Dépouillements

Closing the Gap: A Randomized Trial Targeting Daily Living Skills in Autistic Adolescents / Amie DUNCAN in Focus on Autism and Other Developmental Disabilities, 41-1 (March 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-1 (March 2026) . - p.3-15 Titre : Closing the Gap: A Randomized Trial Targeting Daily Living Skills in Autistic Adolescents Type de document : texte imprimé Auteurs : Amie DUNCAN, Auteur ; Jareen MEINZEN-DERR, Auteur ; Lisa RUBLE, Auteur ; Carrie FASSLER, Auteur ; Lori J. STARK, Auteur Article en page(s) : p.3-15 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  adaptive behavior  daily living skills  adolescence Index. décimale : PER Périodiques Résumé : Autistic adolescents without an intellectual disability (ID) have daily living skills (DLS) that are approximately 6 years below peers. This study evaluated the efficacy of the Surviving and Thriving in the Real World (STRW) intervention, which targets DLS, compared to an active control group. Autistic adolescents were randomized to STRW or control. The primary outcome was the caregiver-reported Vineland Adaptive Behavior Scales, 3rd Edition (VABS-3) DLS domain and Personal, Domestic, and Community sub-domains. The secondary outcome was DLS Goal Attainment Scaling (DLS-GAS) caregiver interview. Compared to control (n = 22), autistic teens in STRW (n = 26) made significant improvements on the VABS-3 DLS domain (p = .04) and Domestic sub-domain (p = .01) and the DLS-GAS areas of Cooking, Laundry, and Money Management (all p’s < .05). STRW narrowed the gap between DLS and age as autistic adolescents acquired age-appropriate domestic, personal, and community DLS compared to the control group. En ligne : https://dx.doi.org/10.1177/10883576251355188 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Closing the Gap: A Randomized Trial Targeting Daily Living Skills in Autistic Adolescents [texte imprimé] / Amie DUNCAN, Auteur ; Jareen MEINZEN-DERR, Auteur ; Lisa RUBLE, Auteur ; Carrie FASSLER, Auteur ; Lori J. STARK, Auteur . - p.3-15. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-1 (March 2026) . - p.3-15 Mots-clés : autism spectrum disorder  adaptive behavior  daily living skills  adolescence Index. décimale : PER Périodiques Résumé : Autistic adolescents without an intellectual disability (ID) have daily living skills (DLS) that are approximately 6 years below peers. This study evaluated the efficacy of the Surviving and Thriving in the Real World (STRW) intervention, which targets DLS, compared to an active control group. Autistic adolescents were randomized to STRW or control. The primary outcome was the caregiver-reported Vineland Adaptive Behavior Scales, 3rd Edition (VABS-3) DLS domain and Personal, Domestic, and Community sub-domains. The secondary outcome was DLS Goal Attainment Scaling (DLS-GAS) caregiver interview. Compared to control (n = 22), autistic teens in STRW (n = 26) made significant improvements on the VABS-3 DLS domain (p = .04) and Domestic sub-domain (p = .01) and the DLS-GAS areas of Cooking, Laundry, and Money Management (all p’s < .05). STRW narrowed the gap between DLS and age as autistic adolescents acquired age-appropriate domestic, personal, and community DLS compared to the control group. En ligne : https://dx.doi.org/10.1177/10883576251355188 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

A Survey of Data-Based Decision-Making Practices of Teachers of Students With Autism or Intellectual Disability / Meka N. MCCAMMON in Focus on Autism and Other Developmental Disabilities, 41-1 (March 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-1 (March 2026) . - p.16-28 Titre : A Survey of Data-Based Decision-Making Practices of Teachers of Students With Autism or Intellectual Disability Type de document : texte imprimé Auteurs : Meka N. MCCAMMON, Auteur ; Katie WOLFE, Auteur ; Aaron R. CHECK, Auteur Article en page(s) : p.16-28 Langues : Anglais (eng) Mots-clés : data-based decision-making  professional development  teacher preparation Index. décimale : PER Périodiques Résumé : Data-based decision-making (DBDM) is crucial for teachers of students with autism or intellectual disability, yet little is known about their engagement in DBDM. We surveyed 77 teachers in the southeastern United States who had worked with students with autism or intellectual disability in self-contained classrooms in the past year. They reported their training and practices in DBDM and the variables they perceived to facilitate and inhibit data collection, graphing, and data-based decision-making. Teachers reported minimal training in DBDM. While some frequently collect data, methods and frequency of data interpretation for instructional decisions vary. Teachers identified time as the biggest barrier to DBDM. Despite recognizing its importance, teachers lack tools to meet accountability standards, highlighting the need for preservice training and ongoing support. Research is warranted on efficient and effective methods for training teachers of students with autism or intellectual disability to engage in DBDM in their classrooms. En ligne : https://dx.doi.org/10.1177/10883576251396534 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] A Survey of Data-Based Decision-Making Practices of Teachers of Students With Autism or Intellectual Disability [texte imprimé] / Meka N. MCCAMMON, Auteur ; Katie WOLFE, Auteur ; Aaron R. CHECK, Auteur . - p.16-28. