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 Auteurs : Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matt MCBEE, Auteur ; Drew C. COMAN, Auteur ; Anibal 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] / Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matt MCBEE, Auteur ; Drew C. COMAN, Auteur ; Anibal 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

Brief Report: Concurrent Validity of Autism Symptom Severity Measures / Stephanie S. RESZKA in Journal of Autism and Developmental Disorders, 44-2 (February 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.466-470 Titre : Brief Report: Concurrent Validity of Autism Symptom Severity Measures Type de document : texte imprimé Auteurs : Stephanie S. RESZKA, Auteur ; Brian A. BOYD, Auteur ; Matthew T. MCBEE, Auteur ; Kara HUME, Auteur ; Samuel L. ODOM, Auteur Article en page(s) : p.466-470 Langues : Anglais (eng) Mots-clés : Concurrent validity  Autism  Severity  Diagnostic classification Index. décimale : PER Périodiques Résumé : The autism spectrum disorder (ASD) diagnostic classifications, according to the DSM-5, include a severity rating. Several screening and/or diagnostic measures, such as the autism diagnostic and observation schedule (ADOS), Childhood Autism Rating Scale (CARS) and social responsiveness scale (SRS) (teacher and parent versions), include an assessment of symptom severity. The purpose of this study was to examine whether symptom severity and/or diagnostic status of preschool-aged children with ASD (N = 201) were similarly categorized on these measures. For half of the sample, children were similarly classified across the four measures, and scores on most measures were correlated, with the exception of the ADOS and SRS-P. While the ADOS, CARS, and SRS are reliable and valid measures, there is some disagreement between measures with regard to child classification and the categorization of autism symptom severity. En ligne : http://dx.doi.org/10.1007/s10803-013-1879-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223 [article] Brief Report: Concurrent Validity of Autism Symptom Severity Measures [texte imprimé] / Stephanie S. RESZKA, Auteur ; Brian A. BOYD, Auteur ; Matthew T. MCBEE, Auteur ; Kara HUME, Auteur ; Samuel L. ODOM, Auteur . - p.466-470. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.466-470 Mots-clés : Concurrent validity  Autism  Severity  Diagnostic classification Index. décimale : PER Périodiques Résumé : The autism spectrum disorder (ASD) diagnostic classifications, according to the DSM-5, include a severity rating. Several screening and/or diagnostic measures, such as the autism diagnostic and observation schedule (ADOS), Childhood Autism Rating Scale (CARS) and social responsiveness scale (SRS) (teacher and parent versions), include an assessment of symptom severity. The purpose of this study was to examine whether symptom severity and/or diagnostic status of preschool-aged children with ASD (N = 201) were similarly categorized on these measures. For half of the sample, children were similarly classified across the four measures, and scores on most measures were correlated, with the exception of the ADOS and SRS-P. While the ADOS, CARS, and SRS are reliable and valid measures, there is some disagreement between measures with regard to child classification and the categorization of autism symptom severity. En ligne : http://dx.doi.org/10.1007/s10803-013-1879-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223

Child and classroom characteristics associated with the adult language provided to preschoolers with autism spectrum disorder / Dwight W. IRVIN in Research in Autism Spectrum Disorders, 7-8 (August 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-8 (August 2013) . - p.947-955 Titre : Child and classroom characteristics associated with the adult language provided to preschoolers with autism spectrum disorder Type de document : texte imprimé Auteurs : Dwight W. IRVIN, Auteur ; Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matthew T. MCBEE, Auteur ; Samuel L. ODOM, Auteur Année de publication : 2013 Article en page(s) : p.947-955 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Preschool  Adult language  Natural environment  LENA system Index. décimale : PER Périodiques Résumé : Abstract The aim of this study was to examine associations between the automated Language ENvironment Analysis (LENA) system adult word count (AWC) variable and characteristics of classrooms (e.g., teacher burnout) and preschoolers with autism spectrum disorder (ASD) (e.g., autism severity). The AWC samples from 67 preschoolers with ASD were collected during typical morning classroom routines (e.g., center time). Results indicated that AWC was positively associated with children's cognitive ability and negatively associated teacher burnout and adult to student with ASD ratio. Lower adult to children with ASD ratio (i.e., fewer adults relative to students with ASD) resulted in preschoolers receiving less adult language. Additional factors thought to be related to child and classroom characteristics affecting the adult language directed at children with ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Child and classroom characteristics associated with the adult language provided to preschoolers with autism spectrum disorder [texte imprimé] / Dwight W. IRVIN, Auteur ; Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matthew T. MCBEE, Auteur ; Samuel L. ODOM, Auteur . - 2013 . - p.947-955. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.947-955 Mots-clés : Autism spectrum disorder  Preschool  Adult language  Natural environment  LENA system Index. décimale : PER Périodiques Résumé : Abstract The aim of this study was to examine associations between the automated Language ENvironment Analysis (LENA) system adult word count (AWC) variable and characteristics of classrooms (e.g., teacher burnout) and preschoolers with autism spectrum disorder (ASD) (e.g., autism severity). The AWC samples from 67 preschoolers with ASD were collected during typical morning classroom routines (e.g., center time). Results indicated that AWC was positively associated with children's cognitive ability and negatively associated teacher burnout and adult to student with ASD ratio. Lower adult to children with ASD ratio (i.e., fewer adults relative to students with ASD) resulted in preschoolers receiving less adult language. Additional factors thought to be related to child and classroom characteristics affecting the adult language directed at children with ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

