Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum / Heather J. NUSKE in Journal of Autism and Developmental Disorders, 55-9 (September 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3100-3117 Titre : Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum Type de document : texte imprimé Auteurs : Heather J. NUSKE, Auteur ; Tristram SMITH, Auteur ; Lynne LEVATO, Auteur ; Briana BRONSTEIN, Auteur ; Nicole SPARAPANI, Auteur ; Consuelo GARCIA, Auteur ; Fernanda CASTELLON, Auteur ; Hyon Soo LEE, Auteur ; Sarah F. VEJNOSKA, Auteur ; Samantha HOCHHEIMER, Auteur ; Amber R. FITZGERALD, Auteur ; Jenny C. CHIAPPE, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur ; Jennica LI, Auteur ; Wendy SHIH, Auteur ; Ashlee BROWN, Auteur ; Michelle CULLEN, Auteur ; Lisa M. HUND, Auteur ; Aubyn C. STAHMER, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur Article en page(s) : p.3100-3117 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed Building Better Bridges (BBB), a caregiver coaching intervention that includes training on effective school communication, educational rights, advocacy, and child preparation strategies. We compared BBB (n = 83) to a module/resources-only comparison (n = 87) in a four-site randomized controlled trial in racially and ethnically diverse, under-resourced communities. In our intent-to-treat analysis, caregivers and teachers in BBB rated students' transitions to the new classroom as more positive, relative to the comparison group. Results suggest this low-cost intervention can improve the transition process for families and students at high risk of poor transitions. En ligne : https://doi.org/10.1007/s10803-024-06285-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum [texte imprimé] / Heather J. NUSKE, Auteur ; Tristram SMITH, Auteur ; Lynne LEVATO, Auteur ; Briana BRONSTEIN, Auteur ; Nicole SPARAPANI, Auteur ; Consuelo GARCIA, Auteur ; Fernanda CASTELLON, Auteur ; Hyon Soo LEE, Auteur ; Sarah F. VEJNOSKA, Auteur ; Samantha HOCHHEIMER, Auteur ; Amber R. FITZGERALD, Auteur ; Jenny C. CHIAPPE, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur ; Jennica LI, Auteur ; Wendy SHIH, Auteur ; Ashlee BROWN, Auteur ; Michelle CULLEN, Auteur ; Lisa M. HUND, Auteur ; Aubyn C. STAHMER, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur . - p.3100-3117. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3100-3117 Index. décimale : PER Périodiques Résumé : New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed Building Better Bridges (BBB), a caregiver coaching intervention that includes training on effective school communication, educational rights, advocacy, and child preparation strategies. We compared BBB (n = 83) to a module/resources-only comparison (n = 87) in a four-site randomized controlled trial in racially and ethnically diverse, under-resourced communities. In our intent-to-treat analysis, caregivers and teachers in BBB rated students' transitions to the new classroom as more positive, relative to the comparison group. Results suggest this low-cost intervention can improve the transition process for families and students at high risk of poor transitions. En ligne : https://doi.org/10.1007/s10803-024-06285-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

How meaningful is more? Considerations regarding intensity in early intensive behavioral intervention / Melanie PELLECCHIA in Autism, 23-5 (July 2019)  

Public ISBD [article]  inAutism > 23-5 (July 2019) . - p.1075-1078 Titre : How meaningful is more? Considerations regarding intensity in early intensive behavioral intervention Type de document : texte imprimé Auteurs : Melanie PELLECCHIA, Auteur ; Suzannah IADAROLA, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : p.1075-1078 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361319854844 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 [article] How meaningful is more? Considerations regarding intensity in early intensive behavioral intervention [texte imprimé] / Melanie PELLECCHIA, Auteur ; Suzannah IADAROLA, Auteur ; Aubyn C. STAHMER, Auteur . - p.1075-1078. Langues : Anglais (eng) in Autism > 23-5 (July 2019) . - p.1075-1078 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361319854844 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401

