Addressing Challenging Behavior During Hospitalizations for Children with Autism: A Pilot Applied Behavior Analysis Randomized Controlled Trial / Kevin B. SANDERS in Autism Research, 13-7 (July 2020)  

Public ISBD [article]  inAutism Research > 13-7 (July 2020) . - p.1072-1078 Titre : Addressing Challenging Behavior During Hospitalizations for Children with Autism: A Pilot Applied Behavior Analysis Randomized Controlled Trial Type de document : texte imprimé Auteurs : Kevin B. SANDERS, Auteur ; John STAUBITZ, Auteur ; A. Pablo JUAREZ, Auteur ; Sarah MARLER, Auteur ; Whitney BROWNING, Auteur ; Erin MCDONNELL, Auteur ; Lily L. ALTSTEIN, Auteur ; Eric A. MACKLIN, Auteur ; Zachary WARREN, Auteur Article en page(s) : p.1072-1078 Langues : Anglais (eng) Mots-clés : Aba  autism spectrum disorder  hospitalization Index. décimale : PER Périodiques Résumé : This study evaluated the feasibility, acceptance, and potential clinical benefit of brief applied behavior analysis (ABA)-based interventions for children and adolescents with autism spectrum disorder (ASD) displaying challenging behaviors during hospitalizations. Participants included 36 children diagnosed with ASD, 6-17 years of age, who were medically or psychiatrically hospitalized. Children in the intervention group received a brief ABA intervention and were compared to children in the evaluation and monitoring-only group. Families and staff recommended the intervention, children receiving the intervention demonstrated significantly more improvement in unblinded ratings of clinical severity, data from physicians indicated a positive effect of the intervention on levels of staffing and restraints and attending medical providers universally reported satisfaction and benefit of the intervention. Improvements in challenging behaviors were not significantly different as reported by parents, and the length of hospitalization did not differ between the groups. Ultimately, the outcomes of this pilot study suggest incorporating specialized ABA-based assessment and intervention during hospitalization may be feasible and well accepted by clinicians and families. However, future research must address potent methodological challenges related to capturing meaningful data during hospitalizations in order to answer questions of ultimate pragmatic, clinical, and system-level benefits. Trial Registration ClinicalTrials.gov Identifier NCT02339935, Registered 16 January 2015, First participant consented 23 February 2015. Autism Res 2020, 13: 1072-1078. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Inpatient hospitalizations for children with autism spectrum disorder (ASD) and severe behavior are common, challenging, and costly in terms of human experience. This study evaluated the benefit of brief applied behavior analysis-based interventions to children and adolescents with ASD displaying challenging behaviors during hospitalizations. Families and staff evaluating the procedures noted perceived potential benefits of the intervention, but this initial pilot study did not document changes in hospitalization length or blinded rating of improvement. En ligne : http://dx.doi.org/10.1002/aur.2308 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Addressing Challenging Behavior During Hospitalizations for Children with Autism: A Pilot Applied Behavior Analysis Randomized Controlled Trial [texte imprimé] / Kevin B. SANDERS, Auteur ; John STAUBITZ, Auteur ; A. Pablo JUAREZ, Auteur ; Sarah MARLER, Auteur ; Whitney BROWNING, Auteur ; Erin MCDONNELL, Auteur ; Lily L. ALTSTEIN, Auteur ; Eric A. MACKLIN, Auteur ; Zachary WARREN, Auteur . - p.1072-1078. Langues : Anglais (eng) in Autism Research > 13-7 (July 2020) . - p.1072-1078 Mots-clés : Aba  autism spectrum disorder  hospitalization Index. décimale : PER Périodiques Résumé : This study evaluated the feasibility, acceptance, and potential clinical benefit of brief applied behavior analysis (ABA)-based interventions for children and adolescents with autism spectrum disorder (ASD) displaying challenging behaviors during hospitalizations. Participants included 36 children diagnosed with ASD, 6-17 years of age, who were medically or psychiatrically hospitalized. Children in the intervention group received a brief ABA intervention and were compared to children in the evaluation and monitoring-only group. Families and staff recommended the intervention, children receiving the intervention demonstrated significantly more improvement in unblinded ratings of clinical severity, data from physicians indicated a positive effect of the intervention on levels of staffing and restraints and attending medical providers universally reported satisfaction and benefit of the intervention. Improvements in challenging behaviors were not significantly different as reported by parents, and the length of hospitalization did not differ between the groups. Ultimately, the outcomes of this pilot study suggest incorporating specialized ABA-based assessment and intervention during hospitalization may be feasible and well accepted by clinicians and families. However, future research must address potent methodological challenges related to capturing meaningful data during hospitalizations in order to answer questions of ultimate pragmatic, clinical, and system-level benefits. Trial Registration ClinicalTrials.gov Identifier NCT02339935, Registered 16 January 2015, First participant consented 23 February 2015. Autism Res 2020, 13: 1072-1078. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Inpatient hospitalizations for children with autism spectrum disorder (ASD) and severe behavior are common, challenging, and costly in terms of human experience. This study evaluated the benefit of brief applied behavior analysis-based interventions to children and adolescents with ASD displaying challenging behaviors during hospitalizations. Families and staff evaluating the procedures noted perceived potential benefits of the intervention, but this initial pilot study did not document changes in hospitalization length or blinded rating of improvement. En ligne : http://dx.doi.org/10.1002/aur.2308 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Centering Autistic Perspectives: Social Acceptability of Goals, Learning Contexts, and Procedures for Young Autistic Children / Kate T. CHAZIN in Journal of Autism and Developmental Disorders, 55-3 (March 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.812-831 Titre : Centering Autistic Perspectives: Social Acceptability of Goals, Learning Contexts, and Procedures for Young Autistic Children Type de document : texte imprimé Auteurs : Kate T. CHAZIN, Auteur ; Jennifer R. LEDFORD, Auteur ; Jane M. WILSON-MOSES, Auteur ; Adithyan RAJARAMAN, Auteur ; A. Pablo JUAREZ, Auteur Article en page(s) : p.812-831 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Despite the importance of centering autistic perspectives in educational decision-making for autistic children, few studies have directly assessed autistic perspectives on the social acceptability of early childhood practices. We conducted an online survey to recruit perspectives of autistic adults on a current, comprehensive range of educational practices typically employed with autistic children. We also extended the survey to caregivers and early childhood practitioners, to identify commonalities and discrepancies between shareholder groups. We conducted a descriptive survey study to assess social acceptability of goals, learning contexts, and procedures typically implemented with young autistic children. We received responses from 660 individuals, 226 of whom identified as autistic. For Likert scale and ranked items, we reported median rating and ranking for each item, by shareholder group. For open-ended questions, we conducted open and axial coding, to determine consistent themes within and across shareholder groups. Respondents reported (a) high acceptability for goals promoting self-determination and low social validity for goals promoting masking; (b) high acceptability for antecedent interventions and low social validity for some forms of extinction; (c) that appropriate learning environments are highly context dependent, varying with individual needs; and (d) that the child is the most important shareholder in educational decision-making. We make recommendations to practitioners in response to survey results, including (a) respecting autistic culture and characteristics in selecting goals; (b) considering social, emotional, and psychological needs in selecting procedures; and (c) individualizing goals, learning contexts, and procedures based on the child?s perspectives and unique needs. En ligne : https://doi.org/10.1007/s10803-024-06242-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Centering Autistic Perspectives: Social Acceptability of Goals, Learning Contexts, and Procedures for Young Autistic Children [texte imprimé] / Kate T. CHAZIN, Auteur ; Jennifer R. LEDFORD, Auteur ; Jane M. WILSON-MOSES, Auteur ; Adithyan RAJARAMAN, Auteur ; A. Pablo JUAREZ, Auteur . - p.812-831. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.812-831 Index. décimale : PER Périodiques Résumé : Despite the importance of centering autistic perspectives in educational decision-making for autistic children, few studies have directly assessed autistic perspectives on the social acceptability of early childhood practices. We conducted an online survey to recruit perspectives of autistic adults on a current, comprehensive range of educational practices typically employed with autistic children. We also extended the survey to caregivers and early childhood practitioners, to identify commonalities and discrepancies between shareholder groups. We conducted a descriptive survey study to assess social acceptability of goals, learning contexts, and procedures typically implemented with young autistic children. We received responses from 660 individuals, 226 of whom identified as autistic. For Likert scale and ranked items, we reported median rating and ranking for each item, by shareholder group. For open-ended questions, we conducted open and axial coding, to determine consistent themes within and across shareholder groups. Respondents reported (a) high acceptability for goals promoting self-determination and low social validity for goals promoting masking; (b) high acceptability for antecedent interventions and low social validity for some forms of extinction; (c) that appropriate learning environments are highly context dependent, varying with individual needs; and (d) that the child is the most important shareholder in educational decision-making. We make recommendations to practitioners in response to survey results, including (a) respecting autistic culture and characteristics in selecting goals; (b) considering social, emotional, and psychological needs in selecting procedures; and (c) individualizing goals, learning contexts, and procedures based on the child?s perspectives and unique needs. En ligne : https://doi.org/10.1007/s10803-024-06242-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

