Brief Report: Collateral Joint Engagement During a Playdate Intervention for Children with and at Risk for Autism / Tracy J. RAULSTON in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.357-363 Titre : Brief Report: Collateral Joint Engagement During a Playdate Intervention for Children with and at Risk for Autism Type de document : texte imprimé Auteurs : Tracy J. RAULSTON, Auteur ; Naima BHANA, Auteur ; Laura Lee MCINTYRE, Auteur ; Ciara OUSLEY, Auteur Article en page(s) : p.357-363 Langues : Anglais (eng) Mots-clés : Autism  Collateral behavior  Joint engagement  Playdate  Social skills Index. décimale : PER Périodiques Résumé : Joint engagement involves a child coordinating their attention between a person and a shared event. Children with autism present with impaired joint engagement. Playdates are a common way that children socially engage yet have been largely overlooked in the social skills literature. Requesting skills have been conceptualized as pivotal, producing collateral effects. In the current study, we conducted a secondary analysis of a single-case design that evaluated a parent-implemented playdate intervention focused on supporting children and peers to request and respond to one another during games. We examined the collateral effects of the playdate intervention on joint engagement. Two children demonstrated gains in joint engagement with a peer, and the third exhibited variable changes. Implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04544-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Brief Report: Collateral Joint Engagement During a Playdate Intervention for Children with and at Risk for Autism [texte imprimé] / Tracy J. RAULSTON, Auteur ; Naima BHANA, Auteur ; Laura Lee MCINTYRE, Auteur ; Ciara OUSLEY, Auteur . - p.357-363. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.357-363 Mots-clés : Autism  Collateral behavior  Joint engagement  Playdate  Social skills Index. décimale : PER Périodiques Résumé : Joint engagement involves a child coordinating their attention between a person and a shared event. Children with autism present with impaired joint engagement. Playdates are a common way that children socially engage yet have been largely overlooked in the social skills literature. Requesting skills have been conceptualized as pivotal, producing collateral effects. In the current study, we conducted a secondary analysis of a single-case design that evaluated a parent-implemented playdate intervention focused on supporting children and peers to request and respond to one another during games. We examined the collateral effects of the playdate intervention on joint engagement. Two children demonstrated gains in joint engagement with a peer, and the third exhibited variable changes. Implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04544-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility / Jonathan SAFER-LICHTENSTEIN in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.186-192 Titre : Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility Type de document : texte imprimé Auteurs : Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura Lee MCINTYRE, Auteur Article en page(s) : p.186-192 Mots-clés : elementary  age  identification  assessment  IDEA  policy Index. décimale : PER Périodiques Résumé : Rates of children identified as having autism spectrum disorder (ASD) continue to increase in both medical and school settings. While procedures for providing a medical diagnosis are relatively consistent throughout the United States, the process for determining special education eligibility under an ASD classification varies by state, with many states adopting looser identification criteria than medical taxonomies. This study included a sample of 73 school-age children with ASD and sought to examine differences in ASD symptom severity, adaptive functioning, and challenging behaviors between those identified in the medical system versus those identified in schools. Results indicate that children identified as having ASD only by their school had less severe clinician-rated ASD symptomatology than children with a medical ASD diagnosis but that caregiver reports of adaptive functioning and challenging behavior did not differ between the two groups. These findings do not appear to have been influenced by demographic factors including caregiver education, household income, or health insurance status. Implications and directions for future research are discussed. En ligne : https://doi.org/10.1177/1088357620922162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility [texte imprimé] / Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura Lee MCINTYRE, Auteur . - p.186-192. in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.186-192 Mots-clés : elementary  age  identification  assessment  IDEA  policy Index. décimale : PER Périodiques Résumé : Rates of children identified as having autism spectrum disorder (ASD) continue to increase in both medical and school settings. While procedures for providing a medical diagnosis are relatively consistent throughout the United States, the process for determining special education eligibility under an ASD classification varies