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-1 (March 2026) . - p.16-28 Mots-clés : data-based decision-making  professional development  teacher preparation Index. décimale : PER Périodiques Résumé : Data-based decision-making (DBDM) is crucial for teachers of students with autism or intellectual disability, yet little is known about their engagement in DBDM. We surveyed 77 teachers in the southeastern United States who had worked with students with autism or intellectual disability in self-contained classrooms in the past year. They reported their training and practices in DBDM and the variables they perceived to facilitate and inhibit data collection, graphing, and data-based decision-making. Teachers reported minimal training in DBDM. While some frequently collect data, methods and frequency of data interpretation for instructional decisions vary. Teachers identified time as the biggest barrier to DBDM. Despite recognizing its importance, teachers lack tools to meet accountability standards, highlighting the need for preservice training and ongoing support. Research is warranted on efficient and effective methods for training teachers of students with autism or intellectual disability to engage in DBDM in their classrooms. En ligne : https://dx.doi.org/10.1177/10883576251396534 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Coaching Early Intervention Service Providers via Telepractice / Yusuf AKEMOGLU in Focus on Autism and Other Developmental Disabilities, 41-1 (March 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-1 (March 2026) . - p.29-41 Titre : Coaching Early Intervention Service Providers via Telepractice Type de document : texte imprimé Auteurs : Yusuf AKEMOGLU, Auteur ; Vanessa HINTON, Auteur Article en page(s) : p.29-41 Langues : Anglais (eng) Mots-clés : early intervention  service providers  coaching  training  autism  parents  telepractice Index. décimale : PER Périodiques Résumé : In the current study, we described a multitiered study of coaching the coaches via telepractice (CCT) intervention package. The CCT was an intervention program designed to train and coach early intervention service providers (EISPs) so that they can coach parents to use evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) and reading techniques during shared book reading with their young children with autism. Three participating U.S. service providers went through a self-directed training via online modules and were coached via telepractice technologies (videoconferences). Using a single-case multiple-baseline design across participants, we (a) examined EISPs’ implementation fidelity (accuracy/quality) of coaching practices, (b) assessed their knowledge on communication strategies and coaching practices, and (c) sought information about their perception on the feasibility and outcomes of the intervention. Visual analysis of the observational data showed a functional relation between the CCT program and EISPs’ coaching practices. En ligne : https://dx.doi.org/10.1177/10883576251396834 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Coaching Early Intervention Service Providers via Telepractice [texte imprimé] / Yusuf AKEMOGLU, Auteur ; Vanessa HINTON, Auteur . - p.29-41. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-1 (March 2026) . - p.29-41 Mots-clés : early intervention  service providers  coaching  training  autism  parents  telepractice Index. décimale : PER Périodiques Résumé : In the current study, we described a multitiered study of coaching the coaches via telepractice (CCT) intervention package. The CCT was an intervention program designed to train and coach early intervention service providers (EISPs) so that they can coach parents to use evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) and reading techniques during shared book reading with their young children with autism. Three participating U.S. service providers went through a self-directed training via online modules and were coached via telepractice technologies (videoconferences). Using a single-case multiple-baseline design across participants, we (a) examined EISPs’ implementation fidelity (accuracy/quality) of coaching practices, (b) assessed their knowledge on communication strategies and coaching practices, and (c) sought information about their perception on the feasibility and outcomes of the intervention. Visual analysis of the observational data showed a functional relation between the CCT program and EISPs’ coaching practices. En ligne : https://dx.doi.org/10.1177/10883576251396834 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Parent