Impact of an IEP Goal Builder on Social Goals for Autistic Students / Eve MULLER in Focus on Autism and Other Developmental Disabilities, 38-3 (September 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.177-187 Titre : Impact of an IEP Goal Builder on Social Goals for Autistic Students Type de document : texte imprimé Auteurs : Eve MULLER, Auteur ; Caitlin WOOD, Auteur ; Lynn R. CANNON, Auteur ; Debra CHILDRESS, Auteur Article en page(s) : p.177-187 Langues : Anglais (eng) Mots-clés : autism;social cognition;social and emotional learning;assessment;IEP goals Index. décimale : PER Périodiques Résumé : This pilot study examined (a) the perceived barriers to creating high-quality social and emotional learning (SEL) IEP goals for autistic students without intellectual disabilities, and (b) the impact of using a data-driven SEL IEP goal builder-a key component of the Ivymount Social Cognition Instructional Package (IvySCIP)-on the quality of SEL IEP goals. Based on data from 40 instructor/student dyads, we found the following: First, based on phone interviews, instructors identified a number of significant barriers to the creation of SEL IEP goals for this population, including lack of ability to reliably assess students' SEL strengths and needs, lack of a goal builder/goal bank, and lack of comprehensive, data-driven support for generating SEL goals and tracking progress toward goal mastery. Interviewees agreed that IvySCIP effectively addressed these barriers. Second, based on a comparison of pre-intervention SEL IEP goals and those created using the IvySCIP goal builder, the quality of instructors' IEP goals appeared to improve after introduction of the goal builder, with post-intervention goals significantly more likely to include settings, givens, specific/demonstrable behavior being targeted, and measurement criteria to ensure meaningful progress monitoring. Post-intervention goals also drew more equitably from a range of SEL domains. En ligne : http://dx.doi.org/10.1177/10883576221125488 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Impact of an IEP Goal Builder on Social Goals for Autistic Students [texte imprimé] / Eve MULLER, Auteur ; Caitlin WOOD, Auteur ; Lynn R. CANNON, Auteur ; Debra CHILDRESS, Auteur . - p.177-187. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.177-187 Mots-clés : autism;social cognition;social and emotional learning;assessment;IEP goals Index. décimale : PER Périodiques Résumé : This pilot study examined (a) the perceived barriers to creating high-quality social and emotional learning (SEL) IEP goals for autistic students without intellectual disabilities, and (b) the impact of using a data-driven SEL IEP goal builder-a key component of the Ivymount Social Cognition Instructional Package (IvySCIP)-on the quality of SEL IEP goals. Based on data from 40 instructor/student dyads, we found the following: First, based on phone interviews, instructors identified a number of significant barriers to the creation of SEL IEP goals for this population, including lack of ability to reliably assess students' SEL strengths and needs, lack of a goal builder/goal bank, and lack of comprehensive, data-driven support for generating SEL goals and tracking progress toward goal mastery. Interviewees agreed that IvySCIP effectively addressed these barriers. Second, based on a comparison of pre-intervention SEL IEP goals and those created using the IvySCIP goal builder, the quality of instructors' IEP goals appeared to improve after introduction of the goal builder, with post-intervention goals significantly more likely to include settings, givens, specific/demonstrable behavior being targeted, and measurement criteria to ensure meaningful progress monitoring. Post-intervention goals also drew more equitably from a range of SEL domains. En ligne : http://dx.doi.org/10.1177/10883576221125488 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Leveraging technology to make parent training more accessible: Randomized trial of in-person versus online executive function training for parents of autistic children / Lauren KENWORTHY in Autism, 27-3 (April 2023)  

Public ISBD [article]  inAutism > 27-3 (April 2023) . - p.616-628 Titre : Leveraging technology to make parent training more accessible: Randomized trial of in-person versus online executive function training for parents of autistic children Type de document : texte imprimé Auteurs : Lauren KENWORTHY, Auteur ; Debra CHILDRESS, Auteur ; Anna Chelsea ARMOUR, Auteur ; Alyssa VERBALIS, Auteur ; Anqing ZHANG, Auteur ; Mary TROXEL, Auteur ; Rebecca HANDSMAN, Auteur ; Kelly KOCHER, Auteur ; Yetta MYRICK, Auteur ; Monica WERNER, Auteur ; Katie C. ALEXANDER, Auteur ; Lynn R. CANNON, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.616-628 Langues : Anglais (eng) Mots-clés : autism,competency,executive function,parent training,randomized controlled trial,strain Index. décimale : PER Périodiques Résumé : This randomized trial compared the first online parent training program for an evidence-supported executive function intervention for autism to in-person parent training with the same dose and content. Parents of autistic children (8-12 years-old; Full Scale IQ above 70) were randomized to in-person (n=51) or online (n=46) training. Training acceptability and feasibility were rated highly by