Distinct patterns of GABAergic interneuron pathology in autism are associated with intellectual impairment and stereotypic behaviors / Brett D. DUFOUR in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1730-1745 Titre : Distinct patterns of GABAergic interneuron pathology in autism are associated with intellectual impairment and stereotypic behaviors Type de document : texte imprimé Auteurs : Brett D. DUFOUR, Auteur ; Erin MCBRIDE, Auteur ; Trevor BARTLEY, Auteur ; A. Pablo JUAREZ, Auteur ; Verónica MARTÍNEZ-CERDEÑO, Auteur Article en page(s) : p.1730-1745 Langues : Anglais (eng) Mots-clés : autism;behavior;human;interneuron;postmortem Index. décimale : PER Périodiques Résumé : Autism spectrum disorder is a neurodevelopmental condition characterized by deficits in social communication and repetitive behaviors. How specific anatomical alterations contribute to the clinical profile of autism spectrum disorder remains largely uncharacterized. We have previously shown that parvalbumin-positive Chandelier cells, a specific type of GABAergic interneuron, are reduced in number in the autism spectrum disorder prefrontal cortex. Here, we assessed the relationship between interneuron pathology with autism spectrum disorder symptom severity and comorbidity. We collected clinical records from autism (n=20) and control (n=19) brain donors, from whom we previously characterized GABAergic interneuron pathology in three regions of the prefrontal cortex (BA9, 46, and 47). We assessed the relationship between the severity of core symptoms, as indicated by Autism Diagnostic Interview-Revised scores, and Chandelier cell pathology in autism spectrum disorder, and also differences in interneuron pathology associated with autism spectrum disorder comorbidities. Total GABAergic interneuron number was significantly reduced in autism spectrum disorder cases with intellectual disability in the prefrontal cortex (PFC )-by 36.6% relative to autism spectrum disorder without intellectual disability and by 38.7% relative to neurotypical controls. The severity of autism spectrum disorder motor stereotypies was correlated with the severity of Chandelier cell loss in BA47, as indicated by reductions in parvalbumin+ interneurons and GABA transporter 1+ cartridges. Chandelier cell loss is associated with the core autism spectrum disorder symptom domain of restricted repetitive behaviors and likely plays a role in stereotypic motor mannerisms. Intellectual impairment in autism spectrum disorder reflects a more severe form of a common underlying neuropathology-cortical GABAergic interneuron loss.Lay AbstractAutism spectrum disorder is a neurodevelopmental condition characterized by deficits in sociability and communication and the presence of repetitive behaviors. How specific pathological alterations of the brain contribute to the clinical profile of autism spectrum disorder remains unknown. We previously found that a specific type of inhibitory interneuron is reduced in number in the autism spectrum disorder prefrontal cortex. Here, we assessed the relationship between interneuron reduction and autism spectrum disorder symptom severity. We collected clinical records from autism spectrum disorder (n=20) and assessed the relationship between the severity of symptoms and interneuron number. We found that the reduced number of inhibitory interneurons that we previously reported is linked to specific symptoms of autism spectrum disorder, particularly stereotypic movements and intellectual impairments. En ligne : http://dx.doi.org/10.1177/13623613231154053 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Distinct patterns of GABAergic interneuron pathology in autism are associated with intellectual impairment and stereotypic behaviors [texte imprimé] / Brett D. DUFOUR, Auteur ; Erin MCBRIDE, Auteur ; Trevor BARTLEY, Auteur ; A. Pablo JUAREZ, Auteur ; Verónica MARTÍNEZ-CERDEÑO, Auteur . - p.1730-1745. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1730-1745 Mots-clés : autism;behavior;human;interneuron;postmortem Index. décimale : PER Périodiques Résumé : Autism spectrum disorder is a neurodevelopmental condition characterized by deficits in social communication and repetitive behaviors. How specific anatomical alterations contribute to the clinical profile of autism spectrum disorder remains largely uncharacterized. We have previously shown that parvalbumin-positive Chandelier cells, a specific type of GABAergic interneuron, are reduced in number in the autism spectrum disorder prefrontal cortex. Here, we assessed the relationship between interneuron pathology with autism spectrum disorder symptom severity and comorbidity. We collected clinical records from autism (n=20) and control (n=19) brain donors, from whom we previously characterized GABAergic interneuron pathology in three regions of the prefrontal cortex (BA9, 46, and 47). We assessed the relationship between the severity of core symptoms, as indicated by Autism Diagnostic Interview-Revised scores, and Chandelier cell pathology in autism spectrum disorder, and also differences in interneuron pathology associated with autism spectrum disorder comorbidities. Total GABAergic interneuron number was significantly reduced in autism spectrum disorder cases with intellectual disability in the prefrontal cortex (PFC )-by 36.6% relative to autism spectrum disorder without intellectual disability and by 38.7% relative to neurotypical controls. The severity of autism spectrum disorder motor stereotypies was correlated with the severity of Chandelier cell loss in BA47, as indicated by reductions in parvalbumin+ interneurons and GABA transporter 1+ cartridges. Chandelier cell loss is associated with the core autism spectrum disorder symptom domain of restricted repetitive behaviors and likely plays a role in stereotypic motor mannerisms. Intellectual impairment in autism spectrum disorder reflects a more severe form of a common underlying neuropathology-cortical GABAergic interneuron loss.Lay AbstractAutism spectrum disorder is a neurodevelopmental condition characterized by deficits in sociability and communication and the presence of repetitive behaviors. How specific pathological alterations of the brain contribute to the clinical profile of autism spectrum disorder remains unknown. We previously found that a specific type of inhibitory interneuron is reduced in number in the autism spectrum disorder prefrontal cortex. Here, we assessed the relationship between interneuron reduction and autism spectrum