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Exploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention / Stephanie Y. SHIRE in Autism, 26-3 (April 2022)
[article]
Titre : Exploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Terri BARRIAULT, Auteur ; Connie KASARI, Auteur Article en page(s) : p.654-665 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Caregivers Child Child, Preschool Follow-Up Studies Humans Mentoring Ontario Jasper autism spectrum disorders caregiver-mediated community partnered implementation interventions?psychosocial/behavioral joint engagement Index. décimale : PER Périodiques Résumé : The next step for communication interventions for young children with autism include coaching/teaching for caregivers that have been tested in university clinics and testing these interventions in real world systems with early intervention providers who serve children and families in their communities. However, there are few projects that have tested how well the intervention can be transferred to community providers and what types of progress children and caregivers make in these services. This project took place in partnership with a community early intervention agency in the province of Ontario, Canada. The agency provided government-funded public health services. The agency was funded to take part in a pilot program to try out one of four early intervention models that included coaching for caregivers and was designed to support children's social engagement, play, and communication skills. The team decided to test two ways to start the intervention: (a) begin with observation of the practitioner for 4?weeks and then start coached practice with the child and (b) start coaching immediately. The team also tested two ways to support families for 3?months after intervention: (a) group booster sessions and (b) individual visits. The practitioners delivered the intervention well (M=83%), and overall, caregivers and children made significant gains by the end of intervention in both observation?+?coaching and coaching. Attendance for follow-up boosters was variable with fewer families attending groups. More research is needed to test different strategies and roles to individualize interventions for caregivers with a range of goals and learning styles. En ligne : https://dx.doi.org/10.1177/13623613211066132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.654-665[article] Exploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Terri BARRIAULT, Auteur ; Connie KASARI, Auteur . - p.654-665.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.654-665
Mots-clés : Autism Spectrum Disorder Caregivers Child Child, Preschool Follow-Up Studies Humans Mentoring Ontario Jasper autism spectrum disorders caregiver-mediated community partnered implementation interventions?psychosocial/behavioral joint engagement Index. décimale : PER Périodiques Résumé : The next step for communication interventions for young children with autism include coaching/teaching for caregivers that have been tested in university clinics and testing these interventions in real world systems with early intervention providers who serve children and families in their communities. However, there are few projects that have tested how well the intervention can be transferred to community providers and what types of progress children and caregivers make in these services. This project took place in partnership with a community early intervention agency in the province of Ontario, Canada. The agency provided government-funded public health services. The agency was funded to take part in a pilot program to try out one of four early intervention models that included coaching for caregivers and was designed to support children's social engagement, play, and communication skills. The team decided to test two ways to start the intervention: (a) begin with observation of the practitioner for 4?weeks and then start coached practice with the child and (b) start coaching immediately. The team also tested two ways to support families for 3?months after intervention: (a) group booster sessions and (b) individual visits. The practitioners delivered the intervention well (M=83%), and overall, caregivers and children made significant gains by the end of intervention in both observation?+?coaching and coaching. Attendance for follow-up boosters was variable with fewer families attending groups. More research is needed to test different strategies and roles to individualize interventions for caregivers with a range of goals and learning styles. En ligne : https://dx.doi.org/10.1177/13623613211066132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 The Social ABCs caregiver-mediated intervention for toddlers with autism spectrum disorder: Feasibility, acceptability, and evidence of promise from a multisite study / Jessica BRIAN in Autism Research, 9-8 (August 2016)
[article]
