Comment on: ‘An Intervention for Sensory Difficulties in Children with Autism: A Randomized Trial’ by Schaaf et al. (2013) / Jill ASHBURNER in Journal of Autism and Developmental Disorders, 44-6 (June 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1486-1488 Titre : Comment on: ‘An Intervention for Sensory Difficulties in Children with Autism: A Randomized Trial’ by Schaaf et al. (2013) Type de document : Texte imprimé et/ou numérique Auteurs : Jill ASHBURNER, Auteur ; Sylvia A. RODGER, Auteur ; Jenny M. ZIVIANI, Auteur ; Elizabeth A. HINDER, Auteur Article en page(s) : p.1486-1488 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Intervention  Sensory functions Index. décimale : PER Périodiques Résumé : The purpose of this letter to the editor is to comment on a recently published paper in the Journal of Autism and Developmental Disorders, ‘An Intervention for Sensory Difficulties in Children with Autism: A Randomized Trial’ by Schaaf et al. (2013). The authors are commended for undertaking a randomised clinical trial (RCT) examining the efficacy of occupational therapy using sensory integration (OT/SI). The study complies with many of the recommended standards of RCT’s including: (a) detailed eligibility criteria, (b) well-matched experimental and control groups, (c) use of gold-standard instruments to measure the symptoms of autism spectrum disorder, (d) the use of functionally relevant outcome measures, (e) fidelity checking, and (f) manualization of the intervention. Additional aspects of rigour that could be considered in subsequent research include: (a) independent blinded measure of observational outcomes, (b) treatment and control interventions of equivalent dose, (c) public access to the manualized treatment guidelines, and (d) the use of a comparison occupational therapy intervention to address the same goals as the OT/SI intervention. En ligne : http://dx.doi.org/10.1007/s10803-014-2083-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Comment on: ‘An Intervention for Sensory Difficulties in Children with Autism: A Randomized Trial’ by Schaaf et al. (2013) [Texte imprimé et/ou numérique] / Jill ASHBURNER, Auteur ; Sylvia A. RODGER, Auteur ; Jenny M. ZIVIANI, Auteur ; Elizabeth A. HINDER, Auteur . - p.1486-1488. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1486-1488 Mots-clés : Autism spectrum disorder  Intervention  Sensory functions Index. décimale : PER Périodiques Résumé : The purpose of this letter to the editor is to comment on a recently published paper in the Journal of Autism and Developmental Disorders, ‘An Intervention for Sensory Difficulties in Children with Autism: A Randomized Trial’ by Schaaf et al. (2013). The authors are commended for undertaking a randomised clinical trial (RCT) examining the efficacy of occupational therapy using sensory integration (OT/SI). The study complies with many of the recommended standards of RCT’s including: (a) detailed eligibility criteria, (b) well-matched experimental and control groups, (c) use of gold-standard instruments to measure the symptoms of autism spectrum disorder, (d) the use of functionally relevant outcome measures, (e) fidelity checking, and (f) manualization of the intervention. Additional aspects of rigour that could be considered in subsequent research include: (a) independent blinded measure of observational outcomes, (b) treatment and control interventions of equivalent dose, (c) public access to the manualized treatment guidelines, and (d) the use of a comparison occupational therapy intervention to address the same goals as the OT/SI intervention. En ligne : http://dx.doi.org/10.1007/s10803-014-2083-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Non-pharmacological interventions for autistic children: An umbrella review / David TREMBATH in Autism, 27-2 (February 2023)  

Public ISBD [article]  inAutism > 27-2 (February 2023) . - p.275-295 Titre : Non-pharmacological interventions for autistic children: An umbrella review Type de document : Texte imprimé et/ou numérique Auteurs : David TREMBATH, Auteur ; Kandice J. VARCIN, Auteur ; Hannah WADDINGTON, Auteur ; Rhylee SULEK, Auteur ; Cathy BENT, Auteur ; Jill ASHBURNER, Auteur ; Valsamma EAPEN, Auteur ; Emma GOODALL, Auteur ; Kristelle HUDRY, Auteur ; Jacqueline ROBERTS, Auteur ; Natalie SILOVE, Auteur ; Andrew J. O. WHITEHOUSE, Auteur Article en page(s) : p.275-295 Langues : Anglais (eng) Mots-clés : autism  evidence  intervention  non-pharmacological  review Index. décimale : PER Périodiques Résumé : The breadth of available non-pharmacological interventions for autistic children, with varying evidence for efficacy summarised in multiple systematic reviews, creates challenges for parents, practitioners, and policymakers in navigating the research evidence. In this article, we report the findings of an umbrella review of 58 systematic reviews of non-pharmacological interventions for