Dépouillements

It's time to close the research to practice gap in autism: The need for implementation science / Brian A. BOYD in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.569-574 Titre : It's time to close the research to practice gap in autism: The need for implementation science Type de document : Texte imprimé et/ou numérique Auteurs : Brian A. BOYD, Auteur ; Aubyn C. STAHMER, Auteur ; Samuel L ODOM, Auteur ; Anna WALLISCH, Auteur ; Maya MATHEIS, Auteur Article en page(s) : p.569-574 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  Implementation Science  Professional Practice Gaps Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613211064422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] It's time to close the research to practice gap in autism: The need for implementation science [Texte imprimé et/ou numérique] / Brian A. BOYD, Auteur ; Aubyn C. STAHMER, Auteur ; Samuel L ODOM, Auteur ; Anna WALLISCH, Auteur ; Maya MATHEIS, Auteur . - p.569-574. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.569-574 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  Implementation Science  Professional Practice Gaps Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613211064422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Who gets coached? A qualitative inquiry into community clinicians' decisions to use caregiver coaching / Liza TOMCZUK in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.575-585 Titre : Who gets coached? A qualitative inquiry into community clinicians' decisions to use caregiver coaching Type de document : Texte imprimé et/ou numérique Auteurs : Liza TOMCZUK, Auteur ; Rebecca E. STEWART, Auteur ; Rinad S. BEIDAS, Auteur ; David S. MANDELL, Auteur ; Melanie PELLECCHIA, Auteur Article en page(s) : p.575-585 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Caregivers  Child  Evidence-Based Practice  Humans  Mentoring  Qualitative Research  United States  caregiver coaching  disparities in care  early intervention  parent coaching Index. décimale : PER Périodiques Résumé : Providers' beliefs about an intervention's fit with a family can affect whether or not they use that intervention with a family. The factors that affect providers' decisions to use evidence-based practices for young autistic children have not been studied. These factors may play a role in the major differences we see in the quality of and access to early intervention services in the community. We looked at differences in providers' use of caregiver coaching, an evidence-based practice, with families from minority or vulnerable backgrounds, and the possible reasons for those differences. We did this to figure out what factors affect providers' use of caregiver coaching. We interviewed 36 early intervention providers from early intervention agencies in two different parts of the United States. Providers pointed out things like what they thought about a family's circumstances that affected their beliefs about how well coaching fits with minority and vulnerable families. Our findings bring attention to these beliefs that likely make accessing evidence-based practices for minority and vulnerable families harder and lessen the quality of care for these families of young autistic children. These findings highlight the need to come up with and use strategies to improve both access to and the quality of evidence-based practices for young autistic children from minority and vulnerable groups. En ligne : https://dx.doi.org/10.1177/13623613211059499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Who gets coached? A qualitative inquiry into community clinicians' decisions to use caregiver coaching [Texte imprimé et/ou numérique] / Liza TOMCZUK, Auteur ; Rebecca E. STEWART, Auteur ; Rinad S. BEIDAS, Auteur ; David S. MANDELL, Auteur ; Melanie PELLECCHIA, Auteur . - p.575-585. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.575-585 Mots-clés : Autism Spectrum Disorder  Caregivers  Child  Evidence-Based Practice  Humans  Mentoring  Qualitative Research  United States  caregiver coaching  disparities in care  early intervention  parent coaching Index. décimale : PER Périodiques Résumé : Providers' beliefs about an intervention's fit with a family can affect whether or not they use that intervention with a family. The factors that affect providers' decisions to use evidence-based practices for young autistic children have not been studied. These factors may play a role in the major differences we see in the quality of and access to early intervention services in the community. We looked at differences in providers' use of caregiver coaching, an evidence-based practice, with families from minority or vulnerable backgrounds, and the possible reasons for those differences. We did this to figure out what factors affect providers' use of caregiver coaching. We interviewed 36 early intervention providers from early intervention agencies in two different parts of the United States. Providers pointed out things like what they thought about a family's circumstances that affected their beliefs about how well coaching fits with minority and vulnerable families. Our findings bring attention to these beliefs that likely make accessing evidence-based practices for minority and vulnerable families harder and lessen the quality of care for these families of young autistic children. These findings highlight the need to come up with and use strategies to improve both access to and the quality of evidence-based practices for young autistic children from minority and vulnerable groups. En ligne : https://dx.doi.org/10.1177/13623613211059499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Stakeholder informed development of the Emotion Awareness and Skills Enhancement team-based program (EASE-Teams) / Kelly B. BECK in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.586-600 Titre : Stakeholder informed development of the Emotion Awareness and Skills Enhancement team-based program (EASE-Teams) Type de document : Texte imprimé et/ou numérique Auteurs : Kelly B. BECK, Auteur ; Jessie B. NORTHRUP, Auteur ; Kaitlyn E. BREITENFELDT, Auteur ; Shannon PORTON, Auteur ; Taylor N. DAY, Auteur ; Kristen T. MACKENZIE, Auteur ; Caitlin M. CONNER, Auteur ; Carla A. MAZEFSKY, Auteur Article en page(s) : p.586-600 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Aged  Autism Spectrum Disorder/psychology/therapy  Autistic Disorder/psychology/therapy  Caregivers  Child  Emotions  Humans  Intellectual Disability/therapy  Young Adult  autism spectrum disorders  emotion regulation  family functioning and support  interventions?psychosocial/behavioral  mindfulness Index. décimale : PER Périodiques Résumé : Emotion dysregulation (ED) impacts mental health symptoms and well-being in autistic individuals. In prior work, we developed the Emotion Awareness and Skills Enhancement (EASE) to improve emotion dysregulation with autistic adolescents (aged 12-17). The study team partnered with autistic individuals, their caregivers, and expert clinicians to adapt EASE for autistic adolescents and adults with co-occurring intellectual disability