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Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training / Sophia D'AGOSTINO in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
[article]
Titre : Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training Type de document : Texte imprimé et/ou numérique Auteurs : Sophia D'AGOSTINO, Auteur ; Sarah N DOUGLAS, Auteur ; Elizabeth HORTON, Auteur Article en page(s) : p.864-880 Langues : Anglais (eng) Mots-clés : Inclusion Naturalistic developmental behavioral intervention Preschool Single-case design Telehealth Index. décimale : PER Périodiques Résumé : This single-case investigation was designed to evaluate the effects of telehealth training on practitioner implementation of a naturalistic developmental behavioral intervention (NDBI). Six general education preschool practitioners engaged in an intervention with six children with varying disabilities in inclusive classroom settings. The telehealth training package included a collaborative approach to intervention planning, online training module, video self-evaluation, and performance feedback via videoconferencing. Following telehealth training, practitioners reached criteria for implementation fidelity and increased communication opportunities. Additionally, child participants increased communication behaviors above baseline levels. All behaviors generalized to a different activity context and maintained over time. Social validity was measured and results suggest high levels of acceptability for the telehealth training package. En ligne : http://dx.doi.org/10.1007/s10803-019-04319-z 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.864-880[article] Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training [Texte imprimé et/ou numérique] / Sophia D'AGOSTINO, Auteur ; Sarah N DOUGLAS, Auteur ; Elizabeth HORTON, Auteur . - p.864-880.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.864-880
Mots-clés : Inclusion Naturalistic developmental behavioral intervention Preschool Single-case design Telehealth Index. décimale : PER Périodiques Résumé : This single-case investigation was designed to evaluate the effects of telehealth training on practitioner implementation of a naturalistic developmental behavioral intervention (NDBI). Six general education preschool practitioners engaged in an intervention with six children with varying disabilities in inclusive classroom settings. The telehealth training package included a collaborative approach to intervention planning, online training module, video self-evaluation, and performance feedback via videoconferencing. Following telehealth training, practitioners reached criteria for implementation fidelity and increased communication opportunities. Additionally, child participants increased communication behaviors above baseline levels. All behaviors generalized to a different activity context and maintained over time. Social validity was measured and results suggest high levels of acceptability for the telehealth training package. En ligne : http://dx.doi.org/10.1007/s10803-019-04319-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419 Neurodiversity and Autism Intervention: Reconciling Perspectives Through a Naturalistic Developmental Behavioral Intervention Framework / Rachel K. SCHUCK in Journal of Autism and Developmental Disorders, 52-10 (October 2022)
[article]
Titre : Neurodiversity and Autism Intervention: Reconciling Perspectives Through a Naturalistic Developmental Behavioral Intervention Framework Type de document : Texte imprimé et/ou numérique Auteurs : Rachel K. SCHUCK, Auteur ; Daina M. TAGAVI, Auteur ; Kaitlynn M. P. BAIDEN, Auteur ; Patrick DWYER, Auteur ; Zachary J. WILLIAMS, Auteur ; Anthony OSUNA, Auteur ; Emily F. FERGUSON, Auteur ; Maria JIMENEZ MUÑOZ, Auteur ; Samantha K. POYSER, Auteur ; Joy F. JOHNSON, Auteur ; Ty W. VERNON, Auteur Article en page(s) : p.4625-4645 Langues : Anglais (eng) Mots-clés : Autism Naturalistic developmental behavioral intervention Neurodiversity Autism Center at the University of California, Santa Barbara, a center focused on providing Pivotal Response Treatment, an NDBI. TWV is the center director. TWV, KMPB, MJM, and JFJ are Board Certified Behavior Analysts. PD and ZJW both serve on the autistic researcher review board of the Autism Intervention Research Network on Physical Health (AIR-P), and ZJW is a member of the family advisory committee of the Autism Speaks Autism Learning Health Network Vanderbilt site. ZJW also serves as a consultant for Roche on a project related to behavioral intervention for autism. Index. décimale : PER Périodiques Résumé : Proponents of autism intervention and those of the neurodiversity movement often appear at odds, the former advocating for intensive treatments and the latter arguing that autism must be accepted as a form of diversity. The history of