Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements / Allison S. NAHMIAS in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.311-320 Titre : Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements Type de document : Texte imprimé et/ou numérique Auteurs : Allison S. NAHMIAS, Auteur ; Colleen KASE, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.311-320 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  community practices  early intervention  inclusion  preschool Index. décimale : PER Périodiques Résumé : Little comparative research examines which community-based preschool intervention placements produce the best outcomes for which children with autism spectrum disorders. Autism-specific placements can provide intensive evidence-based care; however, inclusion settings provide interaction with typically developing peers, the importance of which is increasingly recognized. This study examined the association between early intervention placement in three settings (autism-only, mixed disability, or inclusive) and cognitive outcomes upon entry into elementary school in an urban school district for 98 preschool-aged children with autism spectrum disorders. Initial child and demographic characteristics were similar among the three placements. Controlling for initial cognitive scores and other covariates, cognitive outcomes for children in inclusive placements were better than those of children in mixed disability settings. A consistent pattern emerged that suggested the particular importance of inclusive placements for children with initially greater social impairments, greater adaptive behavior impairments, and at least a baseline level of language skills. Opportunities to interact with typically developing peers may be particularly beneficial for certain subgroups of young children with autism spectrum disorders. The results provide preliminary insight into important child characteristics to consider when parents and providers make preschool early intervention placement decisions. En ligne : http://dx.doi.org/10.1177/1362361312467865 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements [Texte imprimé et/ou numérique] / Allison S. NAHMIAS, Auteur ; Colleen KASE, Auteur ; David S. MANDELL, Auteur . - p.311-320. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.311-320 Mots-clés : autism spectrum disorders  community practices  early intervention  inclusion  preschool Index. décimale : PER Périodiques Résumé : Little comparative research examines which community-based preschool intervention placements produce the best outcomes for which children with autism spectrum disorders. Autism-specific placements can provide intensive evidence-based care; however, inclusion settings provide interaction with typically developing peers, the importance of which is increasingly recognized. This study examined the association between early intervention placement in three settings (autism-only, mixed disability, or inclusive) and cognitive outcomes upon entry into elementary school in an urban school district for 98 preschool-aged children with autism spectrum disorders. Initial child and demographic characteristics were similar among the three placements. Controlling for initial cognitive scores and other covariates, cognitive outcomes for children in inclusive placements were better than those of children in mixed disability settings. A consistent pattern emerged that suggested the particular importance of inclusive placements for children with initially greater social impairments, greater adaptive behavior impairments, and at least a baseline level of language skills. Opportunities to interact with typically developing peers may be particularly beneficial for certain subgroups of young children with autism spectrum disorders. The results provide preliminary insight into important child characteristics to consider when parents and providers make preschool early intervention placement decisions. En ligne : http://dx.doi.org/10.1177/1362361312467865 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Exploring Organizational Differences in Perceptions of Implementation Climate and Leadership in Schools: A Mixed Methods Study of Autism EBP Implementation / Melina MELGAREJO in Focus on Autism and Other Developmental Disabilities, 38-1 (March 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.17-31 Titre : Exploring Organizational Differences in Perceptions of Implementation Climate and Leadership in Schools: A Mixed Methods Study of Autism EBP Implementation Type de document : Texte imprimé et/ou numérique Auteurs : Melina MELGAREJO, Auteur ; Allison S. NAHMIAS, Auteur ; Jessica SUHRHEINRICH, Auteur ; Patricia SCHETTER, Auteur ; Michelle DEAN, Auteur ; Tana HOLT, Auteur ; Jennica LI, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : p.17-31 Langues : Anglais (eng) Mots-clés : autism,implementation climate,implementation