Identifying Critical Elements of Treatment: Examining the Use of Turn Taking in Autism Intervention / Sarah R. RIETH in Focus on Autism and Other Developmental Disabilities, 29-3 (September 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.168-179 Titre : Identifying Critical Elements of Treatment: Examining the Use of Turn Taking in Autism Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. RIETH, Auteur ; Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Laura SCHREIBMAN, Auteur ; Joanna KENNEDY, Auteur ; Benjamin ROSS, Auteur Article en page(s) : p.168-179 Langues : Anglais (eng) Mots-clés : evidence-based intervention  naturalistic behavioral intervention  turn taking  critical elements Index. décimale : PER Périodiques Résumé : Evidence-based treatments for autism spectrum disorders (ASD) are comprised of components that identify therapist behavior necessary to implement the treatment with integrity. Some components are shared across approaches from diverse theoretical backgrounds. One component included in several interventions that has not been researched in isolation is turn taking, or the manner in which the therapist facilitates back-and-forth interaction with the child. The current study used an alternating treatments design to examine the efficacy of four types of turn taking. Six children, ages 30 to 39 months, received behavioral treatment while therapists systematically varied the nature of the turn taking component. Children’s responses were behaviorally scored to examine differences based on turn condition. Consistent patterns of behavior were found across children. Results suggest that the optimal type of turn is dependent on developmental level and target skill. Implications for treatment of ASD and future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1088357613513792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Identifying Critical Elements of Treatment: Examining the Use of Turn Taking in Autism Intervention [Texte imprimé et/ou numérique] / Sarah R. RIETH, Auteur ; Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Laura SCHREIBMAN, Auteur ; Joanna KENNEDY, Auteur ; Benjamin ROSS, Auteur . - p.168-179. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.168-179 Mots-clés : evidence-based intervention  naturalistic behavioral intervention  turn taking  critical elements Index. décimale : PER Périodiques Résumé : Evidence-based treatments for autism spectrum disorders (ASD) are comprised of components that identify therapist behavior necessary to implement the treatment with integrity. Some components are shared across approaches from diverse theoretical backgrounds. One component included in several interventions that has not been researched in isolation is turn taking, or the manner in which the therapist facilitates back-and-forth interaction with the child. The current study used an alternating treatments design to examine the efficacy of four types of turn taking. Six children, ages 30 to 39 months, received behavioral treatment while therapists systematically varied the nature of the turn taking component. Children’s responses were behaviorally scored to examine differences based on turn condition. Consistent patterns of behavior were found across children. Results suggest that the optimal type of turn is dependent on developmental level and target skill. Implications for treatment of ASD and future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1088357613513792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Lessons learned while developing, adapting and implementing a pilot parent-mediated behavioural intervention for children with autism spectrum disorder in rural Bangladesh / Jasmine M. BLAKE in Autism, 21-5 (July 2017)  