disorder symptom severity. We collected clinical records from autism spectrum disorder (n=20) and assessed the relationship between the severity of symptoms and interneuron number. We found that the reduced number of inhibitory interneurons that we previously reported is linked to specific symptoms of autism spectrum disorder, particularly stereotypic movements and intellectual impairments. En ligne : http://dx.doi.org/10.1177/13623613231154053 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Early Identification of ASD Through Telemedicine: Potential Value for Underserved Populations / A. Pablo JUAREZ in Journal of Autism and Developmental Disorders, 48-8 (August 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2601-2610 Titre : Early Identification of ASD Through Telemedicine: Potential Value for Underserved Populations Type de document : texte imprimé Auteurs : A. Pablo JUAREZ, Auteur ; Amy S. WEITLAUF, Auteur ; Ann NICHOLSON, Auteur ; Anna PASTERNAK, Auteur ; Neill A. BRODERICK, Auteur ; Jeffrey F. HINE, Auteur ; J. Alacia STAINBROOK, Auteur ; Zachary WARREN, Auteur Article en page(s) : p.2601-2610 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Diagnosis  Telemedicine  Young children Index. décimale : PER Périodiques Résumé : Increasing access to diagnostic services is crucial for identifying ASD in young children. We therefore evaluated a telemedicine assessment procedure. First, we compared telediagnostic accuracy to blinded gold-standard evaluations (n = 20). ASD cases identified via telemedicine were confirmed by in-person evaluation. However, 20% of children diagnosed with ASD in-person were not diagnosed via telemedicine. Second, we evaluated telediagnostic feasibility and acceptability in a rural catchment. Children (n = 45) and caregivers completed the telemedicine procedure and provided feedback. Families indicated high levels of satisfaction. Remote diagnostic clinicians diagnosed 62% of children with ASD, but did not feel capable of ruling-in or out ASD in 13% of cases. Findings support preliminary feasibility, accuracy, and clinical utility of telemedicine-based assessment of ASD for young children. En ligne : http://dx.doi.org/10.1007/s10803-018-3524-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Early Identification of ASD Through Telemedicine: Potential Value for Underserved Populations [texte imprimé] / A. Pablo JUAREZ, Auteur ; Amy S. WEITLAUF, Auteur ; Ann NICHOLSON, Auteur ; Anna PASTERNAK, Auteur ; Neill A. BRODERICK, Auteur ; Jeffrey F. HINE, Auteur ; J. Alacia STAINBROOK, Auteur ; Zachary WARREN, Auteur . - p.2601-2610. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2601-2610 Mots-clés : Autism spectrum disorder  Diagnosis  Telemedicine  Young children Index. décimale : PER Périodiques Résumé : Increasing access to diagnostic services is crucial for identifying ASD in young children. We therefore evaluated a telemedicine assessment procedure. First, we compared telediagnostic accuracy to blinded gold-standard evaluations (n = 20). ASD cases identified via telemedicine were confirmed by in-person evaluation. However, 20% of children diagnosed with ASD in-person were not diagnosed via telemedicine. Second, we evaluated telediagnostic feasibility and acceptability in a rural catchment. Children (n = 45) and caregivers completed the telemedicine procedure and provided feedback. Families indicated high levels of satisfaction. Remote diagnostic clinicians diagnosed 62% of children with ASD, but did not feel capable of ruling-in or out ASD in 13% of cases. Findings support preliminary feasibility, accuracy, and clinical utility of telemedicine-based assessment of ASD for young children. En ligne : http://dx.doi.org/10.1007/s10803-018-3524-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 34-1 (March 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.3-14 Titre : Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability Type de document : texte imprimé Auteurs : Victoria F. KNIGHT, Auteur ; Heartley B. HUBER, Auteur ; Emily M. KUNTZ, Auteur ; Erik W. CARTER, Auteur ; A. Pablo JUAREZ, Auteur Article en page(s) : p.3-14 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability about (a) their implementation of 26 instructional practices, (b) their recent access to training and resources on those practices, (c) the factors they consider when deciding which practices to use, (d) the importance they place on various instructional areas (e.g., social skills, reading), and (e) their preparedness to provide that instruction. Although teachers reported implementing a wide range of evidence-based instructional practices, their recent access to training and resources was fairly limited. Special educators identified a constellation of factors informing their instructional decision making, placing emphasis on student needs and professional judgment. When considering instructional areas, a gap was evident between ratings of importance and preparedness. We address implications for strengthening professional development pathways and offer recommendations for future research. En ligne : https://doi.org/10.1177/1088357618755694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability [texte imprimé] / Victoria F. KNIGHT, Auteur ; Heartley B. HUBER, Auteur ; Emily M. KUNTZ, Auteur ; Erik W. CARTER, Auteur ; A. Pablo JUAREZ, Auteur . - p.3-14. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.3-14 Index. décimale : PER Périodiques Résumé : Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability about (a) their implementation of 26 instructional practices, (b) their recent access to training and resources on those practices, (c) the factors they consider when deciding which practices to use, (d) the importance they place on various instructional areas (e.g., social skills, reading), and (e) their preparedness to provide that instruction. Although teachers reported implementing a wide range of evidence-based instructional practices, their recent access to training and resources was fairly limited. Special educators identified a constellation of factors informing their instructional decision making, placing emphasis on student needs and professional judgment. When considering instructional areas, a gap was evident between ratings of importance and preparedness. We address implications for strengthening professional development pathways and offer recommendations for future research. En ligne : https://doi.org/10.1177/1088357618755694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