and autistic elementary-aged children, groups that often benefit from caregiver support in treatment. In three phases, we (1) gathered caregiver and expert feedback to adapt the original EASE program for autistic adults with intellectual disability, (2) revised the treatment after using it with six autistic adults with intellectual disability, and (3) tested the newly developed caregiver-client team-based treatment, called EASE-Teams, in a small group of 10 autistic individuals with and without intellectual disability (aged 7-25). Families found EASE-Teams to be acceptable and helpful. We found improvements in emotion dysregulation and mental health symptoms for autistic participants. Caregivers reported less stress from their child's dysregulation after participating. These results show that EASE-Teams can be appropriate for different developmental and cognitive needs. Future studies will need to test the benefits of the treatment in community clinics. En ligne : https://dx.doi.org/10.1177/13623613211061936 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Stakeholder informed development of the Emotion Awareness and Skills Enhancement team-based program (EASE-Teams) [Texte imprimé et/ou numérique] / Kelly B. BECK, Auteur ; Jessie B. NORTHRUP, Auteur ; Kaitlyn E. BREITENFELDT, Auteur ; Shannon PORTON, Auteur ; Taylor N. DAY, Auteur ; Kristen T. MACKENZIE, Auteur ; Caitlin M. CONNER, Auteur ; Carla A. MAZEFSKY, Auteur . - p.586-600. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.586-600 Mots-clés : Adolescent  Adult  Aged  Autism Spectrum Disorder/psychology/therapy  Autistic Disorder/psychology/therapy  Caregivers  Child  Emotions  Humans  Intellectual Disability/therapy  Young Adult  autism spectrum disorders  emotion regulation  family functioning and support  interventions?psychosocial/behavioral  mindfulness Index. décimale : PER Périodiques Résumé : Emotion dysregulation (ED) impacts mental health symptoms and well-being in autistic individuals. In prior work, we developed the Emotion Awareness and Skills Enhancement (EASE) to improve emotion dysregulation with autistic adolescents (aged 12-17). The study team partnered with autistic individuals, their caregivers, and expert clinicians to adapt EASE for autistic adolescents and adults with co-occurring intellectual disability and autistic elementary-aged children, groups that often benefit from caregiver support in treatment. In three phases, we (1) gathered caregiver and expert feedback to adapt the original EASE program for autistic adults with intellectual disability, (2) revised the treatment after using it with six autistic adults with intellectual disability, and (3) tested the newly developed caregiver-client team-based treatment, called EASE-Teams, in a small group of 10 autistic individuals with and without intellectual disability (aged 7-25). Families found EASE-Teams to be acceptable and helpful. We found improvements in emotion dysregulation and mental health symptoms for autistic participants. Caregivers reported less stress from their child's dysregulation after participating. These results show that EASE-Teams can be appropriate for different developmental and cognitive needs. Future studies will need to test the benefits of the treatment in community clinics. En ligne : https://dx.doi.org/10.1177/13623613211061936 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example / Sarah R. EDMUNDS in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.601-614 Titre : A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. EDMUNDS, Auteur ; Kyle M. FROST, Auteur ; R. Chris SHELDRICK, Auteur ; Alice BRAVO, Auteur ; Diondra STRAITON, Auteur ; Katherine PICKARD, Auteur ; Valerie GRIM, Auteur ; Amy DRAHOTA, Auteur ; Jocelyn KUHN, Auteur ; Gazi AZAD, Auteur ; Anamiguel POMALES RAMOS, Auteur ; Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Lisa V. IBANEZ, Auteur ; Wendy L. STONE, Auteur ; Alice CARTER, Auteur ; Sarabeth BRODER-FINGERT, Auteur Article en page(s) : p.601-614 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  Child, Preschool  Communication  Humans  Imitative Behavior  Parents/psychology  Psychosocial Intervention  autism spectrum disorders  implementation science  intervention fidelity  interventions?psychosocial/behavioral  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Interventions that support social communication include several "components," or parts (e.g. strategies for working with children and families, targeting specific skills). Some of these components may be essential for the intervention to work, while others may be recommended or viewed as helpful but not necessary for the intervention to work. "Recommended" components are often described as "adaptable" because they can be changed to improve fit in different settings where interventions are offered or with different individuals. We need to understand which parts of an intervention are essential (and which are adaptable) when translating interventions from research to community settings, but it is challenging to do this before studying an intervention in the community. This article presents the CORE (COmponents & Rationales for Effectiveness) Fidelity Method-a new method for defining the essential components of evidence-based interventions-and applies it to a case example of Reciprocal Imitation Teaching, an intervention that parents are taught to deliver with their young children with social communication delays. The CORE Fidelity Method involves three steps: (1) gathering information from multiple sources; (2) integrating information from previous research and theory; and (3) drafting a CORE model for ongoing use. The benefits of using the CORE Fidelity Method may include: (1) improving consistency in intervention and research materials to help all providers emphasize the most important skills or strategies; (2) clarifying which parts of the intervention can be adapted; and (3) supporting future research that evaluates which intervention components work and how they work. En ligne : https://dx.doi.org/10.1177/13623613211064431 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example [Texte imprimé et/ou numérique] / Sarah R. EDMUNDS, Auteur ; Kyle M. FROST, Auteur ; R. Chris SHELDRICK, Auteur ; Alice BRAVO, Auteur ; Diondra STRAITON, Auteur ; Katherine PICKARD, Auteur ; Valerie GRIM, Auteur ; Amy DRAHOTA, Auteur ; Jocelyn KUHN, Auteur ; Gazi AZAD, Auteur ; Anamiguel POMALES RAMOS, Auteur ; Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Lisa V. IBANEZ, Auteur ; Wendy L. STONE, Auteur ; Alice CARTER, Auteur ; Sarabeth BRODER-FINGERT, Auteur . - p.601-614. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.601-614 Mots-clés : Autism Spectrum Disorder  Child  Child, Preschool  Communication  Humans  Imitative Behavior  Parents/psychology  Psychosocial Intervention  autism spectrum disorders  implementation science  intervention fidelity  interventions?psychosocial/behavioral  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Interventions that support social communication include several "components," or parts (e.g. strategies for working with children and families, targeting specific skills). Some of these components may be essential for the intervention to work, while others may be recommended or viewed as helpful but not necessary for the intervention to work. "Recommended" components are often described as "adaptable" because they can be changed to improve fit in different settings where interventions are offered or with different individuals. We need to understand which parts of an intervention are essential (and which are adaptable) when translating interventions from research to community settings, but it is challenging to do this before studying an intervention in the community. This article presents the CORE (COmponents & Rationales for Effectiveness) Fidelity Method-a new method for defining the essential components of evidence-based interventions-and applies it to a case example of Reciprocal Imitation Teaching, an intervention that parents are taught to deliver with their young children with social communication delays. The CORE Fidelity Method involves three steps: (1) gathering information from multiple sources; (2) integrating information from previous research and theory; and (3) drafting a CORE model for ongoing use. The benefits of using the CORE Fidelity Method may include: (1) improving consistency in intervention and research materials to help all providers emphasize the most important skills or strategies; (2) clarifying which parts of the intervention can be adapted; and (3) supporting future research that evaluates which intervention components work and how they work. En ligne : https://dx.doi.org/10.1177/13623613211064431 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Implementation of a multi-family autism transition program in the high school setting / Jocelyn KUHN in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.615-627 Titre : Implementation of a multi-family autism transition program in the high school setting Type de document : Texte imprimé et/ou numérique Auteurs : Jocelyn KUHN, Auteur ; Kate SZIDON, Auteur ; Bonnie KRAEMER, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Kara HUME, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.615-627 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/therapy  Autistic Disorder  Humans  Problem Solving  Schools  autism spectrum disorders  barriers  facilitators  families  high schools  intervention implementation  transition to adulthood Index. décimale : PER Périodiques Résumé : Transitioning Together is an intervention that supports families of adolescents on the autism spectrum as they prepare for the transition to adulthood. While it has been delivered successfully and shown to result in positive outcomes for families in the university setting, questions remain about whether and how well it can be widely provided to families in real-world settings such as high schools. In this study, we analyzed predictors, facilitators, and barriers to providing Transitioning Together to families at 30 high schools across three US states, all of which received training from a team of researchers to deliver this intervention. Our findings highlight struggles and successes with real-world use of the intervention. Seventeen of the 30 schools were successful in providing Transitioning Together to families. Schools who had higher community socioeconomic status, higher quality family involvement, and higher quality transition planning programming before changing anything for this study were much more likely to provide this new intervention to families. Schools who used the intervention were mostly able to deliver it as designed and received positive feedback from families who participated. Common parts of the intervention that schools struggled with most included following the structure of the sessions, including group problem-solving and dialogue in the sessions, and collecting feedback from families. Future research is needed to learn how to make it even easier for public high schools and other service systems to provide this intervention to families, in a way that also maximizes its effectiveness and accessibility for historically underserved autism spectrum populations. En ligne : https://dx.doi.org/10.1177/13623613211065533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Implementation of a multi-family autism transition program in the high school setting [Texte imprimé et/ou numérique] / Jocelyn KUHN, Auteur ; Kate SZIDON, Auteur ; Bonnie KRAEMER, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Kara HUME, Auteur ; Leann S. DAWALT, Auteur . - p.615-627. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.615-627 Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/therapy  Autistic Disorder  Humans  Problem Solving  Schools  autism spectrum disorders  barriers  facilitators  families  high schools  intervention implementation  transition to adulthood Index. décimale : PER Périodiques Résumé : Transitioning Together is an intervention that supports families of adolescents on the autism spectrum as they prepare for the transition to adulthood. While it has been delivered successfully and shown to result in positive outcomes for families in the university setting, questions remain about whether and how well it can be widely provided to families in real-world settings such as high schools. In this study, we analyzed predictors, facilitators, and barriers to providing Transitioning Together to families at 30 high schools across three US states, all of which received training from a team of researchers to deliver this intervention. Our findings highlight struggles and successes with real-world use of the intervention. Seventeen of the 30 schools were successful in providing Transitioning Together to families. Schools who had higher community socioeconomic status, higher quality family involvement, and higher quality transition planning programming before changing anything for this study were much more likely to provide this new intervention to families. Schools who used the intervention were mostly able to deliver it as designed and received positive feedback from families who participated. Common parts of the intervention that schools struggled with most included following the structure of the sessions, including group problem-solving and dialogue in the sessions, and collecting feedback from families. Future research is needed to learn how to make it even easier for public high schools and other service systems to provide this intervention to families, in a way that also maximizes its effectiveness and accessibility for historically underserved autism spectrum populations. En ligne : https://dx.doi.org/10.1177/13623613211065533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Provider perspectives and reach of an evidence-based intervention in community services for toddlers / Sarah R. RIETH in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.628-639 Titre : Provider perspectives and reach of an evidence-based intervention in community services for toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. RIETH, Auteur ; Kelsey S. DICKSON, Auteur ; Jordan KO, Auteur ; Rachel HAINE-SCHLAGEL, Auteur ; Kim GAINES, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : p.628-639 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child, Preschool  Early Intervention, Educational  Evidence-Based Medicine  Humans  Parents/education  Social Welfare  early intervention  evidence-based intervention  implementation science  parent-mediated intervention  train-the-trainer Index. décimale : PER Périodiques Résumé : Expert recommendations for toddlers who are likely to develop autism include caregivers being actively involved in the services children receive. However, many services available in the community may not follow these recommendations. Evidence suggests that an intervention named Project ImPACT for Toddlers demonstrates positive parent and child outcomes for families in the community. Project ImPACT for Toddlers was designed specifically for toddlers by a group of parents, clinicians, researchers, and funders. It teaches parents of young children strategies to support their child's development in daily routines. This study reports the perspectives of early intervention providers who learned to use Project ImPACT for Toddlers on whether the intervention was a good fit for their practice and easy to use. The study also examines how many agencies are using Project ImPACT for Toddlers and how many families have received the intervention in the community. The goal of the study is to inform the continued use of Project ImPACT for Toddlers in the community and support offering the intervention in other regions. Participants include 38 community providers who participated in a training study of Project ImPACT for Toddlers and completed a survey and semi-structured interview after approximately 3?months of using Project ImPACT for Toddlers with families. Participants perceived the training model as acceptable and appropriate, and identified the group-based model of training, comprehensive materials, and agency support as strengths of the approach. Survey findings complemented the results from the interviews. Data indicate an increasing number of agencies and families accessing Project ImPACT for Toddlers. Efforts to expand evidence-based intervention in early intervention should continue to build upon the model used for Project ImPACT for Toddlers. En ligne : https://dx.doi.org/10.1177/13623613211065535 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Provider perspectives and reach of an evidence-based intervention in community services for toddlers [Texte imprimé et/ou numérique] / Sarah R. RIETH, Auteur ; Kelsey S. DICKSON, Auteur ; Jordan KO, Auteur ; Rachel HAINE-SCHLAGEL, Auteur ; Kim GAINES, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; Aubyn C. STAHMER, Auteur . - p.628-639. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.628-639 Mots-clés : Autism Spectrum Disorder  Child, Preschool  Early Intervention, Educational  Evidence-Based Medicine  Humans  Parents/education  Social Welfare  early intervention  evidence-based intervention  implementation science  parent-mediated intervention  train-the-trainer Index. décimale : PER Périodiques Résumé : Expert recommendations for toddlers who are likely to develop autism include caregivers being actively involved in the services children receive. However, many services available in the community may not follow these recommendations. Evidence suggests that an intervention named Project ImPACT for Toddlers demonstrates positive parent and child outcomes for families in the community. Project ImPACT for Toddlers was designed specifically for toddlers by a group of parents, clinicians, researchers, and funders. It teaches parents of young children strategies to support their child's development in daily routines. This study reports the perspectives of early intervention providers who learned to use Project ImPACT for Toddlers on whether the intervention was a good fit for their practice and easy to use. The study also examines how many agencies are using Project ImPACT for Toddlers and how many families have received the intervention in the community. The goal of the study is to inform the continued use of Project ImPACT for Toddlers in the community and support offering the intervention in other regions. Participants include 38 community providers who participated in a training study of Project ImPACT for Toddlers and completed a survey and semi-structured interview after approximately 3?months of using Project ImPACT for Toddlers with families. Participants perceived the training model as acceptable and appropriate, and identified the group-based model of training, comprehensive materials, and agency support as strengths of the approach. Survey findings complemented the results from the interviews. Data indicate an increasing number of agencies and families accessing Project ImPACT for Toddlers. Efforts to expand evidence-based intervention in early intervention should continue to build upon the model used for Project ImPACT for Toddlers. En ligne : https://dx.doi.org/10.1177/13623613211065535 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings / Katherine PICKARD in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.640-653 Titre : Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings Type de document : Texte imprimé et/ou numérique Auteurs : Katherine PICKARD, Auteur ; Allison MEYER, Auteur ; Nuri REYES, Auteur ; Tanea TANDA, Auteur ; Judy REAVEN, Auteur Article en page(s) : p.640-653 Langues : Anglais (eng) Mots-clés : Adolescent  Anxiety/psychology/therapy  Autism Spectrum Disorder/psychology/therapy  Autistic Disorder/therapy  Cognitive Behavioral Therapy/methods  Humans  Students  anxiety  autism spectrum disorders  health services  interventions?psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Cognitive behavioral therapy helps to treat anxiety symptoms in autistic youth, but it is difficult for families to access cognitive behavioral therapy in the community. Training school providers to deliver cognitive behavioral therapy may help autistic youth and their families to access these programs. Unfortunately, we do not know how cognitive behavioral therapy programs can be delivered by school providers and how these programs help the autistic students who access them. This study addressed this gap and was part of a larger study that looked at the effectiveness of Facing Your Fears-School-Based in 25 public schools. The study goals were to understand whether Facing Your Fears-School-Based helped students and the factors that made it easy or difficult to deliver Facing Your Fears-School-Based in schools. Thirty providers participated in interviews guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. Participants shared information that fell into several major categories that included (1) delivering Facing Your Fears-School-Based to many different students; (2) the positive impact of Facing Your Fears-School-Based on students' school participation; and (3) plans to continue using Facing Your Fears-School-Based. School providers also shared that Facing Your Fears-School-Based was easy to use for non-mental health providers and reported adapting Facing Your Fears-School-Based to meet student needs. The results of this study suggest that Facing Your Fears-School-Based may help autistic students and highlight the importance of using mental health programs in schools that are flexible, able to be adapted, and that are able to be used by many different types of school providers. En ligne : https://dx.doi.org/10.1177/13623613211065797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings [Texte imprimé et/ou numérique] / Katherine PICKARD, Auteur ; Allison MEYER, Auteur ; Nuri REYES, Auteur ; Tanea TANDA, Auteur ; Judy REAVEN, Auteur . - p.640-653. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.640-653 Mots-clés : Adolescent  Anxiety/psychology/therapy  Autism Spectrum Disorder/psychology/therapy  Autistic Disorder/therapy  Cognitive Behavioral Therapy/methods  Humans  Students  anxiety  autism spectrum disorders  health services  interventions?psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Cognitive behavioral therapy helps to treat anxiety symptoms in autistic youth, but it is difficult for families to access cognitive behavioral therapy in the community. Training school providers to deliver cognitive behavioral therapy may help autistic youth and their families to access these programs. Unfortunately, we do not know how cognitive behavioral therapy programs can be delivered by school providers and how these programs help the autistic students who access them. This study addressed this gap and was part of a larger study that looked at the effectiveness of Facing Your Fears-School-Based in 25 public schools. The study goals were to understand whether Facing Your Fears-School-Based helped students and the factors that made it easy or difficult to deliver Facing Your Fears-School-Based in schools. Thirty providers participated in interviews guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. Participants shared information that fell into several major categories that included (1) delivering Facing Your Fears-School-Based to many different students; (2) the positive impact of Facing Your Fears-School-Based on students' school participation; and (3) plans to continue using Facing Your Fears-School-Based. School providers also shared that Facing Your Fears-School-Based was easy to use for non-mental health providers and reported adapting Facing Your Fears-School-Based to meet student needs. The results of this study suggest that Facing Your Fears-School-Based may help autistic students and highlight the importance of using mental health programs in schools that are flexible, able to be adapted, and that are able to be used by many different types of school providers. En ligne : https://dx.doi.org/10.1177/13623613211065797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Exploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention / Stephanie Y. SHIRE in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.654-665 Titre : Exploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Terri BARRIAULT, Auteur ; Connie KASARI, Auteur Article en page(s) : p.654-665 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Caregivers  Child  Child, Preschool  Follow-Up Studies  Humans  Mentoring  Ontario  Jasper  autism spectrum disorders  caregiver-mediated  community partnered  implementation  interventions?psychosocial/behavioral  joint engagement Index. décimale : PER Périodiques Résumé : The next step for communication interventions for young children with autism include coaching/teaching for caregivers that have been tested in university clinics and testing these interventions in real world systems with early intervention providers who serve children and families in their communities. However, there are few projects that have tested how well the intervention can be transferred to community providers and what types of progress children and caregivers make in these services. This project took place in partnership with a community early intervention agency in the province of Ontario, Canada. The agency provided government-funded public health services. The agency was funded to take part in a pilot program to try out one of four early intervention models that included coaching for caregivers and was designed to support children's social engagement, play, and communication skills. The team decided to test two ways to start the intervention: (a) begin with observation of the practitioner for 4?weeks and then start coached practice with the child and (b) start coaching immediately. The team also tested two ways to support families for 3?months after intervention: (a) group booster sessions and (b) individual visits. The practitioners delivered the intervention well (M=83%), and overall, caregivers and children made significant gains by the end of intervention in both observation?+?coaching and coaching. Attendance for follow-up boosters was variable with fewer families attending groups. More research is needed to test different strategies and roles to individualize interventions for caregivers with a range of goals and learning styles. En ligne : https://dx.doi.org/10.1177/13623613211066132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Exploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Terri BARRIAULT, Auteur ; Connie KASARI, Auteur . - p.654-665. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.654-665 Mots-clés : Autism Spectrum Disorder  Caregivers  Child  Child, Preschool  Follow-Up Studies  Humans  Mentoring  Ontario  Jasper  autism spectrum disorders  caregiver-mediated  community partnered  implementation  interventions?psychosocial/behavioral  joint engagement Index. décimale : PER Périodiques Résumé : The next step for communication interventions for young children with autism include coaching/teaching for caregivers that have been tested in university clinics and testing these interventions in real world systems with early intervention providers who serve children and families in their communities. However, there are few projects that have tested how well the intervention can be transferred to community providers and what types of progress children and caregivers make in these services. This project took place in partnership with a community early intervention agency in the province of Ontario, Canada. The agency provided government-funded public health services. The agency was funded to take part in a pilot program to try out one of four early intervention models that included coaching for caregivers and was designed to support children's social engagement, play, and communication skills. The team decided to test two ways to start the intervention: (a) begin with observation of the practitioner for 4?weeks and then start coached practice with the child and (b) start coaching immediately. The team also tested two ways to support families for 3?months after intervention: (a) group booster sessions and (b) individual visits. The practitioners delivered the intervention well (M=83%), and overall, caregivers and children made significant gains by the end of intervention in both observation?