Adapting measures of motor imitation for use by caregivers in virtual contexts: Reliability, validity, and sensitivity to change / Brooke INGERSOLL ; Mya HOWARD ; Devon OOSTING ; Alice S. CARTER ; Wendy L. STONE ; Natalie I. BERGER ; Allison L. WAINER ; Emily Roemer BRITSCH ; Rise Research Network in Autism Research, 18-1 (January 2025)  

Public ISBD [article]  inAutism Research > 18-1 (January 2025) . - p.122-132 Titre : Adapting measures of motor imitation for use by caregivers in virtual contexts: Reliability, validity, and sensitivity to change : Autism Research Type de document : texte imprimé Auteurs : Brooke INGERSOLL, Auteur ; Mya HOWARD, Auteur ; Devon OOSTING, Auteur ; Alice S. CARTER, Auteur ; Wendy L. STONE, Auteur ; Natalie I. BERGER, Auteur ; Allison L. WAINER, Auteur ; Emily Roemer BRITSCH, Auteur ; Rise Research Network, Auteur Article en page(s) : p.122-132 Langues : Anglais (eng) Mots-clés : assessment  autism  caregiver-implemented  imitation  virtual Index. décimale : PER Périodiques Résumé : Abstract Early imitation challenges for children with autism are thought to contribute to broader delays in their social communication development. As such, imitation is an important intervention target for young children with and showing early signs of autism, and efforts are underway to disseminate evidence-based imitation interventions into community settings. To our knowledge, there are currently no established imitation assessments that have been validated for use in virtual contexts. This study was designed to examine the reliability and validity of two caregiver-implemented imitation measures delivered with support from a remote virtual assessor. Study participants (177 caregiver-child dyads) were enrolled in a large, multisite study that is examining the effectiveness of a caregiver-implemented intervention delivered through the Part C early intervention (EI) system across four states. Results indicate that the assessments can be administered remotely with strong fidelity, internal reliability, predictive validity, discriminant validity, convergent validity, and sensitivity to change. Stability over time was adequate. These findings suggest that imitation skills can be measured effectively using a remote caregiver-implemented assessment, which provides greater opportunity for virtual clinical trials targeting social communication in young children. Clinical Trial Registration The trial protocol was registered at ClinicalTrials.gov (NCT05114538). En ligne : https://doi.org/10.1002/aur.3267 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Adapting measures of motor imitation for use by caregivers in virtual contexts: Reliability, validity, and sensitivity to change : Autism Research [texte imprimé] / Brooke INGERSOLL, Auteur ; Mya HOWARD, Auteur ; Devon OOSTING, Auteur ; Alice S. CARTER, Auteur ; Wendy L. STONE, Auteur ; Natalie I. BERGER, Auteur ; Allison L. WAINER, Auteur ; Emily Roemer BRITSCH, Auteur ; Rise Research Network, Auteur . - p.122-132. Langues : Anglais (eng) in Autism Research > 18-1 (January 2025) . - p.122-132 Mots-clés : assessment  autism  caregiver-implemented  imitation  virtual Index. décimale : PER Périodiques Résumé : Abstract Early imitation challenges for children with autism are thought to contribute to broader delays in their social communication development. As such, imitation is an important intervention target for young children with and showing early signs of autism, and efforts are underway to disseminate evidence-based imitation interventions into community settings. To our knowledge, there are currently no established imitation assessments that have been validated for use in virtual contexts. This study was designed to examine the reliability and validity of two caregiver-implemented imitation measures delivered with support from a remote virtual assessor. Study participants (177 caregiver-child dyads) were enrolled in a large, multisite study that is examining the effectiveness of a caregiver-implemented intervention delivered through the Part C early intervention (EI) system across four states. Results indicate that the assessments can be administered remotely with strong fidelity, internal reliability, predictive validity, discriminant validity, convergent validity, and sensitivity to change. Stability over time was adequate. These findings suggest that imitation skills can be measured effectively using a remote caregiver-implemented assessment, which provides greater opportunity for virtual clinical trials targeting social communication in young children. Clinical Trial Registration The trial protocol was registered at ClinicalTrials.gov (NCT05114538). En ligne : https://doi.org/10.1002/aur.3267 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

An Evaluation of Imitation Recognition Abilities in Typically Developing Children and Young Children with Autism Spectrum Disorder / Natalie I. BERGER in Autism Research, 8-4 (August 2015)  

