. Even when an intervention is effective overall, individual child response varies. Some children make incredible progress, and others make slow or no progress. Therefore, it is important that the field move towards developing methods to personalize intervention. Operationalizing meaningful change and predicting intervention response are critical steps in designing systematic and personalized early intervention. The present research used improvement in expressive language to group children that received a targeted social communication early intervention, Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER), into super responders and slow responders. Using baseline data from traditional standardized assessments of cognition and behavioral data from validated experimental measures of play and social communication, we used conditional inference tree models to predict responder status. From a sample of 99 preschool age, limited language children with ASD, play diversity was the most significant predictor of responder status. Children that played functionally with a wider variety of toys had increased odds of being a super responder to JASPER. A combination of lower play diversity and impairments in fine motor abilities increased the odds of children being slow responders to JASPER. Results from the present study can inform future efforts to individualize intervention and systematic approaches to augmenting treatment in real time. LAY SUMMARY: To help us answer the question of for whom an intervention works best, we examined 99 children, age three to five, who qualified as being limited spoken language communicators, and received a targeted intervention for social communication and language. We used child characteristics before intervention to predict which children would improve their language the most and found that the ability to play appropriately with a wider variety of toys predicted the best improvements in expressive language. These findings will help better inform future work to individualize intervention based on the unique needs of each child. En ligne : http://dx.doi.org/10.1002/aur.2727 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483
in Autism Research > 15-8 (August 2022) . - p.1565-1575[article] Super responders: Predicting language gains from JASPER among limited language children with autism spectrum disorder [Texte imprimé et/ou numérique] / Jonathan L. PANGANIBAN, Auteur ; Connie KASARI, Auteur . - p.1565-1575.
Langues : Anglais (eng)
in Autism Research > 15-8 (August 2022) . - p.1565-1575
Mots-clés : Attention/physiology Autism Spectrum Disorder/therapy Child Child, Preschool Early Intervention, Educational/methods Humans Language Play and Playthings Jasper data-driven techniques intervention early intervention-behavioral machine learning responders treatment research Index. décimale : PER Périodiques Résumé : Early intervention can provide a great benefit for children with autism spectrum disorder (ASD). However, no single intervention is effective for all children. Even when an intervention is effective overall, individual child response varies. Some children make incredible progress, and others make slow or no progress. Therefore, it is important that the field move towards developing methods to personalize intervention. Operationalizing meaningful change and predicting intervention response are critical steps in designing systematic and personalized early intervention. The present research used improvement in expressive language to group children that received a targeted social communication early intervention, Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER), into super responders and slow responders. Using baseline data from traditional standardized assessments of cognition and behavioral data from validated experimental measures of play and social communication, we used conditional inference tree models to predict responder status. From a sample of 99 preschool age, limited language children with ASD, play diversity was the most significant predictor of responder status. Children that played functionally with a wider variety of toys had increased odds of being a super responder to JASPER. A combination of lower play diversity and impairments in fine motor abilities increased the odds of children being slow responders to JASPER. Results from the present study can inform future efforts to individualize intervention and systematic approaches to augmenting treatment in real time. LAY SUMMARY: To help us answer the question of for whom an intervention works best, we examined 99 children, age three to five, who qualified as being limited spoken language communicators, and received a targeted intervention for social communication and language. We used child characteristics before intervention to predict which children would improve their language the most and found that the ability to play appropriately with a wider variety of toys predicted the best improvements in expressive language. These findings will help better inform future work to individualize intervention based on the unique needs of each child. En ligne : http://dx.doi.org/10.1002/aur.2727 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 Mutual Gaze: An Active Ingredient for Social Development in Toddlers with ASD: A Randomized Control Trial / P. R. ROLLINS in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