+?coaching and coaching. Attendance for follow-up boosters was variable with fewer families attending groups. More research is needed to test different strategies and roles to individualize interventions for caregivers with a range of goals and learning styles. En ligne : https://dx.doi.org/10.1177/13623613211066132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Iterative redesign of a caregiver-mediated intervention for use in educational settings / Karen BEARSS in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.666-677 Titre : Iterative redesign of a caregiver-mediated intervention for use in educational settings Type de document : Texte imprimé et/ou numérique Auteurs : Karen BEARSS, Auteur ; Daina M. TAGAVI, Auteur ; Aaron R. LYON, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.666-677 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Caregivers  Child  Humans  Parents  Schools  Students  autism spectrum disorders  community involvement  disruptive behavior  implementation  interventions  iterative redesign  usability  Inc., Genial Care, Inc., and Behavioural Solutions, Inc. She also receives  royalties from Oxford University Press and speaker fees from ABAC, Inc. Daina  Tagavi, Aaron Lyon, and Jill Locke declare that they have no conflict of  interest. Index. décimale : PER Périodiques Résumé : Teachers often report concerns about behavior challenges in their students with autism spectrum disorder (ASD) in the school setting. Furthermore, teachers often report that they do not have adequate training in how to manage these challenging behaviors effectively. The RUBI program is an intervention initially developed for parents of children with ASD and co-occurring challenging behavior in clinic settings. The present project used school staff input to systematically redesign RUBI to be used with educators in schools. School staff gave input at multiple stages of development to ensure the adapted intervention was appropriate to use in a school setting. Responses were coded and analyzed to identify strengths and weaknesses of the RUBI manual in schools and adaptations were made accordingly. Scores of how appropriate, possible, likable, and usable RUBI would be in schools rose after the intervention was redesigned. The redesigned RUBIES manual may give school staff the tools they need to manage disruptive behaviors. In addition, collaborating with providers over multiple stages to redesign established interventions for new contexts may be a promising way to help bring research tools to practice in the future. En ligne : https://dx.doi.org/10.1177/13623613211066644 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Iterative redesign of a caregiver-mediated intervention for use in educational settings [Texte imprimé et/ou numérique] / Karen BEARSS, Auteur ; Daina M. TAGAVI, Auteur ; Aaron R. LYON, Auteur ; Jill LOCKE, Auteur . - p.666-677. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.666-677 Mots-clés : Autism Spectrum Disorder/therapy  Caregivers  Child  Humans  Parents  Schools  Students  autism spectrum disorders  community involvement  disruptive behavior  implementation  interventions  iterative redesign  usability  Inc., Genial Care, Inc., and Behavioural Solutions, Inc. She also receives  royalties from Oxford University Press and speaker fees from ABAC, Inc. Daina  Tagavi, Aaron Lyon, and Jill Locke declare that they have no conflict of  interest. Index. décimale : PER Périodiques Résumé : Teachers often report concerns about behavior challenges in their students with autism spectrum disorder (ASD) in the school setting. Furthermore, teachers often report that they do not have adequate training in how to manage these challenging behaviors effectively. The RUBI program is an intervention initially developed for parents of children with ASD and co-occurring challenging behavior in clinic settings. The present project used school staff input to systematically redesign RUBI to be used with educators in schools. School staff gave input at multiple stages of development to ensure the adapted intervention was appropriate to use in a school setting. Responses were coded and analyzed to identify strengths and weaknesses of the RUBI manual in schools and adaptations were made accordingly. Scores of how appropriate, possible, likable, and usable RUBI would be in schools rose after the intervention was redesigned. The redesigned RUBIES manual may give school staff the tools they need to manage disruptive behaviors. In addition, collaborating with providers over multiple stages to redesign established interventions for new contexts may be a promising way to help bring research tools to practice in the future. En ligne : https://dx.doi.org/10.1177/13623613211066644 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

The effectiveness of training community mental health therapists in an evidence-based intervention for ASD: Findings from a hybrid effectiveness-implementation trial in outpatient and school-based mental health services / Lauren BROOKMAN-FRAZEE in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.678-689 Titre : The effectiveness of training community mental health therapists in an evidence-based intervention for ASD: Findings from a hybrid effectiveness-implementation trial in outpatient and school-based mental health services Type de document : Texte imprimé et/ou numérique Auteurs : Lauren BROOKMAN-FRAZEE, Auteur ; Colby CHLEBOWSKI, Auteur ; Miguel VILLODAS, Auteur ; Ann GARLAND, Auteur ; Julie MCPHERSON, Auteur ; Yael KOENIG, Auteur ; Scott ROESCH, Auteur Article en page(s) : p.678-689 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology/therapy  Child  Evidence-Based Medicine  Humans  Mental Health  Outpatients  School Mental Health Services  EBI strategy delivery  autism spectrum disorder  children?s mental health services  community effectiveness trial  therapist training Index. décimale : PER Périodiques Résumé : Publicly funded mental health services play an important role in caring for school-age children with autism spectrum disorder (ASD); however, therapists report a lack of specialized ASD training, which families identity as a barrier in obtaining mental health services for their children. An Individualized Mental Health Intervention for ASD (AIM HI) was developed in collaboration with community stakeholders to respond to identified needs of children and community therapists. The current study examined the effects of therapist training in AIM HI on the changes in therapist practice, including therapists' use of evidence-based intervention strategies in session. Data were collected from a study conducted in community outpatient and school based mental health programs randomly assigned to receive AIM HI therapist training or observation of routine care. Therapist and child clients were enrolled from participating programs. Therapists in AIM HI training received training and consultation for 6?months while delivering the AIM HI intervention to a participating client; therapists in usual care delivered routine care. Both groups of therapists video recorded psychotherapy sessions which were scored by trained raters. Differences between training groups were examined using multilevel modeling. Therapists trained in AIM HI were observed to use more extensive active teaching strategies with caregivers, engagement strategies with children, strategies promoting continuity of care, and had more structured sessions with more effective pursuit of caregiver and children skill teaching. Therapist licensure moderated some training outcomes. En ligne : https://dx.doi.org/10.1177/13623613211067844 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] The effectiveness of training community mental health therapists in an evidence-based intervention for ASD: Findings from a hybrid effectiveness-implementation trial in outpatient and school-based mental health services [Texte imprimé et/ou numérique] / Lauren BROOKMAN-FRAZEE, Auteur ; Colby CHLEBOWSKI, Auteur ; Miguel VILLODAS, Auteur ; Ann GARLAND, Auteur ; Julie MCPHERSON, Auteur ; Yael KOENIG, Auteur ; Scott ROESCH, Auteur . - p.678-689. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.678-689 Mots-clés : Autism Spectrum Disorder/psychology/therapy  Child  Evidence-Based Medicine  Humans  Mental Health  Outpatients  School Mental Health Services  EBI strategy delivery  autism spectrum disorder  children?s mental health services  community effectiveness trial  therapist training Index. décimale : PER Périodiques Résumé : Publicly funded mental health services play an important role in caring for school-age children with autism spectrum disorder (ASD); however, therapists report a lack of specialized ASD training, which families identity as a barrier in obtaining mental health services for their children. An Individualized Mental Health Intervention for ASD (AIM HI) was developed in collaboration with community stakeholders to respond to identified needs of children and community therapists. The current study examined the effects of therapist training in AIM HI on the changes in therapist practice, including therapists' use of evidence-based intervention strategies in session. Data were collected from a study conducted in community outpatient and school based mental health programs randomly assigned to receive AIM HI therapist training or observation of routine care. Therapist and child clients were enrolled from participating programs. Therapists in AIM HI training received training and consultation for 6?months while delivering the AIM HI intervention to a participating client; therapists in usual care delivered routine care. Both groups of therapists video recorded psychotherapy sessions which were scored by trained raters. Differences between training groups were examined using multilevel modeling. Therapists trained in AIM HI were observed to use more extensive active teaching strategies with caregivers, engagement strategies with children, strategies promoting continuity of care, and had more structured sessions with more effective pursuit of caregiver and children skill teaching. Therapist licensure moderated some training outcomes. En ligne : https://dx.doi.org/10.1177/13623613211067844 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Healthy Relationships on the Autism Spectrum (HEARTS): A feasibility test of an online class co-designed and co-taught with autistic people / Emily F. ROTHMAN in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.690-702 Titre : Healthy Relationships on the Autism Spectrum (HEARTS): A feasibility test of an online class co-designed and co-taught with autistic people Type de document : Texte imprimé et/ou numérique Auteurs : Emily F. ROTHMAN, Auteur ; Laura GRAHAM HOLMES, Auteur ; Reid CAPLAN, Auteur ; Melody CHIANG, Auteur ; Brandy HABERER, Auteur ; Nick GALLOP, Auteur ; Rabindra KADEL, Auteur ; Mariah PERSON, Auteur ; Amelia SANCHEZ, Auteur ; Emily QUINN, Auteur ; Peter WHARMBY, Auteur Article en page(s) : p.690-702 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Autism Spectrum Disorder  Autistic Disorder  Feasibility Studies  Friends  Humans  Surveys and Questionnaires  Young Adult  adults  interventions?psychosocial/behavioral  social cognition and social behavior Index. décimale : PER Périodiques Résumé : The Healthy Relationships on the Autism Spectrum class is unique because autistic people helped to develop it and co-taught it. It is an online, six-session class. The class was piloted in 2020-2021 with 55 autistic people who were ages 18-44?years old. This feasibility study found that most people who took the class liked it. Surveys filled out by the students before and after the class showed that they became less sensitive to rejection, used more positive thinking skills, and were more interested in being social. However, the class may not have made them feel less lonely. The team that invented the class is using the feedback to improve it. The class holds promise for improving the quality of friendships and dating relationships for autistic adults and should be tested further. En ligne : https://dx.doi.org/10.1177/13623613211069421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Healthy Relationships on the Autism Spectrum (HEARTS): A feasibility test of an online class co-designed and co-taught with autistic people [Texte imprimé et/ou numérique] / Emily F. ROTHMAN, Auteur ; Laura GRAHAM HOLMES, Auteur ; Reid CAPLAN, Auteur ; Melody CHIANG, Auteur ; Brandy HABERER, Auteur ; Nick GALLOP, Auteur ; Rabindra KADEL, Auteur ; Mariah PERSON, Auteur ; Amelia SANCHEZ, Auteur ; Emily QUINN, Auteur ; Peter WHARMBY, Auteur . - p.690-702. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.690-702 Mots-clés : Adolescent  Adult  Autism Spectrum Disorder  Autistic Disorder  Feasibility Studies  Friends  Humans  Surveys and Questionnaires  Young Adult  adults  interventions?psychosocial/behavioral  social cognition and social behavior Index. décimale : PER Périodiques Résumé : The Healthy Relationships on the Autism Spectrum class is unique because autistic people helped to develop it and co-taught it. It is an online, six-session class. The class was piloted in 2020-2021 with 55 autistic people who were ages 18-44?years old. This feasibility study found that most people who took the class liked it. Surveys filled out by the students before and after the class showed that they became less sensitive to rejection, used more positive thinking skills, and were more interested in being social. However, the class may not have made them feel less lonely. The team that invented the class is using the feedback to improve it. The class holds promise for improving the quality of friendships and dating relationships for autistic adults and should be tested further. En ligne : https://dx.doi.org/10.1177/13623613211069421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Factors associated with implementation of a school-based comprehensive program for students with autism / Samuel L ODOM in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.703-715 Titre : Factors associated with implementation of a school-based comprehensive program for students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Samuel L