by state, with many states adopting looser identification criteria than medical taxonomies. This study included a sample of 73 school-age children with ASD and sought to examine differences in ASD symptom severity, adaptive functioning, and challenging behaviors between those identified in the medical system versus those identified in schools. Results indicate that children identified as having ASD only by their school had less severe clinician-rated ASD symptomatology than children with a medical ASD diagnosis but that caregiver reports of adaptive functioning and challenging behavior did not differ between the two groups. These findings do not appear to have been influenced by demographic factors including caregiver education, household income, or health insurance status. Implications and directions for future research are discussed. En ligne : https://doi.org/10.1177/1088357620922162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

Examining Demographics in Randomized Controlled Trials of Group-Based Social Skills Interventions for Individuals with Autism Spectrum Disorder / Jonathan SAFER-LICHTENSTEIN in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3453-3461 Titre : Examining Demographics in Randomized Controlled Trials of Group-Based Social Skills Interventions for Individuals with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Jonathan SAFER-LICHTENSTEIN, Auteur ; Jillian C. HAMILTON, Auteur ; Laura Lee MCINTYRE, Auteur Article en page(s) : p.3453-3461 Langues : Anglais (eng) Mots-clés : Participant diversity  Race and ethnicity  Ses  Social skills treatment Index. décimale : PER Périodiques Résumé : We reviewed the demographic reporting practices and diversity of participants in published randomized controlled trial studies of group-based social skills interventions (GSSIs) for individuals with autism spectrum disorder (ASD). A total of 17 studies met inclusionary criteria. Results of this review suggest that the majority of published RCTs reported on participant gender and race/ethnicity, with fewer studies including details on household income and caregiver education. Study samples generally lacked diversity, with an overrepresentation of participants who were male, White, and from upper-middle class backgrounds. Additionally, we found that nearly all GSSI studies focused on participants with average or high IQs, or were specifically classified as having a higher functioning sub-diagnosis within ASD. Implications and future directions for research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04063-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Examining Demographics in Randomized Controlled Trials of Group-Based Social Skills Interventions for Individuals with Autism Spectrum Disorder [texte imprimé] / Jonathan SAFER-LICHTENSTEIN, Auteur ; Jillian C. HAMILTON, Auteur ; Laura Lee MCINTYRE, Auteur . - p.3453-3461. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3453-3461 Mots-clés : Participant diversity  Race and ethnicity  Ses  Social skills treatment Index. décimale : PER Périodiques Résumé : We reviewed the demographic reporting practices and diversity of participants in published randomized controlled trial studies of group-based social skills interventions (GSSIs) for individuals with autism spectrum disorder (ASD). A total of 17 studies met inclusionary criteria. Results of this review suggest that the majority of published RCTs reported on participant gender and race/ethnicity, with fewer studies including details on household income and caregiver education. Study samples generally lacked diversity, with an overrepresentation of participants who were male, White, and from upper-middle class backgrounds. Additionally, we found that nearly all GSSI studies focused on participants with average or high IQs, or were specifically classified as having a higher functioning sub-diagnosis within ASD. Implications and future directions for research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04063-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Family Empowerment: Predicting Service Utilization for Children with Autism Spectrum Disorder / Patricia K. ZEMANTIC in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4986-4993 Titre : Family Empowerment: Predicting Service Utilization for Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Patricia K. ZEMANTIC, Auteur ; Evangeline C. KURTZ-NELSON, Auteur ; Hannah BARTON, Auteur ; Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura Lee MCINTYRE, Auteur Article en page(s) : p.4986-4993 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/epidemiology/therapy  Child  Complementary Therapies  Family  Humans  Autism  Early intervention  Family empowerment  Service utilization Index. décimale : PER Périodiques Résumé : Families of children with autism spectrum disorder (ASD) often utilize a variety of services. Relatively few studies have examined the relationship between family empowerment and service utilization for this population. The present study investigated the relationship between family empowerment and service utilization in families of children with ASD from the Pacific Northwest. Family empowerment did not predict the use of behavioral services or established related services. However, higher family empowerment was reported for families who reported use of complementary and alternative medicine. Implications for future research and clinical practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05329-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Family Empowerment: Predicting Service Utilization for Children with Autism Spectrum Disorder [texte imprimé] / Patricia K. ZEMANTIC, Auteur ; Evangeline C. KURTZ-NELSON, Auteur ; Hannah BARTON, Auteur ; Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura Lee MCINTYRE, Auteur . - p.4986-4993. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4986-4993 Mots-clés : Autism Spectrum Disorder/diagnosis/epidemiology/therapy  Child  Complementary Therapies  Family  Humans  Autism  Early intervention  Family empowerment  Service utilization Index. décimale : PER Périodiques Résumé : Families of children with autism spectrum disorder (ASD) often utilize a variety of services. Relatively few studies have examined the relationship between family empowerment and service utilization for this population. The present study investigated the relationship between family empowerment and service utilization in families of children with ASD from the Pacific Northwest. Family empowerment did not predict the use of behavioral services or established related services. However, higher family empowerment was reported for families who reported use of complementary and alternative medicine. Implications for future research and clinical practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05329-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Interventions for Repetitive Behavior in Young Children with Autism: A Survey of Behavioral Practices / Tracy J. RAULSTON in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3047-3059 Titre : Interventions for Repetitive Behavior in Young Children with Autism: A Survey of Behavioral Practices Type de document : texte imprimé Auteurs : Tracy J. RAULSTON, Auteur ; Sarah G. HANSEN, Auteur ; Wendy MACHALICEK, Auteur ; Laura Lee MCINTYRE, Auteur ; Amarie CARNETT, Auteur Article en page(s) : p.3047-3059 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Behavioral treatment  Repetitive behavior  Restricted interests  Stereotypy  Young children Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) display social-communication deficits and present with rigid and repetitive patterns of behavior and/or interests (RRBIs). Compared to interventions for social-communication skills, less attention has been given to RRBIs, especially with regard to interventions for young children. We surveyed 128 behavior analysts who implemented interventions for young children with ASD on their use of 16 practices and one assessment for the treatment of RRBIs. The majority of our sample perceived the practices to be effective in producing sustainable behavior change. Behavior analysts generally responded in the same way to items about reinforcement-based practices, punishment-based practices, and a group of commonly packaged antecedent and consequence-based package components. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04023-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Interventions for Repetitive Behavior in Young Children with Autism: A Survey of Behavioral Practices [texte imprimé] / Tracy J. RAULSTON, Auteur ; Sarah G. HANSEN, Auteur ; Wendy MACHALICEK, Auteur ; Laura Lee MCINTYRE, Auteur ; Amarie CARNETT, Auteur . - p.3047-3059. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3047-3059 Mots-clés : Autism spectrum disorder  Behavioral treatment  Repetitive behavior  Restricted interests  Stereotypy  Young children Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) display social-communication deficits and present with rigid and repetitive patterns of behavior and/or interests (RRBIs). Compared to interventions for social-communication skills, less attention has been given to RRBIs, especially with regard to interventions for young children. We surveyed 128 behavior analysts who implemented interventions for young children with ASD on their use of 16 practices and one assessment for the treatment of RRBIs. The majority of our sample perceived the practices to be effective in producing sustainable behavior change. Behavior analysts generally responded in the same way to items about reinforcement-based practices, punishment-based practices, and a group of commonly packaged antecedent and consequence-based package components. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04023-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

School-Based Autism Rates by State: An Analysis of Demographics, Political Leanings, and Differential Identification / Jonathan SAFER-LICHTENSTEIN in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

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Sibling Adjustment and Maternal Well-Being: An Examination of Families With and Without a Child With an Autism Spectrum Disorder / Nicole QUINTERO in Focus on Autism and Other Developmental Disabilities, 25-1 (March 2010)  

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