behavioral intervention has understandably outraged many in the Autistic community, though many still value supports focused on quality of life. This commentary argues that Naturalistic Developmental Behavioral Interventions (NDBIs) hold promise for bridging the gap between early intervention and the neurodiversity movement. However, we recognize NDBIs have much room to grow and suggest multiple strategies for improvement. We believe these updates are not only feasible for clinicians and researchers to implement but will ultimately lead to improved quality of life for Autistic individuals. En ligne : http://dx.doi.org/10.1007/s10803-021-05316-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4625-4645[article] Neurodiversity and Autism Intervention: Reconciling Perspectives Through a Naturalistic Developmental Behavioral Intervention Framework [Texte imprimé et/ou numérique] / Rachel K. SCHUCK, Auteur ; Daina M. TAGAVI, Auteur ; Kaitlynn M. P. BAIDEN, Auteur ; Patrick DWYER, Auteur ; Zachary J. WILLIAMS, Auteur ; Anthony OSUNA, Auteur ; Emily F. FERGUSON, Auteur ; Maria JIMENEZ MUÑOZ, Auteur ; Samantha K. POYSER, Auteur ; Joy F. JOHNSON, Auteur ; Ty W. VERNON, Auteur . - p.4625-4645.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4625-4645
Mots-clés : Autism Naturalistic developmental behavioral intervention Neurodiversity Autism Center at the University of California, Santa Barbara, a center focused on providing Pivotal Response Treatment, an NDBI. TWV is the center director. TWV, KMPB, MJM, and JFJ are Board Certified Behavior Analysts. PD and ZJW both serve on the autistic researcher review board of the Autism Intervention Research Network on Physical Health (AIR-P), and ZJW is a member of the family advisory committee of the Autism Speaks Autism Learning Health Network Vanderbilt site. ZJW also serves as a consultant for Roche on a project related to behavioral intervention for autism. Index. décimale : PER Périodiques Résumé : Proponents of autism intervention and those of the neurodiversity movement often appear at odds, the former advocating for intensive treatments and the latter arguing that autism must be accepted as a form of diversity. The history of behavioral intervention has understandably outraged many in the Autistic community, though many still value supports focused on quality of life. This commentary argues that Naturalistic Developmental Behavioral Interventions (NDBIs) hold promise for bridging the gap between early intervention and the neurodiversity movement. However, we recognize NDBIs have much room to grow and suggest multiple strategies for improvement. We believe these updates are not only feasible for clinicians and researchers to implement but will ultimately lead to improved quality of life for Autistic individuals. En ligne : http://dx.doi.org/10.1007/s10803-021-05316-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 Meta-analysis of naturalistic developmental behavioral interventions for young children with autism spectrum disorder / G. TIEDE in Autism, 23-8 (November 2019)
[article]
Titre : Meta-analysis of naturalistic developmental behavioral interventions for young children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : G. TIEDE, Auteur ; Katherine M. WALTON, Auteur Article en page(s) : p.2080-2095 Langues : Anglais (eng) Mots-clés : autism meta-analysis naturalistic developmental behavioral intervention Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral intervention is an emerging class of interventions for young children with autism spectrum disorder. The present article is a meta-analysis of outcomes of group-design studies (n = 27) testing interventions using naturalistic developmental behavioral intervention strategies. Small, significant positive effects of naturalistic developmental behavioral intervention were found for expressive language (g = 0.32), reduction in symptoms of autism spectrum disorder (g = -0.38), and play skills (g = 0.23). Larger effects were found for social engagement (g = 0.65) and overall cognitive development (g = 0.48). A marginal effect was found for joint attention (g = 0.14) and receptive language (g = 0.28). For joint attention, improvement was moderated by hours of professional involvement. Evidence of publication and reporting bias was present for language outcomes. This meta-analysis grows the evidence base for naturalistic developmental behavioral interventions, particularly in the key areas of social engagement and cognition. En ligne : http://dx.doi.org/10.1177/1362361319836371 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407
in Autism > 23-8 (November 2019) . - p.2080-2095[article] Meta-analysis of naturalistic developmental behavioral interventions for young children with autism spectrum disorder [Texte imprimé et/ou numérique] / G. TIEDE, Auteur ; Katherine M. WALTON, Auteur . - p.2080-2095.
