Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures / Kara HUME in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1430-1440 Titre : Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matt MCBEE, Auteur ; Drew C. COMAN, Auteur ; Anibal Jr GUTIERREZ, Auteur ; Evelyn SHAW, Auteur ; Laurie SPERRY, Auteur ; Michael ALESSANDRI, Auteur ; Samuel L ODOM, Auteur Année de publication : 2011 Article en page(s) : p.1430-1440 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Comprehensive treatment models  Treatment implementation  Treatment integrity Index. décimale : PER Périodiques Résumé : Treatment implementation is an under-studied and under-reported aspect of intervention studies involving individuals with autism spectrum disorder (ASD). One primary area of concern is the lack of reliable and valid implementation measures, which allows a conclusive association to be drawn between the intervention and participant outcomes. This study examined the psychometric properties of two implementation measures developed for comprehensive treatment models serving preschoolers with ASD (i.e., LEAP and TEACCH). Both of the measures were completed in classrooms using LEAP or TEACCH instructional approaches as well as in classrooms in which a business-as-usual or non-model specific treatment approach was used. Across four months of one school year, a maximum of 4 observations were conducted in each of the 34 classrooms involved in the study. Results indicated that both implementation tools are reliable and valid, and that particular subscales of these measures allowed for discrimination of the three types of classrooms from each other. This step of psychometrically validating implementation measures as part of conducting efficacy studies may yield more robust associations between implementation and intervention effects. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matt MCBEE, Auteur ; Drew C. COMAN, Auteur ; Anibal Jr GUTIERREZ, Auteur ; Evelyn SHAW, Auteur ; Laurie SPERRY, Auteur ; Michael ALESSANDRI, Auteur ; Samuel L ODOM, Auteur . - 2011 . - p.1430-1440. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1430-1440 Mots-clés : Autism spectrum disorder  Comprehensive treatment models  Treatment implementation  Treatment integrity Index. décimale : PER Périodiques Résumé : Treatment implementation is an under-studied and under-reported aspect of intervention studies involving individuals with autism spectrum disorder (ASD). One primary area of concern is the lack of reliable and valid implementation measures, which allows a conclusive association to be drawn between the intervention and participant outcomes. This study examined the psychometric properties of two implementation measures developed for comprehensive treatment models serving preschoolers with ASD (i.e., LEAP and TEACCH). Both of the measures were completed in classrooms using LEAP or TEACCH instructional approaches as well as in classrooms in which a business-as-usual or non-model specific treatment approach was used. Across four months of one school year, a maximum of 4 observations were conducted in each of the 34 classrooms involved in the study. Results indicated that both implementation tools are reliable and valid, and that particular subscales of these measures allowed for discrimination of the three types of classrooms from each other. This step of psychometrically validating implementation measures as part of conducting efficacy studies may yield more robust associations between implementation and intervention effects. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Commitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders / Drew C. COMAN in Journal of Autism and Developmental Disorders, 43-2 (February 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.345-360 Titre : Commitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Drew C. COMAN, Auteur ; Michael ALESSANDRI, Auteur ; Anibal Jr GUTIERREZ, Auteur ; Stephanie NOVOTNY, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Laurie SPERRY, Auteur ; Samuel L ODOM, Auteur Année de publication : 2013 Article en page(s) : p.345-360 Langues : (Eng) Mots-clés : Teacher commitment  Burnout  Autism spectrum disorders  Comprehensive treatment models Index. décimale : PER Périodiques Résumé : Teacher commitment to classroom model philosophy and burnout were explored in a sample of 53 teachers implementing three preschool models at high levels of fidelity for students with autism: Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH); Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP); and high quality special education programs (HQSEP's). Relative to the other groups, LEAP teachers reported significantly higher levels of commitment to LEAP philosophy while TEACCH teachers did not report significantly higher commitment levels to TEACCH philosophy. Teachers in HQSEP's reported similar levels of