Autism Screening in High-Likelihood Children in a Community Early Intervention Setting: A Hybrid Effectiveness-Implementation Study / Georgina PEREZ LIZ in Focus on Autism and Other Developmental Disabilities, 40-3 (September 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-3 (September 2025) . - p.145-153 Titre : Autism Screening in High-Likelihood Children in a Community Early Intervention Setting: A Hybrid Effectiveness-Implementation Study Type de document : texte imprimé Auteurs : Georgina PEREZ LIZ, Auteur ; Diana THAO, Auteur ; Katelyn REEB, Auteur ; Ilene GOY, Auteur ; Erin E. MCCURDY, Auteur ; Michael YUDELL, Auteur ; Diana L. ROBINS, Auteur Article en page(s) : p.145-153 Langues : Anglais (eng) Mots-clés : autism  autism screening  M-CHAT-R/F  early intervention  community setting  effectiveness-implementation Index. décimale : PER Périodiques Résumé : Identification of likelihood for autism in the U.S. early intervention (EI) system facilitates referrals to diagnostic assessments and targets autism-specific needs. However, performance of autism screeners in high-likelihood preschool children and barriers to implementation need to be further studied. The current effectiveness-implementation hybrid type 1 study examined the impact of administering the Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) in a sample of preschool children during the EI intake phone call. Data from 2,661 educational records showed that 42.8% of them received the M-CHAT-R. Only 14.0% of the screen-positive children completing the process to determine eligibility for EI services were referred for an autism-specific evaluation. Most of these (94.8%), regardless of screener status, received an autism diagnosis, suggesting that referrals are based on clinical judgment. Training and incorporation to current protocols within agencies are necessary to introduce a screening tool and support implementation fidelity and effective autism detection. En ligne : https://dx.doi.org/10.1177/10883576241308544 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Autism Screening in High-Likelihood Children in a Community Early Intervention Setting: A Hybrid Effectiveness-Implementation Study [texte imprimé] / Georgina PEREZ LIZ, Auteur ; Diana THAO, Auteur ; Katelyn REEB, Auteur ; Ilene GOY, Auteur ; Erin E. MCCURDY, Auteur ; Michael YUDELL, Auteur ; Diana L. ROBINS, Auteur . - p.145-153. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-3 (September 2025) . - p.145-153 Mots-clés : autism  autism screening  M-CHAT-R/F  early intervention  community setting  effectiveness-implementation Index. décimale : PER Périodiques Résumé : Identification of likelihood for autism in the U.S. early intervention (EI) system facilitates referrals to diagnostic assessments and targets autism-specific needs. However, performance of autism screeners in high-likelihood preschool children and barriers to implementation need to be further studied. The current effectiveness-implementation hybrid type 1 study examined the impact of administering the Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) in a sample of preschool children during the EI intake phone call. Data from 2,661 educational records showed that 42.8% of them received the M-CHAT-R. Only 14.0% of the screen-positive children completing the process to determine eligibility for EI services were referred for an autism-specific evaluation. Most of these (94.8%), regardless of screener status, received an autism diagnosis, suggesting that referrals are based on clinical judgment. Training and incorporation to current protocols within agencies are necessary to introduce a screening tool and support implementation fidelity and effective autism detection. En ligne : https://dx.doi.org/10.1177/10883576241308544 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings / Erin E. MCCURDY in Journal of Autism and Developmental Disorders, 44-4 (April 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.883-893 Titre : Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings Type de document : texte imprimé Auteurs : Erin E. MCCURDY, Auteur ; Christine L. COLE, Auteur Année de publication : 2014 Article en page(s) : p.883-893 Langues : Anglais (eng) Mots-clés : Peer support  Inclusion  Autism spectrum disorder  General education Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) have been shown to benefit from being educated in general education classrooms that provide interactions with typically developing peers. However, behaviors exhibited by students with ASD frequently lead to their return to segregated special education settings. Evidence-based interventions that are both cost-efficient and easy to use in general education settings are needed. The purpose of this study was to evaluate the effects of a simple peer support intervention on the minor disruptive, off-task behaviors of three elementary students with high-functioning ASD in three different general education classrooms. Results indicated the peer support intervention was effective in reducing the off-task behaviors of the students with ASD in these inclusion settings. Practical implications and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1941-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 [article] Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings [texte imprimé] / Erin E. MCCURDY, Auteur ; Christine L. COLE, Auteur . - 2014 . - p.883-893. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.883-893 Mots-clés : Peer support  Inclusion  Autism spectrum disorder  General education Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) have been shown to benefit from being educated in general education classrooms that provide interactions with typically developing peers. However, behaviors exhibited by students with ASD frequently lead to their return to segregated special education settings. Evidence-based interventions that are both cost-efficient and easy to use in general education settings are needed. The purpose of this study was to evaluate the effects of a simple peer support intervention on the minor disruptive, off-task behaviors of three elementary students with high-functioning ASD in three different general education classrooms. Results indicated the peer support intervention was effective in reducing the off-task behaviors of the students with ASD in these inclusion settings. Practical implications and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1941-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228

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