and Provider Perspectives on Family Navigation for Early Identification of Children With Autism Spectrum Disorder / Christina CHEUNG in Focus on Autism and Other Developmental Disabilities, 41-1 (March 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-1 (March 2026) . - p.42-53 Titre : Parent and Provider Perspectives on Family Navigation for Early Identification of Children With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Christina CHEUNG, Auteur ; Jacqueline JONES, Auteur ; Kristina HIGHTSHOE, Auteur ; Jeanette CÓRDOVA, Auteur ; Yurico GUTIÉRREZ, Auteur ; Jodi K. DOOLING-LITFIN, Auteur ; Margaret M. TOMCHO, Auteur ; Silvia GUTIERREZ-RAGHUNATH, Auteur ; Cordelia Robinson ROSENBERG, Auteur ; Steven A. ROSENBERG, Auteur ; Carolyn DIGUISEPPI, Auteur Article en page(s) : p.42-53 Langues : Anglais (eng) Mots-clés : patient navigation  autism spectrum disorder  health services accessibility  family support systems  early intervention  Hispanic and Latino families  Spanish speaking Index. décimale : PER Périodiques Résumé : Early intervention (EI) can improve developmental outcomes among children with autism spectrum disorder (ASD), but underdiagnosis and undertreatment are common among low-income families and children of racial/ethnic minorities. The Screening and Linkage to Services for Autism (SaLSA) trial (ClinicalTrials.gov Identifier: NCT02374541) demonstrated that autism family navigation (AFN) improved the likelihood that young children at risk for ASD completed a diagnostic evaluation. In a qualitative descriptive U.S. study, we recruited parent participants, health care and EI providers and staff, and project personnel from the SaLSA trial to participate in semi-structured interviews on acceptability and feasibility of AFN services for families seen in urban safety-net clinical settings (i.e., where care is provided regardless of ability to pay). Iterative theme analysis was performed. A community focus group was conducted for triangulation to improve validity. Results demonstrated four main themes: (1) “It’s all in a name: the risk of engagement”; (2) “Community partnerships require authentic trust”; (3) “System interactions and interrelationships”; and (4) “What is an autism family navigator: family navigation or clinical role?” This study adds perspectives of interested parties of AFN within an urban underserved population. Recommendations for navigation program content and delivery can inform future modifications to AFN programs in the context of the communities they serve. En ligne : https://dx.doi.org/10.1177/10883576251396515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Parent and Provider Perspectives on Family Navigation for Early Identification of Children With Autism Spectrum Disorder [texte imprimé] / Christina CHEUNG, Auteur ; Jacqueline JONES, Auteur ; Kristina HIGHTSHOE, Auteur ; Jeanette CÓRDOVA, Auteur ; Yurico GUTIÉRREZ, Auteur ; Jodi K. DOOLING-LITFIN, Auteur ; Margaret M. TOMCHO, Auteur ; Silvia GUTIERREZ-RAGHUNATH, Auteur ; Cordelia Robinson ROSENBERG, Auteur ; Steven A. ROSENBERG, Auteur ; Carolyn DIGUISEPPI, Auteur . - p.42-53. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-1 (March 2026) . - p.42-53 Mots-clés : patient navigation  autism spectrum disorder  health services accessibility  family support systems  early intervention  Hispanic and Latino families  Spanish speaking Index. décimale : PER Périodiques Résumé : Early intervention (EI) can improve developmental outcomes among children with autism spectrum disorder (ASD), but underdiagnosis and undertreatment are common among low-income families and children of racial/ethnic minorities. The Screening and Linkage to Services for Autism (SaLSA) trial (ClinicalTrials.gov Identifier: NCT02374541) demonstrated that autism family navigation (AFN) improved the likelihood that young children at risk for ASD completed a diagnostic evaluation. In a qualitative descriptive U.S. study, we recruited parent participants, health care and EI providers and staff, and project personnel from the SaLSA trial to participate in semi-structured interviews on acceptability and feasibility of AFN services for families seen in urban safety-net clinical settings (i.e., where care is provided regardless of ability to pay). Iterative theme analysis was performed. A community focus group was conducted for triangulation to improve validity. Results demonstrated four main themes: (1) “It’s all in a name: the risk of engagement”; (2) “Community partnerships require authentic trust”; (3) “System interactions and interrelationships”; and (4) “What is an autism family navigator: family navigation or clinical role?” This study adds perspectives of interested parties of AFN within an urban underserved population. Recommendations for navigation program content and delivery can inform future modifications to AFN programs in the context of the communities they serve. En ligne : https://dx.doi.org/10.1177/10883576251396515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579