ODOM, Auteur ; Ann M. SAM, Auteur ; Brianne TOMASZEWSKI, Auteur Article en page(s) : p.703-715 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Educational Personnel  Humans  School Health Services  Schools  Students  autism  comprehensive program  education services  implementation  interventions  psychosocial/behavioral Index. décimale : PER Périodiques Résumé : The purpose of this study was to identify influences on the implementation of a school-based, comprehensive program for autistic students. Influences from the community context, from within the school organization, and from features of the intervention itself were examined. The study took place in 39 elementary schools in a southeastern state in the United States. Transformational leadership style of the building principal, percentage of white students at the school (which was proposed as a broader community socioeconomic variable), and adequacy of coaching were all associated with implementation. En ligne : https://dx.doi.org/10.1177/13623613211070340 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Factors associated with implementation of a school-based comprehensive program for students with autism [Texte imprimé et/ou numérique] / Samuel L ODOM, Auteur ; Ann M. SAM, Auteur ; Brianne TOMASZEWSKI, Auteur . - p.703-715. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.703-715 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Educational Personnel  Humans  School Health Services  Schools  Students  autism  comprehensive program  education services  implementation  interventions  psychosocial/behavioral Index. décimale : PER Périodiques Résumé : The purpose of this study was to identify influences on the implementation of a school-based, comprehensive program for autistic students. Influences from the community context, from within the school organization, and from features of the intervention itself were examined. The study took place in 39 elementary schools in a southeastern state in the United States. Transformational leadership style of the building principal, percentage of white students at the school (which was proposed as a broader community socioeconomic variable), and adequacy of coaching were all associated with implementation. En ligne : https://dx.doi.org/10.1177/13623613211070340 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

A culturally grounded autism parent training program with Black parents / Kim KAISER in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.716-726 Titre : A culturally grounded autism parent training program with Black parents Type de document : Texte imprimé et/ou numérique Auteurs : Kim KAISER, Auteur ; Michele E. VILLALOBOS, Auteur ; Jill LOCKE, Auteur ; Iheoma U. IRUKA, Auteur ; Camille PROCTOR, Auteur ; Brian BOYD, Auteur Article en page(s) : p.716-726 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/therapy  Child  Family  Humans  Parents  Black families  autism spectrum disorders  disparities  family functioning and support  health services  implementation science  interventions?psychosocial/behavioral  parent advocacy  parent training  qualitative research Index. décimale : PER Périodiques Résumé : Parent training programs have been well-studied in Autism Spectrum Disorders and shown to increase a parent's feeling of empowerment, advocacy skills, and treatment enrollment for their child. The majority of parent training interventions have been developed without considering the unique needs of under-represented communities, such as the Black community. Black children with autism are not only misdiagnosed or not diagnosed at all, but are not accessing services equally compared to their White peers. There is an urgent need for culturally adapted interventions in order to decrease the disparity gap. The Color of Autism Foundation developed and ran a parent training program for Black parents of children with autism. The program was grounded in two key features: (1) creating a circle of support for parents to connect and heal from ongoing and historical racial trauma and (2) using parents of Black children with autism as the main facilitators. We believe this increased parent's ability to engage in the educational aspects of the training. Overall, parents reported high levels of satisfaction with the training were highly engaged (attended an average of five of six sessions) and reported high levels of empowerment. Parents also reported continued mistrust in the medical and research community and a need for more Black providers. Further work should examine the relationship of the parent and provider in autism treatment and study the impact of circles of healing for Black families. En ligne : https://dx.doi.org/10.1177/13623613211073373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] A culturally grounded autism parent training program with Black parents [Texte imprimé et/ou numérique] / Kim KAISER, Auteur ; Michele E. VILLALOBOS, Auteur ; Jill LOCKE, Auteur ; Iheoma U. IRUKA, Auteur ; Camille PROCTOR, Auteur ; Brian BOYD, Auteur . - p.716-726. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.716-726 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/therapy  Child  Family  Humans  Parents  Black families  autism spectrum disorders  disparities  family functioning and support  health services  implementation science  interventions?psychosocial/behavioral  parent advocacy  parent training  qualitative research Index. décimale : PER Périodiques Résumé : Parent training programs have been well-studied in Autism Spectrum Disorders and shown to increase a parent's feeling of empowerment, advocacy skills, and treatment enrollment for their child. The majority of parent training interventions have been developed without considering the unique needs of under-represented communities, such as the Black community. Black children with autism are not only misdiagnosed or not diagnosed at all, but are not accessing services equally compared to their White peers. There is an urgent need for culturally adapted interventions in order to decrease the disparity gap. The Color of Autism Foundation developed and ran a parent training program for Black parents of children with autism. The program was grounded in two key features: (1) creating a circle of support for parents to connect and heal from ongoing and historical racial trauma and (2) using parents of Black children with autism as the main facilitators. We believe this increased parent's ability to engage in the educational aspects of the training. Overall, parents reported high levels of satisfaction with the training were highly engaged (attended an average of five of six sessions) and reported high levels of empowerment. Parents also reported continued mistrust in the medical and research community and a need for more Black providers. Further work should examine the relationship of the parent and provider in autism treatment and study the impact of circles of healing for Black families. En ligne : https://dx.doi.org/10.1177/13623613211073373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

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