Child and family factors associated with the use of services for preschoolers with autism spectrum disorder / Dwight W. IRVIN in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.565-572 Titre : Child and family factors associated with the use of services for preschoolers with autism spectrum disorder Type de document : texte imprimé Auteurs : Dwight W. IRVIN, Auteur ; Matthew T. MCBEE, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Samuel L. ODOM, Auteur Année de publication : 2012 Article en page(s) : p.565-572 Langues : Anglais (eng) Mots-clés : Autism  Service-use  Early intervention  Preschoolers Index. décimale : PER Périodiques Résumé : This study examines child and family characteristics thought to affect the dosage and type of common in-school and private services (i.e., speech language therapy (SLT), occupational therapy (OT) and applied behavior analysis (ABA)) received by children with ASD. Participants included 137 families and their preschool-aged children with ASD from four states: Colorado, Florida, Minnesota, and North Carolina. Our results indicated child and family characteristics did impact the type and dosage of services used. In the school setting, Hispanic children received a smaller dose of SLT and OT than White children. Children with greater cognitive impairments received more SLT and those with more severe symptoms of autism received a larger dosage of OT. In the private setting, higher levels of caregiver stress were related to increase usage of OT. Caregivers with a higher socioeconomic status were more likely to enroll their children in OT and ABA. Implications for practice and policy are discussed, including the need to better understand and remediate differences in service provision across socioeconomic and minority status. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 [article] Child and family factors associated with the use of services for preschoolers with autism spectrum disorder [texte imprimé] / Dwight W. IRVIN, Auteur ; Matthew T. MCBEE, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Samuel L. ODOM, Auteur . - 2012 . - p.565-572. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.565-572 Mots-clés : Autism  Service-use  Early intervention  Preschoolers Index. décimale : PER Périodiques Résumé : This study examines child and family characteristics thought to affect the dosage and type of common in-school and private services (i.e., speech language therapy (SLT), occupational therapy (OT) and applied behavior analysis (ABA)) received by children with ASD. Participants included 137 families and their preschool-aged children with ASD from four states: Colorado, Florida, Minnesota, and North Carolina. Our results indicated child and family characteristics did impact the type and dosage of services used. In the school setting, Hispanic children received a smaller dose of SLT and OT than White children. Children with greater cognitive impairments received more SLT and those with more severe symptoms of autism received a larger dosage of OT. In the private setting, higher levels of caregiver stress were related to increase usage of OT. Caregivers with a higher socioeconomic status were more likely to enroll their children in OT and ABA. Implications for practice and policy are discussed, including the need to better understand and remediate differences in service provision across socioeconomic and minority status. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146

Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders / Brian A. BOYD in Journal of Autism and Developmental Disorders, 44-2 (February 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.366-380 Titre : Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Matthew T. MCBEE, Auteur ; Michael ALESSANDRI, Auteur ; Anibal GUTIERREZ, Auteur ; Le Anne JOHNSON, Auteur ; Laurie SPERRY, Auteur ; Samuel L. ODOM, Auteur Article en page(s) : p.366-380 Langues : Anglais (eng) Mots-clés : Comparative effectiveness  Comprehensive treatments  Efficacy  Intervention  LEAP  TEACCH Index. décimale : PER Périodiques Résumé : LEAP and TEACCH represent two comprehensive treatment models (CTMs) that have been widely used across several decades to educate young children with autism spectrum disorders. The purpose of this quasi-experimental study was to compare high fidelity LEAP (n = 22) and TEACCH (n = 25) classrooms to each other and a control condition (n = 28), in which teachers in high quality special education programs used non-model-specific practices. A total of 198 children were included in data analysis. Across conditions, children’s performances improved over time. This study raises issues of the replication of effects for CTMs, and whether having access to a high quality special education program is as beneficial as access to a specific CTM. En ligne : http://dx.doi.org/10.1007/s10803-013-1877-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223 [article] Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders [texte imprimé] / Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Matthew T. MCBEE, Auteur ; Michael ALESSANDRI, Auteur ; Anibal GUTIERREZ, Auteur ; Le Anne JOHNSON, Auteur ; Laurie SPERRY, Auteur ; Samuel L. ODOM, Auteur . - p.366-380. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.366-380 Mots-clés : Comparative effectiveness  Comprehensive treatments  Efficacy  Intervention  LEAP  TEACCH Index. décimale : PER Périodiques Résumé : LEAP and TEACCH represent two comprehensive treatment models (CTMs) that have been widely used across several decades to educate young children with autism spectrum disorders. The purpose of this quasi-experimental study was to compare high fidelity LEAP (n = 22) and TEACCH (n = 25) classrooms to each other and a control condition (n = 28), in which teachers in high quality special education programs used non-model-specific practices. A total of 198 children were included in data analysis. Across conditions, children’s performances improved over time. This study raises issues of the replication of effects for CTMs, and whether having access to a high quality special education program is as beneficial as access to a specific CTM. En ligne : http://dx.doi.org/10.1007/s10803-013-1877-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223

How Are Child Restricted and Repetitive Behaviors Associated with Caregiver Stress Over Time? A Parallel Process Multilevel Growth Model / Clare HARROP in Journal of Autism and Developmental Disorders, 46-5 (May 2016)  

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Relationships among repetitive behaviors, sensory features, and executive functions in high functioning autism / Brian A. BOYD in Research in Autism Spectrum Disorders, 3-4 (October-December 2009)  

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The Classroom Practice Inventory: Psychometric evaluation of a rating scale of intervention practices for children with autism spectrum disorder / Stephanie S. RESZKA in Research in Autism Spectrum Disorders, 8-6 (June 2014)  

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

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