Public ISBD [article]  inAutism Research > 8-4 (August 2015) . - p.442-453 Titre : An Evaluation of Imitation Recognition Abilities in Typically Developing Children and Young Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Natalie I. BERGER, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.442-453 Langues : Anglais (eng) Mots-clés : autism  autism spectrum disorder  imitation  imitation recognition  social cognition Index. décimale : PER Périodiques Résumé : Previous work has indicated that both typically developing children and children with Autism Spectrum Disorder (ASD) display a range of imitation recognition behaviors in response to a contingent adult imitator. However, it is unknown how the two groups perform comparatively on this construct. In this study, imitation recognition behaviors for children with ASD and typically developing children were observed during periods of contingent imitation imbedded in a naturalistic imitation task. Results from this study indicate that children with ASD are impaired in their ability to recognize being imitated relative to typically developing peers as demonstrated both by behaviors representing basic social attention and more mature imitation recognition. Display of imitation recognition behaviors was independent of length of contingent imitation period in typically developing children, but rate of engagement in imitation recognition behaviors was positively correlated with length of contingent imitation period in children with ASD. Exploratory findings also suggest a link between the ability to demonstrate recognition of being imitated and ASD symptom severity, language, and object imitation for young children with ASD. Autism Res 2015, 8: 442–453. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1462 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 [article] An Evaluation of Imitation Recognition Abilities in Typically Developing Children and Young Children with Autism Spectrum Disorder [texte imprimé] / Natalie I. BERGER, Auteur ; Brooke R. INGERSOLL, Auteur . - p.442-453. Langues : Anglais (eng) in Autism Research > 8-4 (August 2015) . - p.442-453 Mots-clés : autism  autism spectrum disorder  imitation  imitation recognition  social cognition Index. décimale : PER Périodiques Résumé : Previous work has indicated that both typically developing children and children with Autism Spectrum Disorder (ASD) display a range of imitation recognition behaviors in response to a contingent adult imitator. However, it is unknown how the two groups perform comparatively on this construct. In this study, imitation recognition behaviors for children with ASD and typically developing children were observed during periods of contingent imitation imbedded in a naturalistic imitation task. Results from this study indicate that children with ASD are impaired in their ability to recognize being imitated relative to typically developing peers as demonstrated both by behaviors representing basic social attention and more mature imitation recognition. Display of imitation recognition behaviors was independent of length of contingent imitation period in typically developing children, but rate of engagement in imitation recognition behaviors was positively correlated with length of contingent imitation period in children with ASD. Exploratory findings also suggest a link between the ability to demonstrate recognition of being imitated and ASD symptom severity, language, and object imitation for young children with ASD. Autism Res 2015, 8: 442–453. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1462 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268

An Exploration of Imitation Recognition in Young Children With Autism Spectrum Disorders / Natalie I. BERGER in Autism Research, 6-5 (October 2013)  