A Longitudinal RCT of P-ESDM With and Without Parental Mindfulness Based Stress Reduction: Impact on Child Outcomes / Amy S. WEITLAUF in Journal of Autism and Developmental Disorders, 52-12 (December 2022)  

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Measuring the service system impact of a novel telediagnostic service program for young children with autism spectrum disorder / J. Alacia STAINBROOK in Autism, 23-4 (May 2019)  

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Opportunities and Challenges in Developing Technology-Based Social Skills Interventions for Adolescents with Autism Spectrum Disorder: A Qualitative Analysis of Parent Perspectives / Roxanne N. RASHEDI in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

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Parent Perceptions of Caregiver-Mediated Telemedicine Tools for Assessing Autism Risk in Toddlers / Laura L. CORONA in Journal of Autism and Developmental Disorders, 51-2 (February 2021)  

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Statewide Assessment of Professional Development Needs Related to Educating Students With Autism Spectrum Disorder / Matthew E. BROCK in Focus on Autism and Other Developmental Disabilities, 29-2 (June 2014)  

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Use of telemediated caregiver coaching to increase access to naturalistic developmental behavioral interventions within a statewide early intervention system / Kathleen SIMCOE in Autism, 29-1 (January 2025)  

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Utilization of telemedicine to support caregivers of young children with ASD and their Part C service providers: a comparison of intervention outcomes across three models of service delivery / Laura L. CORONA in Journal of Neurodevelopmental Disorders, 13 (2021)  

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What do we really mean by "inclusion?": The importance of terminology when discussing approaches to community engagement / Lauren A. WEAVER in Autism, 25-8 (November 2021)  

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