parents, without significant differences between groups. The completion rate was lower for parents in the online versus the in-person training condition, but neither the total time spent with training materials, nor parent and child outcomes differed by condition. Parents reported that training resulted in a reduction in caregiver strain (Cohen s d=0.66) and modest improvements in child flexibility, emotional control and global EF, but not planning and organization. Dose of parent training had a significant positive effect on child planning and organization problems. These findings did not support the hypothesized superiority of online to in-person training, but they did indicate online is as effective as in-person training at helping parents learn to improve their autistic children s EF abilities and reduce their own experience of parenting strain. Implications included increased access to training for parents who experience barriers to receiving in-person care.Trial Registration: clinicaltrials.gov Identifier: NCT02708069Lay AbstractThis study compared the first online parent training program for executive function intervention for autism to in-person parent training on the same content. Participants were parents of autistic children, who were between 8 and 12 years of age and did not have intellectual disability. Parents were randomized to the in-person (n=51) or online (n=46) training conditions. Both trainings were developed with stakeholder (parents and autistic people) guidance. In this trial, most parents reported that they liked both trainings and that they were able to implement what they learned with their children. Parents in both groups spent equivalent amounts of time (about 8 hours) with the training materials, but while 94% of parents in the in-person training attended both parent trainings, only 59% of parents in the online group completed all 10 online modules. Parents reported that it was difficult to stay motivated to complete the online trainings over the 10-week trial. Parent and child outcomes did not differ significantly between the groups. Overall, parents reported that the trainings resulted in a reduction in their own parenting strain and improvements in their child?s flexibility, emotional control, and global executive function, but not planning and organization. These findings indicated brief in-person and online training can help parents learn to support and improve their autistic children s executive function abilities, reducing their own experience of parenting strain. The finding that the online training was equivalent to the in-person trainings is important because it is accessible to parents who encounter barriers to in-person care. En ligne : https://doi.org/10.1177/13623613221111212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Leveraging technology to make parent training more accessible: Randomized trial of in-person versus online executive function training for parents of autistic children [texte imprimé] / Lauren KENWORTHY, Auteur ; Debra CHILDRESS, Auteur ; Anna Chelsea ARMOUR, Auteur ; Alyssa VERBALIS, Auteur ; Anqing ZHANG, Auteur ; Mary TROXEL, Auteur ; Rebecca HANDSMAN, Auteur ; Kelly KOCHER, Auteur ; Yetta MYRICK, Auteur ; Monica WERNER, Auteur ; Katie C. ALEXANDER, Auteur ; Lynn R. CANNON, Auteur ; Laura G. ANTHONY, Auteur . - p.616-628. Langues : Anglais (eng) in Autism > 27-3 (April 2023) . - p.616-628 Mots-clés : autism,competency,executive function,parent training,randomized controlled trial,strain Index. décimale : PER Périodiques Résumé : This randomized trial compared the first online parent training program for an evidence-supported executive function intervention for autism to in-person parent training with the same dose and content. Parents of autistic children (8-12 years-old; Full Scale IQ above 70) were randomized to in-person (n=51) or online (n=46) training. Training acceptability and feasibility were rated highly by parents, without significant differences between groups. The completion rate was lower for parents in the online versus the in-person training condition, but neither the total time spent with training materials, nor parent and child outcomes differed by condition. Parents reported that training resulted in a reduction in caregiver strain (Cohen s d=0.66) and modest improvements in child flexibility, emotional control and global EF, but not planning and organization. Dose of parent training had a significant positive effect on child planning and organization problems. These findings did not support the hypothesized superiority of online to in-person training, but they did indicate online is as effective as in-person training at helping parents learn to improve their autistic children s EF abilities and reduce their own experience of parenting strain. Implications included increased access to training for parents who experience barriers to receiving in-person care.Trial Registration: clinicaltrials.gov Identifier: NCT02708069Lay AbstractThis study compared the first online parent training program for executive function intervention for autism to in-person parent training on the same content. Participants were parents of autistic children, who were between 8 and 12 years of age and did not have intellectual disability. Parents were randomized to the in-person (n=51) or online (n=46) training