It’s who you know: Caregiver social networks predict service use among under-resourced children with autism / Amanda GULSRUD in Research in Autism Spectrum Disorders, 88 (October 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 88 (October 2021) . - 101843 Titre : It’s who you know: Caregiver social networks predict service use among under-resourced children with autism Type de document : texte imprimé Auteurs : Amanda GULSRUD, Auteur ; Hyon Soo LEE, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Suzannah IADAROLA, Auteur ; Melanie PELLECCHIA, Auteur ; Wendy SHIH, Auteur ; Sarah VEJNOSKA, Auteur ; Elizabeth H. MORGAN, Auteur ; Samantha HOCHHEIMER, Auteur ; Samantha CRABBE, Auteur ; Jennica LI, Auteur ; Lindsay HAUPTMAN, Auteur ; Fernanda CASTELLON, Auteur ; Heather J. NUSKE, Auteur ; Consuelo GARCIA, Auteur ; Rachel KING, Auteur ; Paul LUELMO, Auteur ; Kathleen CARLEY, Auteur ; Tristram SMITH, Auteur ; David S. MANDELL, Auteur ; Connie KASARI, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : 101843 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Disparities  Services  Culture  Social networks Index. décimale : PER Périodiques Résumé : Background Numerous studies have shown that racial/ethnic minority and under-resourced families face barriers that delay timely access to autism services. These barriers include lack of resources and information about autism, financial hardship, mistrust in the service system, cultural and language mismatch, and other factors that have yet to be identified. Method The current study aimed to examine additional caregiver and system-level factors that could be associated with early service access using a diverse sample from four study sites (Los Angeles, CA; Philadelphia, PA; Sacramento, CA; and Rochester, NY). Partnering with community agencies that serve traditionally underrepresented groups, the research team recruited 118 caregivers of young children with autism who were low-income, English, Spanish or Korean speaking and had not accessed autism-specific services. Results Regression analyses revealed that the total number of services accessed were associated with caregiver social network size (p = 0.011) but not by race, autism knowledge and caregiver agency. Among families receiving at least one non-autism specific service, a marginally significant interaction effect of site and primary language on total services received was observed (p = 0.06). Conclusion Findings suggest that caregivers’ social network connections are crucial in early service access, and future interventions could target increasing social networks to improve families’ service engagement. More attention for non-English speaking families, especially those living in areas with few supports in their native languages, is needed. En ligne : https://doi.org/10.1016/j.rasd.2021.101843 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] It’s who you know: Caregiver social networks predict service use among under-resourced children with autism [texte imprimé] / Amanda GULSRUD, Auteur ; Hyon Soo LEE, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Suzannah IADAROLA, Auteur ; Melanie PELLECCHIA, Auteur ; Wendy SHIH, Auteur ; Sarah VEJNOSKA, Auteur ; Elizabeth H. MORGAN, Auteur ; Samantha HOCHHEIMER, Auteur ; Samantha CRABBE, Auteur ; Jennica LI, Auteur ; Lindsay HAUPTMAN, Auteur ; Fernanda CASTELLON, Auteur ; Heather J. NUSKE, Auteur ; Consuelo GARCIA, Auteur ; Rachel KING, Auteur ; Paul LUELMO, Auteur ; Kathleen CARLEY, Auteur ; Tristram SMITH, Auteur ; David S. MANDELL, Auteur ; Connie KASARI, Auteur ; Aubyn C. STAHMER, Auteur . - 101843. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 88 (October 2021) . - 101843 Mots-clés : Autism spectrum disorder  Disparities  Services  Culture  Social networks Index. décimale : PER Périodiques Résumé : Background Numerous studies have shown that racial/ethnic minority and under-resourced families face barriers that delay timely access to autism services. These barriers include lack of resources and information about autism, financial hardship, mistrust in the service system, cultural and language mismatch, and other factors that have yet to be identified. Method The current study aimed to examine additional caregiver and system-level factors that could be associated with early service access using a diverse sample from four study sites (Los Angeles, CA; Philadelphia, PA; Sacramento, CA; and Rochester, NY). Partnering with community agencies that serve traditionally underrepresented groups, the research team recruited 118 caregivers of young children with autism who were low-income, English, Spanish or Korean speaking and had not accessed autism-specific services. Results Regression analyses revealed that the total number of services accessed were associated with caregiver social network size (p = 0.011) but not by race, autism knowledge and caregiver agency. Among families receiving at least one non-autism specific service, a marginally significant interaction effect of site and primary language on total services received was observed (p = 0.06). Conclusion Findings suggest that caregivers’ social network connections are crucial in early service access, and future interventions could target increasing social networks to improve families’ service engagement. More attention for non-English speaking families, especially those living in areas with few supports in their native languages, is needed. En ligne : https://doi.org/10.1016/j.rasd.2021.101843 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Obituary for Tristram Smith / Suzannah IADAROLA in Journal of Autism and Developmental Disorders, 48-12 (December 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4293-4294 Titre : Obituary for Tristram Smith Type de document : texte imprimé Auteurs : Suzannah IADAROLA, Auteur Article en page(s) : p.4293-4294 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-018-3754-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Obituary for Tristram Smith [texte imprimé] / Suzannah IADAROLA, Auteur . - p.4293-4294. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4293-4294 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-018-3754-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Relationship Among Anxiety, Depression, and Family Impact in Adolescents With Autism Spectrum Disorder and Average-Range IQ / Suzannah IADAROLA in Focus on Autism and Other Developmental Disabilities, 33-3 (September 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.171-181 Titre : Relationship Among Anxiety, Depression, and Family Impact in Adolescents With Autism Spectrum Disorder and Average-Range IQ Type de document : texte imprimé Auteurs : Suzannah IADAROLA, Auteur ; Leona A. OAKES, Auteur ; Wendy SHIH, Auteur ; Michelle DEAN, Auteur ; Tristram SMITH, Auteur ; Felice ORLICH, Auteur Article en page(s) : p.171-181 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Little is known about how internalizing symptoms in autism spectrum disorder (ASD) affect family outcomes, despite the high rates of internalizing disorders in ASD and the dynamic relationships among child, parent, and family variables. We evaluated the predictive value of internalizing symptoms in 69 adolescents with ASD and average-range cognitive abilities on family impact. In addition, we examined the correspondence between parent and child symptom ratings. Results indicated that internalizing symptoms predict family impact above IQ and externalizing symptoms. Depression (but not anxiety) predicted more positive family functioning, and parents rated more internalizing symptoms than adolescents. The results are contrary to our initial predictions, and we offer several explanations for this difference. Differences between parent and child ratings of internalizing symptoms are also explored. En ligne : https://doi.org/10.1177/1088357616672416 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Relationship Among Anxiety, Depression, and Family Impact in Adolescents With Autism Spectrum Disorder and Average-Range IQ [texte imprimé] / Suzannah IADAROLA, Auteur ; Leona A. OAKES, Auteur ; Wendy SHIH, Auteur ; Michelle DEAN, Auteur ; Tristram SMITH, Auteur ; Felice ORLICH, Auteur . - p.171-181. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.171-181 Index. décimale : PER Périodiques Résumé : Little is known about how internalizing symptoms in autism spectrum disorder (ASD) affect family outcomes, despite the high rates of internalizing disorders in ASD and the dynamic relationships among child, parent, and family variables. We evaluated the predictive value of internalizing symptoms in 69 adolescents with ASD and average-range cognitive abilities on family impact. In addition, we examined the correspondence between parent and child symptom ratings. Results indicated that internalizing symptoms predict family impact above IQ and externalizing symptoms. Depression (but not anxiety) predicted more positive family functioning, and parents rated more internalizing symptoms than adolescents. The results are contrary to our initial predictions, and we offer several explanations for this difference. Differences between parent and child ratings of internalizing symptoms are also explored. En ligne : https://doi.org/10.1177/1088357616672416 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators / Suzannah IADAROLA in Autism, 19-6 (August 2015)  

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Social network support is associated with teacher?s perceptions of transition planning for their autistic students / Amanda DIMACHKIE NUNNALLY in Research in Autism Spectrum Disorders, 113 (May 2024)  

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Teaching Parents Behavioral Strategies for Autism Spectrum Disorder (ASD): Effects on Stress, Strain, and Competence / Suzannah IADAROLA in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

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Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS) / Cynthia M. ANDERSON in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

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