Public ISBD [article]  inAutism > 21-5 (July 2017) . - p.611-621 Titre : Lessons learned while developing, adapting and implementing a pilot parent-mediated behavioural intervention for children with autism spectrum disorder in rural Bangladesh Type de document : Texte imprimé et/ou numérique Auteurs : Jasmine M. BLAKE, Auteur ; Eric RUBENSTEIN, Auteur ; Peng-Chou TSAI, Auteur ; Hafizur RAHMAN, Auteur ; Sarah R. RIETH, Auteur ; Hasmot ALI, Auteur ; Li-Ching LEE, Auteur Article en page(s) : p.611-621 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Low- and middle-income countries often have limited resources, underdeveloped health systems and scarce knowledge of autism spectrum disorder. The objectives of this preliminary study were to develop and adapt intervention materials and to train a native clinician to implement a community-based parent-mediated behavioural intervention in rural Gaibandha, Bangladesh. Intervention materials to support parents? use of behavioural strategies were developed and refined by US behavioural intervention experts and Bangladesh field experts. Study investigators trained a native child psychologist in developmental milestones and behavioural intervention techniques. The native clinician delivered a 1-day group education session attended by 10 families of children aged 7?9 years with autism spectrum disorder, followed by two one-on-one training sessions with each family to train and practice individualized strategies for targeted challenging behaviours. Preliminary qualitative results indicate the importance of materials that are culturally appropriate and at an adequate literacy level. All families expressed strong desires to have learned the behavioural strategies when their child was younger and vocalized their need for further support and tools to help their children. This study is a preliminary step to creating sustainable and low-cost autism spectrum disorder interventions in rural Bangladesh, and possibly for families in regions with similar cultural and socioeconomic status backgrounds. En ligne : http://dx.doi.org/10.1177/1362361316683890 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310 [article] Lessons learned while developing, adapting and implementing a pilot parent-mediated behavioural intervention for children with autism spectrum disorder in rural Bangladesh [Texte imprimé et/ou numérique] / Jasmine M. BLAKE, Auteur ; Eric RUBENSTEIN, Auteur ; Peng-Chou TSAI, Auteur ; Hafizur RAHMAN, Auteur ; Sarah R. RIETH, Auteur ; Hasmot ALI, Auteur ; Li-Ching LEE, Auteur . - p.611-621. Langues : Anglais (eng) in Autism > 21-5 (July 2017) . - p.611-621 Index. décimale : PER Périodiques Résumé : Low- and middle-income countries often have limited resources, underdeveloped health systems and scarce knowledge of autism spectrum disorder. The objectives of this preliminary study were to develop and adapt intervention materials and to train a native clinician to implement a community-based parent-mediated behavioural intervention in rural Gaibandha, Bangladesh. Intervention materials to support parents? use of behavioural strategies were developed and refined by US behavioural intervention experts and Bangladesh field experts. Study investigators trained a native child psychologist in developmental milestones and behavioural intervention techniques. The native clinician delivered a 1-day group education session attended by 10 families of children aged 7?9 years with autism spectrum disorder, followed by two one-on-one training sessions with each family to train and practice individualized strategies for targeted challenging behaviours. Preliminary qualitative results indicate the importance of materials that are culturally appropriate and at an adequate literacy level. All families expressed strong desires to have learned the behavioural strategies when their child was younger and vocalized their need for further support and tools to help their children. This study is a preliminary step to creating sustainable and low-cost autism spectrum disorder interventions in rural Bangladesh, and possibly for families in regions with similar cultural and socioeconomic status backgrounds. En ligne : http://dx.doi.org/10.1177/1362361316683890 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310

Parent perceptions of an adapted evidence-based practice for toddlers with autism in a community setting / Aubyn C. STAHMER in Autism, 21-2 (February 2017)  