commitment to TEACCH and LEAP. Burnout was also low to moderate in this sample relative to normative data. Implications for school districts and teachers are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1573-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=188 [article] Commitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Drew C. COMAN, Auteur ; Michael ALESSANDRI, Auteur ; Anibal Jr GUTIERREZ, Auteur ; Stephanie NOVOTNY, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Laurie SPERRY, Auteur ; Samuel L ODOM, Auteur . - 2013 . - p.345-360. Langues : (Eng) in Journal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.345-360 Mots-clés : Teacher commitment  Burnout  Autism spectrum disorders  Comprehensive treatment models Index. décimale : PER Périodiques Résumé : Teacher commitment to classroom model philosophy and burnout were explored in a sample of 53 teachers implementing three preschool models at high levels of fidelity for students with autism: Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH); Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP); and high quality special education programs (HQSEP's). Relative to the other groups, LEAP teachers reported significantly higher levels of commitment to LEAP philosophy while TEACCH teachers did not report significantly higher commitment levels to TEACCH philosophy. Teachers in HQSEP's reported similar levels of commitment to TEACCH and LEAP. Burnout was also low to moderate in this sample relative to normative data. Implications for school districts and teachers are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1573-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=188

Self-referenced memory, social cognition, and symptom presentation in autism / Heather A. HENDERSON in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.853-861 Titre : Self-referenced memory, social cognition, and symptom presentation in autism Type de document : Texte imprimé et/ou numérique Auteurs : Heather A. HENDERSON, Auteur ; Peter C. MUNDY, Auteur ; Nicole KOJKOWSKI, Auteur ; Caley B. SCHWARTZ, Auteur ; Anne Pradella INGE, Auteur ; Nicole E. ZAHKA, Auteur ; Drew C. COMAN, Auteur ; Camilla M. HILEMAN, Auteur Année de publication : 2009 Article en page(s) : p.853-861 Langues : Anglais (eng) Mots-clés : Autistic-disorder self-referenced-memory social-cognition social-symptoms Index. décimale : PER Périodiques Résumé : Background: We examined performance on a self-referenced memory (SRM) task for higher-functioning children with autism (HFA) and a matched comparison group. SRM performance was examined in relation to symptom severity and social cognitive tests of mentalizing. Method: Sixty-two children (31 HFA, 31 comparison; 8–16 years) completed a SRM task in which they read a list of words and decided whether the word described something about them, something about Harry Potter, or contained a certain number of letters. They then identified words that were familiar from a longer list. Dependent measures were memory performance (d') in each of the three encoding conditions as well as a self-memory bias score (d' self–d' other). Children completed The Strange Stories Task and The Children's Eyes Test as measures of social cognition. Parents completed the SCQ and ASSQ as measures of symptom severity. Results: Children in the comparison sample showed the standard SRM effect in which they recognized significantly more self-referenced words relative to words in the other-referenced and letter conditions. In contrast, HFA children showed comparable rates of recognition for self- and other-referenced words. For all children, SRM performance improved with age and enhanced SRM performance was related to lower levels of social problems. These associations were not accounted for by performance on the mentalizing tasks. Conclusions: Children with HFA did not show the standard enhanced processing of self- vs. other-relevant information. Individual differences in the tendency to preferentially process self-relevant information may be associated with social cognitive processes that serve to modify the expression of social symptoms in children with autism. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02059.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771 [article] Self-referenced memory, social cognition, and symptom presentation in autism [Texte imprimé et/ou numérique] / Heather A. HENDERSON, Auteur ; Peter C. MUNDY, Auteur ; Nicole KOJKOWSKI, Auteur ; Caley B. SCHWARTZ, Auteur ; Anne Pradella INGE, Auteur ; Nicole E. ZAHKA, Auteur ; Drew C. COMAN, Auteur ; Camilla M. HILEMAN, Auteur . - 2009 . - p.853-861. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.853-861 Mots-clés : Autistic-disorder self-referenced-memory social-cognition social-symptoms Index. décimale : PER Périodiques Résumé : Background: We examined performance on a self-referenced memory (SRM) task for higher-functioning children with autism (HFA) and a matched comparison group. SRM performance was examined in relation to symptom severity and social cognitive tests of mentalizing. Method: Sixty-two children (31 HFA, 31 comparison; 8–16 years) completed a SRM task in which they read a list of words and decided whether the word described something about them, something about Harry Potter, or contained a certain number of letters. They then identified words that were familiar from a longer list. Dependent measures were memory performance (d') in each of the three encoding conditions as well as a self-memory bias score (d' self–d' other). Children completed The Strange Stories Task and The Children's Eyes Test as measures of social cognition. Parents completed the SCQ and ASSQ as measures of symptom severity. Results: Children in the comparison sample showed the standard SRM effect in which they recognized significantly more self-referenced words relative to words in the other-referenced and letter conditions. In contrast, HFA children showed comparable rates of recognition for self- and other-referenced words. For all children, SRM performance improved with age and enhanced SRM performance was related to lower levels of social problems. These associations were not accounted for by performance on the mentalizing tasks. Conclusions: Children with HFA did not show the standard enhanced processing of self- vs. other-relevant information. Individual differences in the tendency to preferentially process self-relevant information may be associated with social cognitive processes that serve to modify the expression of social symptoms in children with autism. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02059.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771

Temperament as a Predictor of Symptomotology and Adaptive Functioning in Adolescents with High-Functioning Autism / Caley B. SCHWARTZ in Journal of Autism and Developmental Disorders, 39-6 (June 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-6 (June 2009) . - p.842-855 Titre : Temperament as a Predictor of Symptomotology and Adaptive Functioning in Adolescents with High-Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Caley B. SCHWARTZ, Auteur ; Peter C. MUNDY, Auteur ; Nicole KOJKOWSKI, Auteur ; Heather A. HENDERSON, Auteur ; Anne Pradella INGE, Auteur ; Nicole E. ZAHKA, Auteur ; Drew C. COMAN, Auteur ; Camilla M. HILEMAN, Auteur Année de publication : 2009 Article en page(s) : p.842-855 Langues : Anglais (eng) Mots-clés : High-functioning-autism Temperament Symptomology Social-emotional-functioning Social-skills Index. décimale : PER Périodiques Résumé : Variation in temperament is characteristic of all people but is rarely studied as a predictor of individual differences among individuals with autism. Relative to a matched comparison sample, adolescents with High-Functioning Autism (HFA) reported lower levels of Surgency and higher levels of Negative Affectivity. Variability in temperament predicted symptomotology, social skills, and social-emotional outcomes differently for individuals with HFA than for the comparison sample. This study is unique in that temperament was measured by self-report, while all outcome measures were reported by parents. The broader implications of this study suggest that by identifying individual variability in constructs, such as temperament, that may influence adaptive functioning, interventions may be developed to target these constructs and increase the likelihood that individuals with HFA will achieve more adaptive life outcomes. En ligne : http://dx.doi.org/10.1007/s10803-009-0690-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=758 [article] Temperament as a Predictor of Symptomotology and Adaptive Functioning in Adolescents with High-Functioning Autism [Texte imprimé et/ou numérique] / Caley B. SCHWARTZ, Auteur ; Peter C. MUNDY, Auteur ; Nicole KOJKOWSKI, Auteur ; Heather A. HENDERSON, Auteur ; Anne Pradella INGE, Auteur ; Nicole E. ZAHKA, Auteur ; Drew C. COMAN, Auteur ; Camilla M. HILEMAN, Auteur . - 2009 . - p.842-855. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-6 (June 2009) . - p.842-855 Mots-clés : High-functioning-autism Temperament Symptomology Social-emotional-functioning Social-skills Index. décimale : PER Périodiques Résumé : Variation in temperament is characteristic of all people but is rarely studied as a predictor of individual differences among individuals with autism. Relative to a matched comparison sample, adolescents with High-Functioning Autism (HFA) reported lower levels of Surgency and higher levels of Negative Affectivity. Variability in temperament predicted symptomotology, social skills, and social-emotional outcomes differently for individuals with HFA than for the comparison sample. This study is unique in that temperament was measured by self-report, while all outcome measures were reported by parents. The broader implications of this study suggest that by identifying individual variability in constructs, such as temperament, that may influence adaptive functioning, interventions may be developed to target these constructs and increase the likelihood that individuals with HFA will achieve more adaptive life outcomes. En ligne : http://dx.doi.org/10.1007/s10803-009-0690-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=758