Langues : Anglais (eng)
in Autism > 23-8 (November 2019) . - p.2080-2095
Mots-clés : autism meta-analysis naturalistic developmental behavioral intervention Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral intervention is an emerging class of interventions for young children with autism spectrum disorder. The present article is a meta-analysis of outcomes of group-design studies (n = 27) testing interventions using naturalistic developmental behavioral intervention strategies. Small, significant positive effects of naturalistic developmental behavioral intervention were found for expressive language (g = 0.32), reduction in symptoms of autism spectrum disorder (g = -0.38), and play skills (g = 0.23). Larger effects were found for social engagement (g = 0.65) and overall cognitive development (g = 0.48). A marginal effect was found for joint attention (g = 0.14) and receptive language (g = 0.28). For joint attention, improvement was moderated by hours of professional involvement. Evidence of publication and reporting bias was present for language outcomes. This meta-analysis grows the evidence base for naturalistic developmental behavioral interventions, particularly in the key areas of social engagement and cognition. En ligne : http://dx.doi.org/10.1177/1362361319836371 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 Understanding the Effects of Naturalistic Developmental Behavioral Interventions: A Project AIM Meta-analysis / Jenna E. CRANK in Autism Research, 14-4 (April 2021)
[article]
Titre : Understanding the Effects of Naturalistic Developmental Behavioral Interventions: A Project AIM Meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Jenna E. CRANK, Auteur ; Micheal SANDBANK, Auteur ; Kacie DUNHAM, Auteur ; Shannon CROWLEY, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Jacob FELDMAN, Auteur ; Tiffany G. WOYNAROSKI, Auteur Article en page(s) : p.817-834 Langues : Anglais (eng) Mots-clés : Naturalistic Developmental Behavioral Intervention autism child meta-analysis outcome measures review Index. décimale : PER Périodiques Résumé : We examined the quality of evidence supporting the effects of Naturalistic Developmental Behavioral Interventions (NBDIs) for facilitating change in young children with autism. We also investigated whether effects varied as a function of specific features of the intervention, samples, and outcomes measured. Twenty-seven studies testing the effects of NDBIs were extracted from data collected for the Autism Intervention Meta-analysis (Project AIM), a comprehensive meta-analysis of group design, nonpharmacological intervention studies for children with autism aged 0-8?years. We extracted effect sizes for 454 outcomes from these studies for use in meta-regression analyses testing associations between intervention effects and mean participant chronological age, language age, autism symptomatology, percentage of sample reported as male, cumulative intervention intensity, interventionist, outcome boundedness, outcome proximity, and risk of parent/teacher training correlated measurement error. The extant literature on NDBIs documents effects on social communication, language, play, and cognitive outcomes. However, our confidence in the positive and significant summary effects for these domains is somewhat limited by methodological concerns. Intervention effects were larger for context-bound outcomes (relative to generalized), and for proximal outcomes (relative to distal). Our results indicate that NDBIs have promise as an approach for supporting development for some, but not all of the core and related features of autism in early childhood. Confidence in summary effect estimates is limited by study quality concerns, particularly an overreliance on measures subject to high detection bias. The results of this review support the use of proximity and boundedness as indicators of the limits of intervention effects. LAY SUMMARY: Naturalistic Developmental Behavioral Interventions may increase language, social communication, play skills, and cognition in young children with autism, but these increases are largest for skills directly targeted by the intervention, and in contexts that are similar to that of the intervention. These conclusions are tempered by some concerns regarding research design across the studies that have been conducted to date. Autism Res 2021, 14: 817-834. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2471 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism Research > 14-4 (April 2021) . - p.817-834[article] Understanding the Effects of Naturalistic Developmental Behavioral Interventions: A Project AIM Meta-analysis [Texte imprimé et/ou numérique] / Jenna E. CRANK, Auteur ; Micheal SANDBANK, Auteur ; Kacie DUNHAM, Auteur ; Shannon CROWLEY, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Jacob FELDMAN, Auteur ; Tiffany G. WOYNAROSKI, Auteur . - p.817-834.