Training Coaches in Community Agencies to Support Parents of Children with Suspected Autism: Outcomes, Facilitators, and Barriers / Pat MIRENDA in Journal of Autism and Developmental Disorders, 52-11 (November 2022)
[article]
Titre : Training Coaches in Community Agencies to Support Parents of Children with Suspected Autism: Outcomes, Facilitators, and Barriers Type de document : Texte imprimé et/ou numérique Auteurs : Pat MIRENDA, Auteur ; Veronica SMITH, Auteur ; Paola COLOZZO, Auteur ; Laurie A. VISMARA, Auteur ; Wendy J. UNGAR, Auteur ; Karen KALYNCHUK, Auteur Article en page(s) : p.4931-4948 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/therapy Autistic Disorder Canada Early Intervention, Educational/methods Humans Parents Autism spectrum disorder Coach training Community-based Implementation Parent coaching Index. décimale : PER Périodiques Résumé : This study evaluated the fidelity and effectiveness of a parent coach training program for toddlers at risk for autism spectrum disorder and identified factors required for successful training implementation under real-world conditions. Training addressed four tiers of clinical competence and was delivered to early intervention providers across 23 partner agencies in a large Canadian province. Results indicated that mean trainee fidelity scores were within the range reported in previous community-based training studies but there was considerable variability across trainees. Implementation facilitators included agency learning climate, leadership support, and trainee readiness for change. Implementation barriers included time/caseload demands and challenges related to technology learning and infrastructure. Results have implications for parent coach training in community settings. En ligne : http://dx.doi.org/10.1007/s10803-021-05363-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489
in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4931-4948[article] Training Coaches in Community Agencies to Support Parents of Children with Suspected Autism: Outcomes, Facilitators, and Barriers [Texte imprimé et/ou numérique] / Pat MIRENDA, Auteur ; Veronica SMITH, Auteur ; Paola COLOZZO, Auteur ; Laurie A. VISMARA, Auteur ; Wendy J. UNGAR, Auteur ; Karen KALYNCHUK, Auteur . - p.4931-4948.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4931-4948
Mots-clés : Autism Spectrum Disorder/diagnosis/therapy Autistic Disorder Canada Early Intervention, Educational/methods Humans Parents Autism spectrum disorder Coach training Community-based Implementation Parent coaching Index. décimale : PER Périodiques Résumé : This study evaluated the fidelity and effectiveness of a parent coach training program for toddlers at risk for autism spectrum disorder and identified factors required for successful training implementation under real-world conditions. Training addressed four tiers of clinical competence and was delivered to early intervention providers across 23 partner agencies in a large Canadian province. Results indicated that mean trainee fidelity scores were within the range reported in previous community-based training studies but there was considerable variability across trainees. Implementation facilitators included agency learning climate, leadership support, and trainee readiness for change. Implementation barriers included time/caseload demands and challenges related to technology learning and infrastructure. Results have implications for parent coach training in community settings. En ligne : http://dx.doi.org/10.1007/s10803-021-05363-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 A Randomized, Community-Based Feasibility Trial of Modified ESDM for Toddlers with Suspected Autism / Pat MIRENDA in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
[article]
Titre : A Randomized, Community-Based Feasibility Trial of Modified ESDM for Toddlers with Suspected Autism Type de document : Texte imprimé et/ou numérique Auteurs : Pat MIRENDA, Auteur ; Paola COLOZZO, Auteur ; Veronica SMITH, Auteur ; Ed KROC, Auteur ; Karen KALYNCHUK, Auteur ; Sally J. ROGERS, Auteur ; Wendy J. UNGAR, Auteur Année de publication : 2022 Article en page(s) : p.5322-5341 Langues : Anglais (eng) Mots-clés : Child, Preschool Humans Autism Spectrum Disorder/therapy Autistic Disorder/diagnosis/therapy Canada Early Intervention, Educational/methods Feasibility Studies Parents Quality of Life Autism Community-based Feasibility Parent coaching Preemptive intervention Press and were used in this project. No other authors declare a conflict of interest. Index. décimale : PER Périodiques Résumé : A randomized feasibility trial of a parent coaching (PC) intervention was conducted across 16 community agencies in a Canadian province. Parents of toddlers with suspected autism were assigned to either a PC group (n=24) or an enhanced community treatment (ECT) group (n=25). PC participants received 24Â weeks of coaching support from community service providers trained in the project. Children in both groups also received available community services and supplementary materials. PC children made significantly greater gains in word understanding and PC parents had significantly higher quality of life, satisfaction, and self-efficacy scores. Results are discussed in terms of the challenges of conducting feasibility studies in community settings and the lessons learned in the project. En ligne : http://dx.doi.org/10.1007/s10803-021-05390-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5322-5341[article] A Randomized, Community-Based Feasibility Trial of Modified ESDM for Toddlers with Suspected Autism [Texte imprimé et/ou numérique] / Pat MIRENDA, Auteur ; Paola COLOZZO, Auteur ; Veronica SMITH, Auteur ; Ed KROC, Auteur ; Karen KALYNCHUK, Auteur ; Sally J. ROGERS, Auteur ; Wendy J. UNGAR, Auteur . - 2022 . - p.5322-5341.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5322-5341