leadership,evidence-based practices Index. décimale : PER Périodiques Résumé : Public programs have been charged with implementation of evidence-based practices (EBPs) to improve outcomes for children with autism. However, research indicates that scale-up of EBPs poses challenges. This study identifies perceived variables linked to effective statewide scale-up of EBPs in special education by exploring implementation climate and leadership across special education organization types (e.g., schools, districts, and regional consortiums). A simultaneous QUAL + QUAN mixed methods design was employed with the primary function of convergence and triangulation. Data were drawn from focus groups with 30 special educators and a statewide survey completed by 656 school personnel in one U.S. state. In general, perceptions of implementation climate and leadership are weak in special education organizations, with strengths at regional levels focused on special education and increased challenges at the school and district levels. Implications for practice and future research are identified. En ligne : https://doi.org/10.1177/10883576221140149 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Exploring Organizational Differences in Perceptions of Implementation Climate and Leadership in Schools: A Mixed Methods Study of Autism EBP Implementation [Texte imprimé et/ou numérique] / Melina MELGAREJO, Auteur ; Allison S. NAHMIAS, Auteur ; Jessica SUHRHEINRICH, Auteur ; Patricia SCHETTER, Auteur ; Michelle DEAN, Auteur ; Tana HOLT, Auteur ; Jennica LI, Auteur ; Aubyn C. STAHMER, Auteur . - p.17-31. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.17-31 Mots-clés : autism,implementation climate,implementation leadership,evidence-based practices Index. décimale : PER Périodiques Résumé : Public programs have been charged with implementation of evidence-based practices (EBPs) to improve outcomes for children with autism. However, research indicates that scale-up of EBPs poses challenges. This study identifies perceived variables linked to effective statewide scale-up of EBPs in special education by exploring implementation climate and leadership across special education organization types (e.g., schools, districts, and regional consortiums). A simultaneous QUAL + QUAN mixed methods design was employed with the primary function of convergence and triangulation. Data were drawn from focus groups with 30 special educators and a statewide survey completed by 656 school personnel in one U.S. state. In general, perceptions of implementation climate and leadership are weak in special education organizations, with strengths at regional levels focused on special education and increased challenges at the school and district levels. Implications for practice and future research are identified. En ligne : https://doi.org/10.1177/10883576221140149 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

Practice-driven research for statewide scale up: Implementation outcomes of the California Autism Professional Training and Information Network / Jessica SUHRHEINRICH in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.727-736 Titre : Practice-driven research for statewide scale up: Implementation outcomes of the California Autism Professional Training and Information Network Type de document : Texte imprimé et/ou numérique Auteurs : Jessica SUHRHEINRICH, Auteur ; Allison S. NAHMIAS, Auteur ; Yue YU, Auteur ; Melina MELGAREJO, Auteur ; Patricia SCHETTER, Auteur ; Tana C. HOLT, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : p.727-736 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/therapy  California  Evidence-Based Practice  Humans  Information Services  education services  implementation science  professional development  scale up Index. décimale : PER Périodiques Résumé : Supporting use of evidence-based practice in public service programs for autistic individuals is critical. The California Autism Professional Training and Information Network (CAPTAIN) brings together best practices from intervention and implementation research to support scale up of autism services. The current study was designed to evaluate the impact of CAPTAIN on provider-level outcomes including attitude toward, knowledge, fidelity, and use of autism EBPs and overall classroom quality. Overall, results indicated variability across measures, with some significant differences between CAPTAIN-trained and non-CAPTAIN-trained providers. These preliminary findings show promise for the efficacy of the CAPTAIN model to increase dissemination and implementation of EBP at the classroom level. En ligne : https://dx.doi.org/10.1177/13623613211068224 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Practice-driven research for statewide scale up: Implementation outcomes of the California Autism Professional Training and Information Network [Texte imprimé et/ou numérique] / Jessica SUHRHEINRICH, Auteur ; Allison S. NAHMIAS, Auteur ; Yue YU, Auteur ; Melina MELGAREJO, Auteur ; Patricia SCHETTER, Auteur ; Tana C. HOLT, Auteur ; Aubyn C. STAHMER, Auteur . - p.727-736. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.727-736 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/therapy  California  Evidence-Based Practice  Humans  Information Services  education services  implementation science  professional development  scale up Index. décimale : PER Périodiques Résumé : Supporting use of evidence-based practice in public service programs for autistic individuals is critical. The California Autism Professional Training and Information Network (CAPTAIN) brings together best practices from intervention and implementation research to support scale up of autism services. The current study was designed to evaluate the impact of CAPTAIN on provider-level outcomes including attitude toward, knowledge, fidelity, and use of autism EBPs and overall classroom quality. Overall, results indicated variability across measures, with some significant differences between CAPTAIN-trained and non-CAPTAIN-trained providers. These preliminary findings show promise for the efficacy of the CAPTAIN model to increase dissemination and implementation of EBP at the classroom level. En ligne : https://dx.doi.org/10.1177/13623613211068224 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Predictors of Treatment Response to a Community-Delivered Group Social Skills Intervention for Youth with ASD / Alan H. GERBER in Journal of Autism and Developmental Disorders, 53-10 (October 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.3741-3754 Titre : Predictors of Treatment Response to a Community-Delivered Group Social Skills Intervention for Youth with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Alan H. GERBER, Auteur ; Erin KANG, Auteur ; Allison S. NAHMIAS, Auteur ; Erin J. LIBSACK, Auteur ; Caitlin SIMSON, Auteur ; Matthew D. LERNER, Auteur Article en page(s) : p.3741-3754 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Group social skills interventions (GSSIs) are among the most commonly used treatments for improving social competence in youth with ASD, however, results remain variable. The current study examined predictors of treatment response to an empirically-supported GSSI for youth with ASD delivered in the community (Ntotal=75). Participants completed a computer-based emotion recognition task and their parents completed measures of broad psychopathology, ASD symptomatology, and social skills. We utilized generalized estimating equations in an ANCOVA-of-change framework to account for nesting. Results indicate differential improvements in emotion recognition by sex as well as ADHD-specific improvements in adaptive functioning. Youth with both co-occurring anxiety and ADHD experienced iatrogenic effects, suggesting that SDARI may be most effective for youth with ASD without multiple co-occurring issues. Findings provide important directions for addressing variability in treatment outcomes for youth with ASD. En ligne : https://doi.org/10.1007/s10803-022-05559-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] Predictors of Treatment Response to a Community-Delivered Group Social Skills Intervention for Youth with ASD [Texte imprimé et/ou numérique] / Alan H. GERBER, Auteur ; Erin KANG, Auteur ; Allison S. NAHMIAS, Auteur ; Erin J. LIBSACK, Auteur ; Caitlin SIMSON, Auteur ; Matthew D. LERNER, Auteur . - p.3741-3754. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.3741-3754 Index. décimale : PER Périodiques Résumé : Group social skills interventions (GSSIs) are among the most commonly used treatments for improving social competence in youth with ASD, however, results remain variable. The current study examined predictors of treatment response to an empirically-supported GSSI for youth with ASD delivered in the community (Ntotal=75). Participants completed a computer-based emotion recognition task and their parents completed measures of broad psychopathology, ASD symptomatology, and social skills. We utilized generalized estimating equations in an ANCOVA-of-change framework to account for nesting. Results indicate differential improvements in emotion recognition by sex as well as ADHD-specific improvements in adaptive functioning. Youth with both co-occurring anxiety and ADHD experienced iatrogenic effects, suggesting that SDARI may be most effective for youth with ASD without multiple co-occurring issues. Findings provide important directions for addressing variability in treatment outcomes for youth with ASD. En ligne : https://doi.org/10.1007/s10803-022-05559-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