Langues : Anglais (eng)
in Autism Research > 14-4 (April 2021) . - p.817-834
Mots-clés : Naturalistic Developmental Behavioral Intervention autism child meta-analysis outcome measures review Index. décimale : PER Périodiques Résumé : We examined the quality of evidence supporting the effects of Naturalistic Developmental Behavioral Interventions (NBDIs) for facilitating change in young children with autism. We also investigated whether effects varied as a function of specific features of the intervention, samples, and outcomes measured. Twenty-seven studies testing the effects of NDBIs were extracted from data collected for the Autism Intervention Meta-analysis (Project AIM), a comprehensive meta-analysis of group design, nonpharmacological intervention studies for children with autism aged 0-8?years. We extracted effect sizes for 454 outcomes from these studies for use in meta-regression analyses testing associations between intervention effects and mean participant chronological age, language age, autism symptomatology, percentage of sample reported as male, cumulative intervention intensity, interventionist, outcome boundedness, outcome proximity, and risk of parent/teacher training correlated measurement error. The extant literature on NDBIs documents effects on social communication, language, play, and cognitive outcomes. However, our confidence in the positive and significant summary effects for these domains is somewhat limited by methodological concerns. Intervention effects were larger for context-bound outcomes (relative to generalized), and for proximal outcomes (relative to distal). Our results indicate that NDBIs have promise as an approach for supporting development for some, but not all of the core and related features of autism in early childhood. Confidence in summary effect estimates is limited by study quality concerns, particularly an overreliance on measures subject to high detection bias. The results of this review support the use of proximity and boundedness as indicators of the limits of intervention effects. LAY SUMMARY: Naturalistic Developmental Behavioral Interventions may increase language, social communication, play skills, and cognition in young children with autism, but these increases are largest for skills directly targeted by the intervention, and in contexts that are similar to that of the intervention. These conclusions are tempered by some concerns regarding research design across the studies that have been conducted to date. Autism Res 2021, 14: 817-834. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2471 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 The Assessment of Phase of Preschool Language: Applying the language benchmarks framework to characterize language profiles and change in four- to five-year-olds with autism spectrum disorder / Helen E. FLANAGAN in Autism & Developmental Language Impairments, 4 (January-December 2019)
[article]
Titre : The Assessment of Phase of Preschool Language: Applying the language benchmarks framework to characterize language profiles and change in four- to five-year-olds with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Helen E. FLANAGAN, Auteur ; Isabel M. SMITH, Auteur ; Fiona DAVIDSON, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorders communication and language intervention/therapy pre-school children Naturalistic Developmental Behavioral Intervention Index. décimale : PER Périodiques Résumé : Background and aimsWe introduce the Assessment of Phase of Preschool Language (APPL), a rating form that characterizes children?s language according to a well-established framework recommended by Tager-Flusberg et al. (2009). The language benchmarks framework defines children?s language as falling at one of the Pre-verbal, First Words, Word Combinations, Sentences, or Complex Language phases for phonology, vocabulary, grammar, pragmatics, and overall language. The APPL is a flexible assessment tool that allows assessors to determine language phase using a range of assessment sources: natural language samples, standardized measures, and/or parent rating forms. Using the APPL, we examined language profiles in four- and five-year-olds with autism spectrum disorder and explored language development during a community-based Naturalistic Developmental Behavioral Intervention program.MethodsCommunity speech-language pathologists completed the APPL with 95 four- and five-year-olds at the beginning of the treatment. The APPL was re-administered after a mean of 10 months of intervention (SD=2 months) for 46 of these children. Children received treatment for up to 15?h per week in their homes and/or community childcare centers. Pivotal Response Treatment was the main form of intervention. The Picture Exchange Communication System or other augmentative and alternative communication systems were also used with many pre-verbal children.ResultsAt the beginning of intervention, the most common language phase was Word Combinations (44%), followed by Pre-verbal (26%), Sentences (20%), and then First Words (10%). Only 24% of children had even profiles (i.e. phonology, vocabulary, grammar, and pragmatics skills at the same level). Phonology was a common area of relative strength, and pragmatics was a common area of relative weakness. Ten months of intervention was associated with gains in overall language phase for 37% of