Public ISBD [article]  inAutism Research > 6-5 (October 2013) . - p.411-416 Titre : An Exploration of Imitation Recognition in Young Children With Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Natalie I. BERGER, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.411-416 Langues : Anglais (eng) Mots-clés : autism  imitation  imitation recognition  social cognition Index. décimale : PER Périodiques Résumé : The ability to recognize when one is being imitated has been hypothesized to be an important developmental process related to the emergence of more advanced social-cognitive skills. While a series of behaviors indicating progressively more mature imitation recognition (IR) skills has been assessed in typically developing children, empirical work with children with autism spectrum disorders (ASDs) has largely focused on basic social responses to an imitative adult (e.g. increases in eye contact). Limited work has explored more mature IR behaviors in this population. This study compared the degree to which children with ASD engage in different behaviors thought to be indicative of IR during a naturalistic imitation task and the relationship between different types of IR behaviors and social-cognitive skills (i.e. imitation, language, social reciprocity, and joint attention). Thirty children with ASD were administered standardized measures of cognitive level, language, joint attention, social reciprocity, and imitation. IR behaviors were observed during periods of contingent imitation by an adult. Participants engaged more frequently in less mature (e.g. looking at the experimenter's toy or face) than more mature IR behaviors (e.g. testing the experimenter's intent to imitate). After controlling for developmental level, social reciprocity, object imitation, and gesture imitation were positively correlated with more mature IR. These findings suggest that the development of more mature IR skills is related to the development of other social-cognitive skills in children with ASD and provide additional empirical support for reports of more mature IR observed in this population. En ligne : http://dx.doi.org/10.1002/aur.1303 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] An Exploration of Imitation Recognition in Young Children With Autism Spectrum Disorders [texte imprimé] / Natalie I. BERGER, Auteur ; Brooke R. INGERSOLL, Auteur . - p.411-416. Langues : Anglais (eng) in Autism Research > 6-5 (October 2013) . - p.411-416 Mots-clés : autism  imitation  imitation recognition  social cognition Index. décimale : PER Périodiques Résumé : The ability to recognize when one is being imitated has been hypothesized to be an important developmental process related to the emergence of more advanced social-cognitive skills. While a series of behaviors indicating progressively more mature imitation recognition (IR) skills has been assessed in typically developing children, empirical work with children with autism spectrum disorders (ASDs) has largely focused on basic social responses to an imitative adult (e.g. increases in eye contact). Limited work has explored more mature IR behaviors in this population. This study compared the degree to which children with ASD engage in different behaviors thought to be indicative of IR during a naturalistic imitation task and the relationship between different types of IR behaviors and social-cognitive skills (i.e. imitation, language, social reciprocity, and joint attention). Thirty children with ASD were administered standardized measures of cognitive level, language, joint attention, social reciprocity, and imitation. IR behaviors were observed during periods of contingent imitation by an adult. Participants engaged more frequently in less mature (e.g. looking at the experimenter's toy or face) than more mature IR behaviors (e.g. testing the experimenter's intent to imitate). After controlling for developmental level, social reciprocity, object imitation, and gesture imitation were positively correlated with more mature IR. These findings suggest that the development of more mature IR skills is related to the development of other social-cognitive skills in children with ASD and provide additional empirical support for reports of more mature IR observed in this population. En ligne : http://dx.doi.org/10.1002/aur.1303 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Applying a User-Centered Design Framework to Develop a Remote Research Assessment Protocol for a Randomized Clinical Trial for Toddlers with Early Autism Characteristics / Daina M. TAGAVI in Journal of Autism and Developmental Disorders, 55-10 (October 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-10 (October 2025) . - p.3417-3431 Titre : Applying a User-Centered Design Framework to Develop a Remote Research Assessment Protocol for a Randomized Clinical Trial for Toddlers with Early Autism Characteristics Type de document : texte imprimé Auteurs : Daina M. TAGAVI, Auteur ; Yael G. DAI, Auteur ; Natalie I. BERGER, Auteur ; Marisa PETRUCCELLI, Auteur ; Sabine E. SCOTT, Auteur ; Devon OOSTING, Auteur ; Mya HOWARD, Auteur ; Alice S. CARTER, Auteur ; Brooke INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Sarabeth BRODER-FINGERT, Auteur ; Wendy L. STONE, Auteur Article en page(s) : p.3417-3431 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : COVID-19 required many research teams to shift from in-person to remote assessments, which posed both procedural and theoretical challenges. While research has explored the utility of remote assessments for autism diagnosis from the perspective of families and clinicians, less is known about their application in clinical trials. This paper describes the development of a remote research assessment protocol for a randomized clinical trial focusing on the implementation of reciprocal imitation teaching (RIT) with toddlers in Part C early intervention. This project spans two phases. For Phase 1, our team developed and documented a series of steps utilizing user-centered design (UCD) strategies (e.g., recruiting potential users, creating a prototype, engaging in iterative development) for the purpose of redesigning an assessment protocol for a remote environment. For Phase 2, we examined preliminary outcomes of the redesign process. Primary end users (assessors) rated post-redesign usability and acceptability, while acceptability was examined using attrition data from secondary end users (family participants). Preliminary fidelity of implementation was also examined. The iterative redesign process allowed the research team to refine aspects of the assessment that ultimately led to promising preliminary ratings of usability, acceptability, and feasibility, as well as high fidelity. Preliminary data suggest that the redesigned assessment appears to be an acceptable, feasible, and usable tool for autism clinical trial research and that assessors can use it with fidelity. Further research is needed to examine the reliability and validity of the assessment, as well as implementation characteristics on a larger scale. En ligne : https://doi.org/10.1007/s10803-024-06455-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568 [article] Applying a User-Centered Design Framework to Develop a Remote Research Assessment Protocol for a Randomized Clinical Trial for Toddlers with Early Autism Characteristics [texte imprimé] / Daina M. TAGAVI, Auteur ; Yael G. DAI, Auteur ; Natalie I. BERGER, Auteur ; Marisa PETRUCCELLI, Auteur ; Sabine E. SCOTT, Auteur ; Devon OOSTING, Auteur ; Mya HOWARD, Auteur ; Alice S. CARTER, Auteur ; Brooke INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Sarabeth BRODER-FINGERT, Auteur ; Wendy L. STONE, Auteur . - p.3417-3431. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-10 (October 2025) . - p.3417-3431 Index. décimale : PER Périodiques Résumé : COVID-19 required many research teams to shift from in-person to remote assessments, which posed both procedural and theoretical challenges. While research has explored the utility of remote assessments for autism diagnosis from the perspective of families and clinicians, less is known about their application in clinical trials. This paper describes the development of a remote research assessment protocol for a randomized clinical trial focusing on the implementation of reciprocal imitation teaching (RIT) with toddlers in Part C early intervention. This project spans two phases. For Phase 1, our team developed and documented a series of steps utilizing user-centered design (UCD) strategies (e.g., recruiting potential users, creating a prototype, engaging in iterative development) for the purpose of redesigning an assessment protocol for a remote environment. For Phase 2, we examined preliminary outcomes of the redesign process. Primary end users (assessors) rated post-redesign usability and acceptability, while acceptability was examined using attrition data from secondary end users (family participants). Preliminary fidelity of implementation was also examined. The iterative redesign process allowed the research team to refine aspects of the assessment that ultimately led to promising preliminary ratings of usability, acceptability, and feasibility, as well as high fidelity. Preliminary data suggest that the redesigned assessment appears to be an acceptable, feasible, and usable tool for autism clinical trial research and that assessors can use it with fidelity. Further research is needed to examine the reliability and validity of the assessment, as well as implementation characteristics on a larger scale. En ligne : https://doi.org/10.1007/s10803-024-06455-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568