A randomized controlled trial of Hanen’s ‘More Than Words’ in toddlers with early autism symptoms / Alice S. CARTER in Journal of Child Psychology and Psychiatry, 52-7 (July 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-7 (July 2011) . - p.741-752 Titre : A randomized controlled trial of Hanen’s ‘More Than Words’ in toddlers with early autism symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Alice S. CARTER, Auteur ; Daniel S. MESSINGER, Auteur ; Wendy L. STONE, Auteur ; Seniz CELIMLI, Auteur ; Allison S. NAHMIAS, Auteur ; Paul J. YODER, Auteur Année de publication : 2011 Article en page(s) : p.741-752 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Hanen’s ‘More than Words’  early intervention Index. décimale : PER Périodiques Résumé : Background:  This randomized controlled trial compared Hanen’s ‘More than Words’ (HMTW), a parent-implemented intervention, to a ‘business as usual’ control group. Methods: Sixty-two children (51 boys and 11 girls; M age = 20 months; SD = 2.6) who met criteria for autism spectrum disorders (ASD) and their parents participated in the study. The HMTW intervention was provided over 3.5 months. There were three measurement periods: prior to randomization (Time 1) and at 5 and 9 months post enrollment (Times 2 and 3). Children’s communication and parental responsivity were measured at each time point. Children’s object interest, a putative moderator, was measured at Time 1. Results: There were no main effects of the HMTW intervention on either parental responsivity or children’s communication. However, the effects on residualized gains in parental responsivity from Time 1 to both Times 2 and 3 yielded noteworthy effect sizes (Glass’s Δ = .71, .50 respectively). In contrast, there were treatment effects on child communication gains to Time 3 that were moderated by children’s Time 1 object interest. Children with lower levels of Time 1 object interest exhibited facilitated growth in communication; children with higher levels of object interest exhibited growth attenuation. Conclusions: The HMTW intervention showed differential effects on child communication depending on a baseline child factor. HMTW facilitated communication in children with lower levels of Time 1 object interest. Parents of children who evidence higher object interest may require greater support to implement the HMTW strategies, or may require different strategies than those provided by the HMTW curriculum. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02395.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] A randomized controlled trial of Hanen’s ‘More Than Words’ in toddlers with early autism symptoms [Texte imprimé et/ou numérique] / Alice S. CARTER, Auteur ; Daniel S. MESSINGER, Auteur ; Wendy L. STONE, Auteur ; Seniz CELIMLI, Auteur ; Allison S. NAHMIAS, Auteur ; Paul J. YODER, Auteur . - 2011 . - p.741-752. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-7 (July 2011) . - p.741-752 Mots-clés : Autism spectrum disorders  Hanen’s ‘More than Words’  early intervention Index. décimale : PER Périodiques Résumé : Background:  This randomized controlled trial compared Hanen’s ‘More than Words’ (HMTW), a parent-implemented intervention, to a ‘business as usual’ control group. Methods: Sixty-two children (51 boys and 11 girls; M age = 20 months; SD = 2.6) who met criteria for autism spectrum disorders (ASD) and their parents participated in the study. The HMTW intervention was provided over 3.5 months. There were three measurement periods: prior to randomization (Time 1) and at 5 and 9 months post enrollment (Times 2 and 3). Children’s communication and parental responsivity were measured at each time point. Children’s object interest, a putative moderator, was measured at Time 1. Results: There were no main effects of the HMTW intervention on either parental responsivity or children’s communication. However, the effects on residualized gains in parental responsivity from Time 1 to both Times 2 and 3 yielded noteworthy effect sizes (Glass’s Δ = .71, .50 respectively). In contrast, there were treatment effects on child communication gains to Time 3 that were moderated by children’s Time 1 object interest. Children with lower levels of Time 1 object interest exhibited facilitated growth in communication; children with higher levels of object interest exhibited growth attenuation. Conclusions: The HMTW intervention showed differential effects on child communication depending on a baseline child factor. HMTW facilitated communication in children with lower levels of Time 1 object interest. Parents of children who evidence higher object interest may require greater support to implement the HMTW strategies, or may require different strategies than those provided by the HMTW curriculum. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02395.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

What Do Repetitive and Stereotyped Movements Mean for Infant Siblings of Children with Autism Spectrum Disorders? / Cara R. DAMIANO in Journal of Autism and Developmental Disorders, 43-6 (June 2013)  

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