Titre : The Social ABCs caregiver-mediated intervention for toddlers with autism spectrum disorder: Feasibility, acceptability, and evidence of promise from a multisite study Type de document : Texte imprimé et/ou numérique Auteurs : Jessica BRIAN, Auteur ; Isabel M. SMITH, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Wendy ROBERTS, Auteur ; Susan E. BRYSON, Auteur Article en page(s) : p.899-912 Langues : Anglais (eng) Mots-clés : autism spectrum disorder toddlers high-risk early intervention parent-mediated caregiver-mediated pivotal response treatment communication smiling Index. décimale : PER Périodiques Résumé : The Social ABCs is a parent-mediated intervention for toddlers with suspected or confirmed autism spectrum disorder (ASD). We undertook a multi-site pilot study to evaluate feasibility and acceptability, and to identify trends in child and parent behavior to inform future research using a larger sample and a rigorous research design. The program involved 12 weeks of parent coaching, followed by 12 weeks' implementation, and 3-month follow-up assessment for 20 parent-toddler dyads (age range: 12–32 months). Parents successfully learned the techniques and rated the intervention as highly acceptable. Paired samples t-tests revealed significant gains in children's functional communication (responsivity, initiations), and language gains (age-equivalents on standardized measures) commensurate with typical developmental rates. Significant increases in shared smiling and social orienting also emerged, but were attenuated at follow-up. Parents' fidelity was positively associated with child responsivity. Training parents as mediators is a feasible and highly acceptable approach that provides a potentially cost-effective opportunity for intensive intervention at a very young age at the first signs of ASD risk. Child and parent gains in several key variables demonstrate the promise of this intervention. Autism Res 2016, 9: 899–912. © 2015 The Authors Autism Research published by Wiley Periodicals, Inc. on behalf of International Society for Autism Research En ligne : http://dx.doi.org/10.1002/aur.1582 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293
in Autism Research > 9-8 (August 2016) . - p.899-912[article] The Social ABCs caregiver-mediated intervention for toddlers with autism spectrum disorder: Feasibility, acceptability, and evidence of promise from a multisite study [Texte imprimé et/ou numérique] / Jessica BRIAN, Auteur ; Isabel M. SMITH, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Wendy ROBERTS, Auteur ; Susan E. BRYSON, Auteur . - p.899-912.
Langues : Anglais (eng)
in Autism Research > 9-8 (August 2016) . - p.899-912
Mots-clés : autism spectrum disorder toddlers high-risk early intervention parent-mediated caregiver-mediated pivotal response treatment communication smiling Index. décimale : PER Périodiques Résumé : The Social ABCs is a parent-mediated intervention for toddlers with suspected or confirmed autism spectrum disorder (ASD). We undertook a multi-site pilot study to evaluate feasibility and acceptability, and to identify trends in child and parent behavior to inform future research using a larger sample and a rigorous research design. The program involved 12 weeks of parent coaching, followed by 12 weeks' implementation, and 3-month follow-up assessment for 20 parent-toddler dyads (age range: 12–32 months). Parents successfully learned the techniques and rated the intervention as highly acceptable. Paired samples t-tests revealed significant gains in children's functional communication (responsivity, initiations), and language gains (age-equivalents on standardized measures) commensurate with typical developmental rates. Significant increases in shared smiling and social orienting also emerged, but were attenuated at follow-up. Parents' fidelity was positively associated with child responsivity. Training parents as mediators is a feasible and highly acceptable approach that provides a potentially cost-effective opportunity for intensive intervention at a very young age at the first signs of ASD risk. Child and parent gains in several key variables demonstrate the promise of this intervention. Autism Res 2016, 9: 899–912. © 2015 The Authors Autism Research published by Wiley Periodicals, Inc. on behalf of International Society for Autism Research En ligne : http://dx.doi.org/10.1002/aur.1582 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 Systematic review of factors that may influence the outcomes and generalizability of parent-mediated interventions for young children with autism spectrum disorder / D. TREMBATH in Autism Research, 12-9 (September 2019)
[article]
Titre : Systematic review of factors that may influence the outcomes and generalizability of parent-mediated interventions for young children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : D. TREMBATH, Auteur ; M. GURM, Auteur ; N. E. SCHEERER, Auteur ; D. A. TREVISAN, Auteur ; J. PAYNTER, Auteur ; Gal BOHADANA, Auteur ; J. ROBERTS, Auteur ; G. IAROCCI, Auteur Article en page(s) : p.1304-1321 Langues : Anglais (eng) Mots-clés : autism spectrum disorder caregiver-mediated intervention parent-mediated Index. décimale : PER Périodiques Résumé : Parent mediated interventions have the potential to positively influence the interactions and developmental outcomes of children with autism spectrum disorder (ASD). However, a range of factors relating to children, parents and caregivers, and study design may impact on outcomes and thus the generalizability of these interventions to the broader community. The objective of this review was to examine factors