Mots-clés : Child, Preschool Humans Autism Spectrum Disorder/therapy Autistic Disorder/diagnosis/therapy Canada Early Intervention, Educational/methods Feasibility Studies Parents Quality of Life Autism Community-based Feasibility Parent coaching Preemptive intervention Press and were used in this project. No other authors declare a conflict of interest. Index. décimale : PER Périodiques Résumé : A randomized feasibility trial of a parent coaching (PC) intervention was conducted across 16 community agencies in a Canadian province. Parents of toddlers with suspected autism were assigned to either a PC group (n=24) or an enhanced community treatment (ECT) group (n=25). PC participants received 24Â weeks of coaching support from community service providers trained in the project. Children in both groups also received available community services and supplementary materials. PC children made significantly greater gains in word understanding and PC parents had significantly higher quality of life, satisfaction, and self-efficacy scores. Results are discussed in terms of the challenges of conducting feasibility studies in community settings and the lessons learned in the project. En ligne : http://dx.doi.org/10.1007/s10803-021-05390-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 A Scoping Review of Targeted Interventions and Training to Facilitate Medical Encounters for School-Aged Patients with an Autism Spectrum Disorder / J. L. KOUO in Journal of Autism and Developmental Disorders, 51-8 (August 2021)
[article]
Titre : A Scoping Review of Targeted Interventions and Training to Facilitate Medical Encounters for School-Aged Patients with an Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. L. KOUO, Auteur ; T. S. KOUO, Auteur Article en page(s) : p.2829-2851 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/psychology/therapy Child Early Intervention, Educational/methods Health Personnel/education/psychology Humans Patient-Centered Care/methods Schools Students/psychology Autism spectrum disorder Evidence-based practices Healthcare provider training Medical encounters Index. décimale : PER Périodiques Résumé : Individuals with an autism spectrum disorder (ASD) have a greater number of healthcare provider interactions than individuals without ASD. The obstacles to patient-centered care for this population, which include inflexibility of hospital environments, limited resources, and inadequate training, has been documented. However, there is little knowledge on efforts to address such concerns. A scoping review was conducted and the systematic search of the literature resulted in 23 relevant studies. The predominant themes include the use of data collection instruments, application of evidence-based practices and resources, and training of providers. The results of this review have implications for practitioners and future research to adapt and improve upon the provision of medical care for individuals with ASD across the lifespan. En ligne : http://dx.doi.org/10.1007/s10803-020-04716-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453
in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2829-2851[article] A Scoping Review of Targeted Interventions and Training to Facilitate Medical Encounters for School-Aged Patients with an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. L. KOUO, Auteur ; T. S. KOUO, Auteur . - p.2829-2851.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2829-2851
Mots-clés : Autism Spectrum Disorder/diagnosis/psychology/therapy Child Early Intervention, Educational/methods Health Personnel/education/psychology Humans Patient-Centered Care/methods Schools Students/psychology Autism spectrum disorder Evidence-based practices Healthcare provider training Medical encounters Index. décimale : PER Périodiques Résumé : Individuals with an autism spectrum disorder (ASD) have a greater number of healthcare provider interactions than individuals without ASD. The obstacles to patient-centered care for this population, which include inflexibility of hospital environments, limited resources, and inadequate training, has been documented. However, there is little knowledge on efforts to address such concerns. A scoping review was conducted and the systematic search of the literature resulted in 23 relevant studies. The predominant themes include the use of data collection instruments, application of evidence-based practices and resources, and training of providers. The results of this review have implications for practitioners and future research to adapt and improve upon the provision of medical care for individuals with ASD across the lifespan. En ligne : http://dx.doi.org/10.1007/s10803-020-04716-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453