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

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

Improvements in Social and Adaptive Functioning Following Short-Duration PRT Program: A Clinical Replication / Pamela VENTOLA in Journal of Autism and Developmental Disorders, 44-11 (November 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2862-2870 Titre : Improvements in Social and Adaptive Functioning Following Short-Duration PRT Program: A Clinical Replication Type de document : texte imprimé Auteurs : Pamela VENTOLA, Auteur ; Hannah E. FRIEDMAN, Auteur ; Laura C. ANDERSON, Auteur ; Julie M. WOLF, Auteur ; Devon OOSTING, Auteur ; Jennifer FOSS-FEIG, Auteur ; Nicole MCDONALD, Auteur ; Fred R. VOLKMAR, Auteur ; Kevin A. PELPHREY, Auteur Article en page(s) : p.2862-2870 Langues : Anglais (eng) Mots-clés : Pivotal Response Treatment  Intervention  Outcome  Adaptive skills  Social communication skills  Early intervention Index. décimale : PER Périodiques Résumé : Pivotal Response Treatment (PRT) is an empirically validated behavioral treatment for individuals with autism spectrum disorders (ASD). The purpose of the current study was to assess the efficacy of PRT for ten cognitively-able preschool-aged children with ASD in the context of a short-duration (4-month) treatment model. Most research on PRT used individual behavioral goals as outcome measures, but the current study utilized standardized assessments of broader-based social communication and adaptive skills. The children made substantial gains; however, magnitude and consistency of response across measures were variable. The results provide additional support for the efficacy of PRT as well as evidence for improvements in higher-order social communication and adaptive skill development within the context of a short-duration PRT model. En ligne : http://dx.doi.org/10.1007/s10803-014-2145-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 [article] Improvements in Social and Adaptive Functioning Following Short-Duration PRT Program: A Clinical Replication [texte imprimé] / Pamela VENTOLA, Auteur ; Hannah E. FRIEDMAN, Auteur ; Laura C. ANDERSON, Auteur ; Julie M. WOLF, Auteur ; Devon OOSTING, Auteur ; Jennifer FOSS-FEIG, Auteur ; Nicole MCDONALD, Auteur ; Fred R. VOLKMAR, Auteur ; Kevin A. PELPHREY, Auteur . - p.2862-2870. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2862-2870 Mots-clés : Pivotal Response Treatment  Intervention  Outcome  Adaptive skills  Social communication skills  Early intervention Index. décimale : PER Périodiques Résumé : Pivotal Response Treatment (PRT) is an empirically validated behavioral treatment for individuals with autism spectrum disorders (ASD). The purpose of the current study was to assess the efficacy of PRT for ten cognitively-able preschool-aged children with ASD in the context of a short-duration (4-month) treatment model. Most research on PRT used individual behavioral goals as outcome measures, but the current study utilized standardized assessments of broader-based social communication and adaptive skills. The children made substantial gains; however, magnitude and consistency of response across measures were variable. The results provide additional support for the efficacy of PRT as well as evidence for improvements in higher-order social communication and adaptive skill development within the context of a short-duration PRT model. En ligne : http://dx.doi.org/10.1007/s10803-014-2145-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241

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