Brief Report: The Preliminary Psychometric Properties of the Social Communication Checklist / Allison L. WAINER in Journal of Autism and Developmental Disorders, 47-4 (April 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1231-1238 Titre : Brief Report: The Preliminary Psychometric Properties of the Social Communication Checklist Type de document : texte imprimé Auteurs : Allison L. WAINER, Auteur ; Natalie I. BERGER, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.1231-1238 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Social communication  Social communication checklist Index. décimale : PER Périodiques Résumé : Despite the expansion of early intervention approaches for young children with ASD, investigators have struggled to identify measures capable of assessing social communication change in response to these interventions. Addressing recent calls for efficient, sensitive, and reliable social communication measures, the current paper outlines the refinement and validation of the Social Communication Checklist (SCC). We discuss two small studies exploring the psychometric properties of the SCC and the SCC-R (revised Social Communication Checklist), including sensitivity to change, inter-rater reliability, and test-retest reliability, in two samples of children with ASD and one sample of typically-developing children. Results indicate this measure is reliable, sensitive to change after a brief social communication intervention, and strongly related to well-established measures of social communicative functioning. En ligne : http://dx.doi.org/10.1007/s10803-016-3026-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Brief Report: The Preliminary Psychometric Properties of the Social Communication Checklist [texte imprimé] / Allison L. WAINER, Auteur ; Natalie I. BERGER, Auteur ; Brooke R. INGERSOLL, Auteur . - p.1231-1238. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1231-1238 Mots-clés : Autism spectrum disorder  Social communication  Social communication checklist Index. décimale : PER Périodiques Résumé : Despite the expansion of early intervention approaches for young children with ASD, investigators have struggled to identify measures capable of assessing social communication change in response to these interventions. Addressing recent calls for efficient, sensitive, and reliable social communication measures, the current paper outlines the refinement and validation of the Social Communication Checklist (SCC). We discuss two small studies exploring the psychometric properties of the SCC and the SCC-R (revised Social Communication Checklist), including sensitivity to change, inter-rater reliability, and test-retest reliability, in two samples of children with ASD and one sample of typically-developing children. Results indicate this measure is reliable, sensitive to change after a brief social communication intervention, and strongly related to well-established measures of social communicative functioning. En ligne : http://dx.doi.org/10.1007/s10803-016-3026-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Characterizing Available Tools for Synchronous Virtual Assessment of Toddlers with Suspected Autism Spectrum Disorder: A Brief Report / Natalie I. BERGER in Journal of Autism and Developmental Disorders, 52-1 (January 2022)  

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Comparison of a Self-Directed and Therapist-Assisted Telehealth Parent-Mediated Intervention for Children with ASD: A Pilot RCT / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 46-7 (July 2016)  

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Establishing a Scale for Assessing the Social Validity of Skill Building Interventions for Young Children with Autism Spectrum Disorder / Natalie I. BERGER in Journal of Autism and Developmental Disorders, 46-10 (October 2016)  

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A Further Investigation of Goal-Directed Intention Understanding in Young Children with Autism Spectrum Disorders / Natalie I. BERGER in Journal of Autism and Developmental Disorders, 44-12 (December 2014)  

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