that may influence the feasibility, appropriateness, effectiveness, and generalizability of parent mediated interventions for children with ASD. We conducted a systematic review, yielding 41 articles. There was substantial variability in the intervention type, intensity, and study quality. Notably, 46 different inclusion/exclusion criteria were reported across studies including factors relating to children's development, access to other services, comorbidities, parental factors, and access to the intervention. Fifteen articles included examination of 45 different factors potentially associated with, or influencing, intervention outcomes including child (e.g., language skills, ASD severity, cognition) and parent (e.g., adherence and fidelity, education) factors. Although there is clear evidence for an increasingly sophisticated (e.g., systematic phased research for some interventions) and diverse (e.g., studies in geographical diverse contexts including low-resource communities) approach to research examining parent mediated interventions, there remains a need for improved study quality and measurement consistency in research, including a detailed examination of factors that may predict, moderate, and mediate intervention effectiveness for children and their parents. Autism Res 2019, 12: 1304-1321. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Parent mediated interventions-in which parents adapt their own behavior or deliver interventions to help their children learn-appear to be effective for some children with autism spectrum disorder. In this review, we identified a range of child, parent, and study design factors that may influence intervention outcomes and ultimately the uptake of these approaches in the community. We suggest that research in this area could be further improved by ensuring that studies include diverse groups of children and parents, and by using study designs that help to establish not only if interventions work, but for whom they work best and why. En ligne : http://dx.doi.org/10.1002/aur.2168 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Autism Research > 12-9 (September 2019) . - p.1304-1321[article] Systematic review of factors that may influence the outcomes and generalizability of parent-mediated interventions for young children with autism spectrum disorder [Texte imprimé et/ou numérique] / D. TREMBATH, Auteur ; M. GURM, Auteur ; N. E. SCHEERER, Auteur ; D. A. TREVISAN, Auteur ; J. PAYNTER, Auteur ; Gal BOHADANA, Auteur ; J. ROBERTS, Auteur ; G. IAROCCI, Auteur . - p.1304-1321.
Langues : Anglais (eng)
in Autism Research > 12-9 (September 2019) . - p.1304-1321
Mots-clés : autism spectrum disorder caregiver-mediated intervention parent-mediated Index. décimale : PER Périodiques Résumé : Parent mediated interventions have the potential to positively influence the interactions and developmental outcomes of children with autism spectrum disorder (ASD). However, a range of factors relating to children, parents and caregivers, and study design may impact on outcomes and thus the generalizability of these interventions to the broader community. The objective of this review was to examine factors that may influence the feasibility, appropriateness, effectiveness, and generalizability of parent mediated interventions for children with ASD. We conducted a systematic review, yielding 41 articles. There was substantial variability in the intervention type, intensity, and study quality. Notably, 46 different inclusion/exclusion criteria were reported across studies including factors relating to children's development, access to other services, comorbidities, parental factors, and access to the intervention. Fifteen articles included examination of 45 different factors potentially associated with, or influencing, intervention outcomes including child (e.g., language skills, ASD severity, cognition) and parent (e.g., adherence and fidelity, education) factors. Although there is clear evidence for an increasingly sophisticated (e.g., systematic phased research for some interventions) and diverse (e.g., studies in geographical diverse contexts including low-resource communities) approach to research examining parent mediated interventions, there remains a need for improved study quality and measurement consistency in research, including a detailed examination of factors that may predict, moderate, and mediate intervention effectiveness for children and their parents. Autism Res 2019, 12: 1304-1321. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Parent mediated interventions-in which parents adapt their own behavior or deliver interventions to help their children learn-appear to be effective for some children with autism spectrum disorder. In this review, we identified a range of child, parent, and study design factors that may influence intervention outcomes and ultimately the uptake of these approaches in the community. We suggest that research in this area could be further improved by ensuring that studies include diverse groups of children and parents, and by using study designs that help to establish not only if interventions work, but for whom they work best and why. En ligne : http://dx.doi.org/10.1002/aur.2168 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406