Public ISBD [article]  inAutism > 21-2 (February 2017) . - p.217-230 Titre : Parent perceptions of an adapted evidence-based practice for toddlers with autism in a community setting Type de document : Texte imprimé et/ou numérique Auteurs : Aubyn C. STAHMER, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; Sarah R. RIETH, Auteur ; Julia TRIGEIRO STONER, Auteur ; Joshua D. FEDER, Auteur ; Karyn SEARCY, Auteur ; Tiffany WANG, Auteur Article en page(s) : p.217-230 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Although data from parent-implemented Naturalistic Developmental Behavioral Interventions have shown positive effects on decreasing core symptoms of autism, there has been limited examination of the effectiveness of Naturalistic Developmental Behavioral Interventions in community settings. In addition, parent perspectives of their involvement in parent-implemented early intervention programs have not been well studied. Using both qualitative and quantitative data to examine parent perspectives and the perceived feasibility of parent training by community providers, 13 families were followed as they received training in the Naturalistic Developmental Behavioral Intervention, Project ImPACT. Data indicate that parent training by community providers is feasible and well received, and parents find value in participating in intervention and perceive benefit for their children. Recommendations for adaptation of program elements and future research are discussed. En ligne : http://dx.doi.org/10.1177/1362361316637580 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Parent perceptions of an adapted evidence-based practice for toddlers with autism in a community setting [Texte imprimé et/ou numérique] / Aubyn C. STAHMER, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; Sarah R. RIETH, Auteur ; Julia TRIGEIRO STONER, Auteur ; Joshua D. FEDER, Auteur ; Karyn SEARCY, Auteur ; Tiffany WANG, Auteur . - p.217-230. Langues : Anglais (eng) in Autism > 21-2 (February 2017) . - p.217-230 Index. décimale : PER Périodiques Résumé : Although data from parent-implemented Naturalistic Developmental Behavioral Interventions have shown positive effects on decreasing core symptoms of autism, there has been limited examination of the effectiveness of Naturalistic Developmental Behavioral Interventions in community settings. In addition, parent perspectives of their involvement in parent-implemented early intervention programs have not been well studied. Using both qualitative and quantitative data to examine parent perspectives and the perceived feasibility of parent training by community providers, 13 families were followed as they received training in the Naturalistic Developmental Behavioral Intervention, Project ImPACT. Data indicate that parent training by community providers is feasible and well received, and parents find value in participating in intervention and perceive benefit for their children. Recommendations for adaptation of program elements and future research are discussed. En ligne : http://dx.doi.org/10.1177/1362361316637580 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

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

A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism / Aubyn C. STAHMER in Focus on Autism and Other Developmental Disabilities, 38-1 (March 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.32-44 Titre : A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Sarah R. RIETH, Auteur ; Scott ROESCH, Auteur ; Sarah VEJNOSKA, Auteur ; Janice CHAN, Auteur ; Allison NAHMIAS, Auteur ; Tiffany WANG, Auteur Article en page(s) : p.32-44 Langues : Anglais (eng) Mots-clés : autism,school age,classroom,naturalistic intervention Index. décimale : PER Périodiques Résumé : Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included teachers (n = 126) and students with autism (n = 308). Teachers participated in 12 hours of didactic, interactive training and additional in-classroom coaching. Generalized Estimating Equations accounted for clustering. Adjusted models evaluated the relative effects of training group, CPRT fidelity, and classroom quality on student outcomes. Results indicate higher CPRT fidelity was associated with greater increases in student learning. Having received CPRT training predicted increased student engagement and greater decreases in reported approach/withdrawal problems. These differences may be linked to the theoretical foundations of CPRT of increasing student motivation and engagement and collaborative adaptation to increase feasibility in schools. Overall, results suggest CPRT may be a beneficial approach for supporting autistic students. En ligne : https://doi.org/10.1177/10883576221133486 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism [Texte imprimé et/ou numérique] / Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Sarah R. RIETH, Auteur ; Scott ROESCH, Auteur ; Sarah VEJNOSKA, Auteur ; Janice CHAN, Auteur ; Allison NAHMIAS, Auteur ; Tiffany WANG, Auteur . - p.32-44. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.32-44 Mots-clés : autism,school age,classroom,naturalistic intervention Index. décimale : PER Périodiques Résumé : Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included teachers (n = 126) and students with autism (n = 308). Teachers participated in 12 hours of didactic, interactive training and additional in-classroom coaching. Generalized Estimating Equations accounted for clustering. Adjusted models evaluated the relative effects of training group, CPRT fidelity, and classroom quality on student outcomes. Results indicate higher CPRT fidelity was associated with greater increases in student learning. Having received CPRT training predicted increased student engagement and greater decreases in reported approach/withdrawal problems. These differences may be linked to the theoretical foundations of CPRT of increasing student motivation and engagement and collaborative adaptation to increase feasibility in schools. Overall, results suggest CPRT may be a beneficial approach for supporting autistic students. En ligne : https://doi.org/10.1177/10883576221133486 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

---

1 (1 - 5 / 5)