Validation of the Pictorial Infant Communication Scale for preschool-aged children with autism spectrum disorder / Christine S. GHILAIN in Autism, 21-2 (February 2017)  

Public ISBD [article]  inAutism > 21-2 (February 2017) . - p.203-216 Titre : Validation of the Pictorial Infant Communication Scale for preschool-aged children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christine S. GHILAIN, Auteur ; Meaghan V. PARLADE, Auteur ; Matthew T. MCBEE, Auteur ; Drew C. COMAN, Auteur ; Taylor OWEN, Auteur ; Anibal GUTIERREZ, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur ; Michael ALESSANDRI, Auteur Article en page(s) : p.203-216 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Joint attention, or the shared focus of attention between objects or events and a social partner, is a crucial milestone in the development of social communication and a notable area of deficit in children with autism spectrum disorder. While valid parent-report screening measures of social communication are available, the majority of these measures are designed to assess a wide range of behaviors. Targeted assessment of joint attention and related skills is primarily limited to semi-structured, examiner-led interactions, which are time-consuming and laborious to score. The Pictorial Infant Communication Scale is an efficient parent-report measure of joint attention that can be used as a complement to structured assessments in fully characterizing early social communication development. This study examined the psychometric properties of the Pictorial Infant Communication Scale. Results revealed a high degree of internal consistency and strong intercorrelations between subscales. Additionally, confirmatory factor analysis supported a three-factor model of joint attention. Furthermore, significant correlations between the Pictorial Infant Communication Scale and direct clinical measures of child joint attention, language skills, and autism spectrum disorder symptom severity were suggestive of concurrent validity. Findings suggest that the Pictorial Infant Communication Scale is a promising tool for measuring joint attention skills in preschool-aged children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361316636757 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Validation of the Pictorial Infant Communication Scale for preschool-aged children with autism spectrum disorder [Texte imprimé et/ou numérique] / Christine S. GHILAIN, Auteur ; Meaghan V. PARLADE, Auteur ; Matthew T. MCBEE, Auteur ; Drew C. COMAN, Auteur ; Taylor OWEN, Auteur ; Anibal GUTIERREZ, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur ; Michael ALESSANDRI, Auteur . - p.203-216. Langues : Anglais (eng) in Autism > 21-2 (February 2017) . - p.203-216 Index. décimale : PER Périodiques Résumé : Joint attention, or the shared focus of attention between objects or events and a social partner, is a crucial milestone in the development of social communication and a notable area of deficit in children with autism spectrum disorder. While valid parent-report screening measures of social communication are available, the majority of these measures are designed to assess a wide range of behaviors. Targeted assessment of joint attention and related skills is primarily limited to semi-structured, examiner-led interactions, which are time-consuming and laborious to score. The Pictorial Infant Communication Scale is an efficient parent-report measure of joint attention that can be used as a complement to structured assessments in fully characterizing early social communication development. This study examined the psychometric properties of the Pictorial Infant Communication Scale. Results revealed a high degree of internal consistency and strong intercorrelations between subscales. Additionally, confirmatory factor analysis supported a three-factor model of joint attention. Furthermore, significant correlations between the Pictorial Infant Communication Scale and direct clinical measures of child joint attention, language skills, and autism spectrum disorder symptom severity were suggestive of concurrent validity. Findings suggest that the Pictorial Infant Communication Scale is a promising tool for measuring joint attention skills in preschool-aged children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361316636757 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

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