autistic children (aged 0 “12 years). Positive therapeutic effects were identified for Behavioural interventions, Developmental interventions, Naturalistic Developmental Behavioural Interventions, Technology-based interventions, and Cognitive Behaviour Therapy across several child and family outcomes. Positive effects for certain practices within Sensory-based interventions and ˜other’ interventions were limited to select child and family outcomes. Both inconsistent and null intervention effects were found for Treatment and Education of Autistic and related Communication-handicapped Children, and Animal-assisted interventions across outcomes. The possible influence of child (chronological age, core autism characteristics, and related skills) and delivery (agent, mode, format, and amount) characteristics on intervention effects was rarely examined, and inconsistent where reported. Twenty-seven systematic reviews (47%) were rated as ˜high’ quality. Few systematic reviews examined children’s participation and quality of life or adverse effects. The findings highlight the need for individualised evidence-based decision-making when selecting interventions for autistic children. En ligne : http://dx.doi.org/10.1177/13623613221119368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Non-pharmacological interventions for autistic children: An umbrella review [Texte imprimé et/ou numérique] / David TREMBATH, Auteur ; Kandice J. VARCIN, Auteur ; Hannah WADDINGTON, Auteur ; Rhylee SULEK, Auteur ; Cathy BENT, Auteur ; Jill ASHBURNER, Auteur ; Valsamma EAPEN, Auteur ; Emma GOODALL, Auteur ; Kristelle HUDRY, Auteur ; Jacqueline ROBERTS, Auteur ; Natalie SILOVE, Auteur ; Andrew J. O. WHITEHOUSE, Auteur . - p.275-295. Langues : Anglais (eng) in Autism > 27-2 (February 2023) . - p.275-295 Mots-clés : autism  evidence  intervention  non-pharmacological  review Index. décimale : PER Périodiques Résumé : The breadth of available non-pharmacological interventions for autistic children, with varying evidence for efficacy summarised in multiple systematic reviews, creates challenges for parents, practitioners, and policymakers in navigating the research evidence. In this article, we report the findings of an umbrella review of 58 systematic reviews of non-pharmacological interventions for autistic children (aged 0 “12 years). Positive therapeutic effects were identified for Behavioural interventions, Developmental interventions, Naturalistic Developmental Behavioural Interventions, Technology-based interventions, and Cognitive Behaviour Therapy across several child and family outcomes. Positive effects for certain practices within Sensory-based interventions and ˜other’ interventions were limited to select child and family outcomes. Both inconsistent and null intervention effects were found for Treatment and Education of Autistic and related Communication-handicapped Children, and Animal-assisted interventions across outcomes. The possible influence of child (chronological age, core autism characteristics, and related skills) and delivery (agent, mode, format, and amount) characteristics on intervention effects was rarely examined, and inconsistent where reported. Twenty-seven systematic reviews (47%) were rated as ˜high’ quality. Few systematic reviews examined children’s participation and quality of life or adverse effects. The findings highlight the need for individualised evidence-based decision-making when selecting interventions for autistic children. En ligne : http://dx.doi.org/10.1177/13623613221119368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

Post-school needs of young people with high-functioning Autism Spectrum Disorder / Philippa NEARY in Research in Autism Spectrum Disorders, 18 (October 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 18 (October 2015) . - p.1-11 Titre : Post-school needs of young people with high-functioning Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Philippa NEARY, Auteur ; Linda GILMORE, Auteur ; Jill ASHBURNER, Auteur Article en page(s) : p.1-11 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  High-functioning ASD  Post-school outcomes  Adults  Service needs Index. décimale : PER Périodiques Résumé : Abstract This study describes the post-school circumstances and service needs of older teenagers and adults with high-functioning Autism Spectrum Disorder, living in Queensland, Australia. The respondents were 95 parents. Results indicated that the majority of the young people lived in the family home and were unemployed. Of those who worked, 56% had unskilled jobs. They were estimated to spend a significant proportion of their time engaged in solitary, technology-based activities, and comparatively little time in employment or socialising. Parents rated employment support as the greatest service priority for their sons and daughters, followed by specialised support to assist with completing post-school education and training, assistance to support the transition from high school to adulthood, and social skills training. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 [article] Post-school needs of young people with high-functioning Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Philippa NEARY, Auteur ; Linda GILMORE, Auteur ; Jill ASHBURNER, Auteur . - p.1-11. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 18 (October 2015) . - p.1-11 Mots-clés : Autism Spectrum Disorder  High-functioning ASD  Post-school outcomes  Adults  Service needs Index. décimale : PER Périodiques Résumé : Abstract This study describes the post-school circumstances and service needs of older teenagers and adults with high-functioning Autism Spectrum Disorder, living in Queensland, Australia. The respondents were 95 parents. Results indicated that the majority of the young people lived in the family home and were unemployed. Of those who worked, 56% had unskilled jobs. They were estimated to spend a significant proportion of their time engaged in solitary, technology-based activities, and comparatively little time in employment or socialising. Parents rated employment support as the greatest service priority for their sons and daughters, followed by specialised support to assist with completing post-school education and training, assistance to support the transition from high school to adulthood, and social skills training. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268

Remote versus face-to-face delivery of early intervention programs for children with autism spectrum disorders: Perceptions of rural families and service providers / Jill ASHBURNER in Research in Autism Spectrum Disorders, 23 (March 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 23 (March 2016) . - p.1-14 Titre : Remote versus face-to-face delivery of early intervention programs for children with autism spectrum disorders: Perceptions of rural families and service providers Type de document : Texte imprimé et/ou numérique Auteurs : Jill ASHBURNER, Auteur ; Sandy VICKERSTAFF, Auteur ; Julie BEETGE, Auteur ; Jodie COPLEY, Auteur Article en page(s) : p.1-14 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Remote technology  Early intervention  Telemedicine  Telehealth  Parent coaching Index. décimale : PER Périodiques Résumé : Abstract To date, research investigating the use of remote technologies to extend face-to-face early intervention services for children with autism spectrum disorder (ASD) is limited. This study explored the perceived advantages and disadvantages of a follow-up early intervention service delivered via remote technology, as compared to previous face-to-face services. The remote technology service focused on parent coaching rather than direct intervention with the child. A generic method of qualitative enquiry involving semi-structured interviews was used to explore the experiences of four rurally-based parents of children with ASD, eight rurally-based service providers, and a metropolitan-based ASD-specialist in regards to their participation in remote technology and face-to-face services. Qualitative content analysis revealed that the parents, service providers and the ASD-specialist perceived remote technologies to be beneficial in: (a) upskilling of parents and local service provider; (b) reducing cost, time and travel; (c) flexible, regular, ongoing support; (d) enabling families to access support from home, and (e) enhancing connections between team members. However, the participants were often frustrated by technical difficulties, and all agreed that remote technology should augment rather than replace face-to-face contact. This study provides preliminary support for the use of remote technologies to extend early intervention services for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.11.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Remote versus face-to-face delivery of early intervention programs for children with autism spectrum disorders: Perceptions of rural families and service providers [Texte imprimé et/ou numérique] / Jill ASHBURNER, Auteur ; Sandy VICKERSTAFF, Auteur ; Julie BEETGE, Auteur ; Jodie COPLEY, Auteur . - p.1-14. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.1-14 Mots-clés : Autism spectrum disorders  Remote technology  Early intervention  Telemedicine  Telehealth  Parent coaching Index. décimale : PER Périodiques Résumé : Abstract To date, research investigating the use of remote technologies to extend face-to-face early intervention services for children with autism spectrum disorder (ASD) is limited. This study explored the perceived advantages and disadvantages of a follow-up early intervention service delivered via remote technology, as compared to previous face-to-face services. The remote technology service focused on parent coaching rather than direct intervention with the child. A generic method of qualitative enquiry involving semi-structured interviews was used to explore the experiences of four rurally-based parents of children with ASD, eight rurally-based service providers, and a metropolitan-based ASD-specialist in regards to their participation in remote technology and face-to-face services. Qualitative content analysis revealed that the parents, service providers and the ASD-specialist perceived remote technologies to be beneficial in: (a) upskilling of parents and local service provider; (b) reducing cost, time and travel; (c) flexible, regular, ongoing support; (d) enabling families to access support from home, and (e) enhancing connections between team members. However, the participants were often frustrated by technical difficulties, and all agreed that remote technology should augment rather than replace face-to-face contact. This study provides preliminary support for the use of remote technologies to extend early intervention services for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.11.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school / Jill ASHBURNER in Research in Autism Spectrum Disorders, 4-1 (January-March 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.18-27 Titre : Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school Type de document : Texte imprimé et/ou numérique Auteurs : Jill ASHBURNER, Auteur ; Sylvia RODGER, Auteur ; Jenny ZIVIANI, Auteur Année de publication : 2010 Article en page(s) : p.18-27 Langues : Anglais (eng) Mots-clés : Autism Asperger's-syndrome School Index. décimale : PER Périodiques Résumé : This study compares teachers’ perceptions of students with autism spectrum disorders (ASD) to their perceptions of typically developing students with regard to capacity to perform academically and regulate emotions and behavior in mainstream classrooms. A case-control research design was used to compare teacher ratings of academic performance and classroom emotional and behavioral regulation of 28 students with ASD (with average range IQ) and 51 age- and gender-matched typically developing (TD) students drawn from the same mainstream classrooms. Teachers rated students with ASD as exhibiting behavioral and emotional difficulties (including attention difficulties, anxiety, depression, oppositional and aggressive behaviors) to a significantly higher level than their typically developing peers. Fifty-four percent of students with ASD were rated as under-achieving academically as compared to 8% of typically developing students. Students with ASD seem to be underperforming relative to their level of ability and are struggling to maintain their attention and regulate their emotions and behaviors in mainstream classrooms, despite receiving a range of specialist support services in the classroom. Consideration needs to be given to investigating alternative models of supporting these students in mainstream classrooms and assisting them to develop strategies to cope with the student role. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887 [article] Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school [Texte imprimé et/ou numérique] / Jill ASHBURNER, Auteur ; Sylvia RODGER, Auteur ; Jenny ZIVIANI, Auteur . - 2010 . - p.18-27. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.18-27 Mots-clés : Autism Asperger's-syndrome School Index. décimale : PER Périodiques Résumé : This study compares teachers’ perceptions of students with autism spectrum disorders (ASD) to their perceptions of typically developing students with regard to capacity to perform academically and regulate emotions and behavior in mainstream classrooms. A case-control research design was used to compare teacher ratings of academic performance and classroom emotional and behavioral regulation of 28 students with ASD (with average range IQ) and 51 age- and gender-matched typically developing (TD) students drawn from the same mainstream classrooms. Teachers rated students with ASD as exhibiting behavioral and emotional difficulties (including attention difficulties, anxiety, depression, oppositional and aggressive behaviors) to a significantly higher level than their typically developing peers. Fifty-four percent of students with ASD were rated as under-achieving academically as compared to 8% of typically developing students. Students with ASD seem to be underperforming relative to their level of ability and are struggling to maintain their attention and regulate their emotions and behaviors in mainstream classrooms, despite receiving a range of specialist support services in the classroom. Consideration needs to be given to investigating alternative models of supporting these students in mainstream classrooms and assisting them to develop strategies to cope with the student role. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887

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