conditions. Both trainings were developed with stakeholder (parents and autistic people) guidance. In this trial, most parents reported that they liked both trainings and that they were able to implement what they learned with their children. Parents in both groups spent equivalent amounts of time (about 8 hours) with the training materials, but while 94% of parents in the in-person training attended both parent trainings, only 59% of parents in the online group completed all 10 online modules. Parents reported that it was difficult to stay motivated to complete the online trainings over the 10-week trial. Parent and child outcomes did not differ significantly between the groups. Overall, parents reported that the trainings resulted in a reduction in their own parenting strain and improvements in their child?s flexibility, emotional control, and global executive function, but not planning and organization. These findings indicated brief in-person and online training can help parents learn to support and improve their autistic children s executive function abilities, reducing their own experience of parenting strain. The finding that the online training was equivalent to the in-person trainings is important because it is accessible to parents who encounter barriers to in-person care. En ligne : https://doi.org/10.1177/13623613221111212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

The Broad Autism Phenotype Questionnaire: Prevalence and Diagnostic Classification / Noah J. SASSON in Autism Research, 6-2 (April 2013)  

Public ISBD [article]  inAutism Research > 6-2 (April 2013) . - p.134-143 Titre : The Broad Autism Phenotype Questionnaire: Prevalence and Diagnostic Classification Type de document : texte imprimé Auteurs : Noah J. SASSON, Auteur ; Kristen S. L. LAM, Auteur ; Debra CHILDRESS, Auteur ; Morgan PARLIER, Auteur ; Julie L. DANIELS, Auteur ; Joseph PIVEN, Auteur Année de publication : 2013 Article en page(s) : p.134-143 Langues : Anglais (eng) Mots-clés : autism  Broad Autism Phenotype  assessment  prevalence  genetics Index. décimale : PER Périodiques Résumé : The Broad Autism Phenotype Questionnaire (BAPQ) was administered to a large community-based sample of biological parents of children with autism (PCAs) and comparison parents (CPs) (n = 1,692). Exploratory factor analysis and internal consistency parameters confirmed a robust three-factor structure of the BAPQ, corresponding to the proposed aloof, pragmatic language and rigidity subscales. Based upon the distribution of Broad Autism Phenotype (BAP) features in the general population, new normative cutoff values for BAPQ subscales were established that provide increased specificity relative to those previously reported, and thus enhance the utility of the BAPQ for diagnostically classifying the BAP. These cutoffs were also used to estimate prevalence of the BAP and its three components, with rates ranging between 14–23% for PCAs and between 5–9% for CPs. Analysis of patterns of BAP characteristics within family members revealed that BAP features were more likely to co-occur in PCAs relative to CPs. Collectively, these findings extend the utility of the BAPQ and provide additional evidence that it is an efficient and reliable tool for disaggregating the heterogeneity of autism through the identification of meaningful subgroups of parents. En ligne : http://dx.doi.org/10.1002/aur.1272 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] The Broad Autism Phenotype Questionnaire: Prevalence and Diagnostic Classification [texte imprimé] / Noah J. SASSON, Auteur ; Kristen S. L. LAM, Auteur ; Debra CHILDRESS, Auteur ; Morgan PARLIER, Auteur ; Julie L. DANIELS, Auteur ; Joseph PIVEN, Auteur . - 2013 . - p.134-143. Langues : Anglais (eng) in Autism Research > 6-2 (April 2013) . - p.134-143 Mots-clés : autism  Broad Autism Phenotype  assessment  prevalence  genetics Index. décimale : PER Périodiques Résumé : The Broad Autism Phenotype Questionnaire (BAPQ) was administered to a large community-based sample of biological parents of children with autism (PCAs) and comparison parents (CPs) (n = 1,692). Exploratory factor analysis and internal consistency parameters confirmed a robust three-factor structure of the BAPQ, corresponding to the proposed aloof, pragmatic language and rigidity subscales. Based upon the distribution of Broad Autism Phenotype (BAP) features in the general population, new normative cutoff values for BAPQ subscales were established that provide increased specificity relative to those previously reported, and thus enhance the utility of the BAPQ for diagnostically classifying the BAP. These cutoffs were also used to estimate prevalence of the BAP and its three components, with rates ranging between 14–23% for PCAs and between 5–9% for CPs. Analysis of patterns of BAP characteristics within family members revealed that BAP features were more likely to co-occur in PCAs relative to CPs. Collectively, these findings extend the utility of the BAPQ and provide additional evidence that it is an efficient and reliable tool for disaggregating the heterogeneity of autism through the identification of meaningful subgroups of parents. En ligne : http://dx.doi.org/10.1002/aur.1272 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

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