children. Approximately half gained at least one phase in Grammar (57%), Vocabulary (51%), and Phonology (46%), while Pragmatics improved for 33%. Gains varied based on initial language phase. Inclusion of skills using augmentative and alternative communication enhanced interpretation of change during intervention.ConclusionsFour- and five-year-olds with autism spectrum disorder in this sample tended to have uneven skills across expressive language domains. Community-based Naturalistic Developmental Behavioral Intervention was associated with gains in language phase in older preschoolers with autism spectrum disorder. Gains varied across language domains and were influenced by initial language phase.ImplicationsThe Assessment of Phase of Preschool Language is a useful tool to support consistent application of the language benchmarks framework. It is important to consider all language domains when characterizing language skills and treatment impact in children with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941519864084 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409
in Autism & Developmental Language Impairments > 4 (January-December 2019)[article] The Assessment of Phase of Preschool Language: Applying the language benchmarks framework to characterize language profiles and change in four- to five-year-olds with autism spectrum disorder [Texte imprimé et/ou numérique] / Helen E. FLANAGAN, Auteur ; Isabel M. SMITH, Auteur ; Fiona DAVIDSON, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 4 (January-December 2019)
Mots-clés : Autism spectrum disorders communication and language intervention/therapy pre-school children Naturalistic Developmental Behavioral Intervention Index. décimale : PER Périodiques Résumé : Background and aimsWe introduce the Assessment of Phase of Preschool Language (APPL), a rating form that characterizes children?s language according to a well-established framework recommended by Tager-Flusberg et al. (2009). The language benchmarks framework defines children?s language as falling at one of the Pre-verbal, First Words, Word Combinations, Sentences, or Complex Language phases for phonology, vocabulary, grammar, pragmatics, and overall language. The APPL is a flexible assessment tool that allows assessors to determine language phase using a range of assessment sources: natural language samples, standardized measures, and/or parent rating forms. Using the APPL, we examined language profiles in four- and five-year-olds with autism spectrum disorder and explored language development during a community-based Naturalistic Developmental Behavioral Intervention program.MethodsCommunity speech-language pathologists completed the APPL with 95 four- and five-year-olds at the beginning of the treatment. The APPL was re-administered after a mean of 10 months of intervention (SD=2 months) for 46 of these children. Children received treatment for up to 15?h per week in their homes and/or community childcare centers. Pivotal Response Treatment was the main form of intervention. The Picture Exchange Communication System or other augmentative and alternative communication systems were also used with many pre-verbal children.ResultsAt the beginning of intervention, the most common language phase was Word Combinations (44%), followed by Pre-verbal (26%), Sentences (20%), and then First Words (10%). Only 24% of children had even profiles (i.e. phonology, vocabulary, grammar, and pragmatics skills at the same level). Phonology was a common area of relative strength, and pragmatics was a common area of relative weakness. Ten months of intervention was associated with gains in overall language phase for 37% of children. Approximately half gained at least one phase in Grammar (57%), Vocabulary (51%), and Phonology (46%), while Pragmatics improved for 33%. Gains varied based on initial language phase. Inclusion of skills using augmentative and alternative communication enhanced interpretation of change during intervention.ConclusionsFour- and five-year-olds with autism spectrum disorder in this sample tended to have uneven skills across expressive language domains. Community-based Naturalistic Developmental Behavioral Intervention was associated with gains in language phase in older preschoolers with autism spectrum disorder. Gains varied across language domains and were influenced by initial language phase.ImplicationsThe Assessment of Phase of Preschool Language is a useful tool to support consistent application of the language benchmarks framework. It is important to consider all language domains when characterizing language skills and treatment impact in children with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941519864084 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 Fostering a Social Child with Autism: A Moment-By-Moment Sequential Analysis of an Early Social Engagement Intervention / Ty W. VERNON in Journal of Autism and Developmental Disorders, 44-12 (December 2014)
PermalinkPivotal Response Treatment Parent Training for Autism: Findings from a 3-Month Follow-Up Evaluation / Grace W. GENGOUX in Journal of Autism and Developmental Disorders, 45-9 (September 2015)
PermalinkEffects of coaching on the fidelity of parent implementation of reciprocal imitation training / A. PENNEY in Autism, 23-6 (August 2019)
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