Bilingual and Monolingual Autistic Toddlers: Language and Social Communication Skills / Ingrid Hastedt ; Abbey EISENHOWER ; R. Christopher SHELDRICK ; Alice S. CARTER in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2185-2202 Titre : Bilingual and Monolingual Autistic Toddlers: Language and Social Communication Skills : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ingrid Hastedt, Auteur ; Abbey EISENHOWER, Auteur ; R. Christopher SHELDRICK, Auteur ; Alice S. CARTER, Auteur Article en page(s) : p.2185-2202 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parents of children diagnosed with autism spectrum disorders (ASD) express concern about raising their children bilingually, and often hear advice from professionals against the use of bilingualism. The current study examined the relation between bilingualism and the language and social communication skills of toddlers diagnosed with ASD (N=353) in the US, while controlling for socioeconomic risk factors. Structural equation modeling showed no differences in language skills between bilingual Spanish-English speaking children and monolingual English-speaking (p=.596) or monolingual Spanish-speaking (p=.963) children and showed a bilingual advantage on socialization skills when comparing bilingual and monolingual English-speaking children (p=.001). Parents of autistic children exposed to Spanish and English should be encouraged to raise their child bilingually if it best suits familial needs. En ligne : https://doi.org/10.1007/s10803-022-05504-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506 [article] Bilingual and Monolingual Autistic Toddlers: Language and Social Communication Skills : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Ingrid Hastedt, Auteur ; Abbey EISENHOWER, Auteur ; R. Christopher SHELDRICK, Auteur ; Alice S. CARTER, Auteur . - p.2185-2202. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2185-2202 Index. décimale : PER Périodiques Résumé : Parents of children diagnosed with autism spectrum disorders (ASD) express concern about raising their children bilingually, and often hear advice from professionals against the use of bilingualism. The current study examined the relation between bilingualism and the language and social communication skills of toddlers diagnosed with ASD (N=353) in the US, while controlling for socioeconomic risk factors. Structural equation modeling showed no differences in language skills between bilingual Spanish-English speaking children and monolingual English-speaking (p=.596) or monolingual Spanish-speaking (p=.963) children and showed a bilingual advantage on socialization skills when comparing bilingual and monolingual English-speaking children (p=.001). Parents of autistic children exposed to Spanish and English should be encouraged to raise their child bilingually if it best suits familial needs. En ligne : https://doi.org/10.1007/s10803-022-05504-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506

Developing Autism Screening Criteria for the Brief Infant Toddler Social Emotional Assessment (BITSEA) / Ivy GISERMAN KISS in Journal of Autism and Developmental Disorders, 47-5 (May 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1269-1277 Titre : Developing Autism Screening Criteria for the Brief Infant Toddler Social Emotional Assessment (BITSEA) Type de document : Texte imprimé et/ou numérique Auteurs : Ivy GISERMAN KISS, Auteur ; Melanie S. FELDMAN, Auteur ; R. Christopher SHELDRICK, Auteur ; Alice S. CARTER, Auteur Article en page(s) : p.1269-1277 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Autism  Screening  BITSEA  Early detection Index. décimale : PER Périodiques Résumé : There is a critical need for evidence-based, broadband behavioral, and ASD screening measures for use in pediatric and early educational settings to ensure that young children at risk for developing social-emotional disorders and/or ASD are provided with early intervention services to optimize long-term outcomes. The BITSEA is a 42-item screener designed to identify social-emotional/behavioral problems and delays/deficits in social-emotional competence among 11–48-month-olds; 19 items describe behaviors consistent with ASD. Secondary data analysis was employed to develop cut-scores for ASD subscales using Receiver Operating Curves, discriminating children with (n?=?223) and without (n?=?289) ASD. Cut-scores demonstrated moderate-to-high discriminative power, sensitivity, specificity, and PPV. Findings highlight feasibility of using a broadband social-emotional competence and behavior problem screener to improve early detection of ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3044-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Developing Autism Screening Criteria for the Brief Infant Toddler Social Emotional Assessment (BITSEA) [Texte imprimé et/ou numérique] / Ivy GISERMAN KISS, Auteur ; Melanie S. FELDMAN, Auteur ; R. Christopher SHELDRICK, Auteur ; Alice S. CARTER, Auteur . - p.1269-1277. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1269-1277 Mots-clés : Autism spectrum disorder  Autism  Screening  BITSEA  Early detection Index. décimale : PER Périodiques Résumé : There is a critical need for evidence-based, broadband behavioral, and ASD screening measures for use in pediatric and early educational settings to ensure that young children at risk for developing social-emotional disorders and/or ASD are provided with early intervention services to optimize long-term outcomes. The BITSEA is a 42-item screener designed to identify social-emotional/behavioral problems and delays/deficits in social-emotional competence among 11–48-month-olds; 19 items describe behaviors consistent with ASD. Secondary data analysis was employed to develop cut-scores for ASD subscales using Receiver Operating Curves, discriminating children with (n?=?223) and without (n?=?289) ASD. Cut-scores demonstrated moderate-to-high discriminative power, sensitivity, specificity, and PPV. Findings highlight feasibility of using a broadband social-emotional competence and behavior problem screener to improve early detection of ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3044-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Overcoming tensions between family-centered care and fidelity within Early Intervention implementation research / Katherine PICKARD in Autism, 27-3 (April 2023)  

Public ISBD [article]  inAutism > 27-3 (April 2023) . - p.858-863 Titre : Overcoming tensions between family-centered care and fidelity within Early Intervention implementation research Type de document : Texte imprimé et/ou numérique Auteurs : Katherine PICKARD, Auteur ; Allison WAINER, Auteur ; Sarabeth BRODER-FINGERT, Auteur ; R. Christopher SHELDRICK, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : p.858-863 Langues : Anglais (eng) Mots-clés : autism spectrum disorders,early intervention,family-centered care,family functioning and support,fidelity,interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : The Part C Early Intervention system has been a focus of translational efforts in the autism field, as it is an entry point to services during a critical window of early development. Although Early Intervention systems are perceived as a promising setting in which to implement evidence-based practices for autism, implementation efforts seldom account for the unique service delivery model of Early Intervention systems, which emphasize family-centered care. The principles of family-centered care may at times pose tradeoffs to the implementation of manualized evidence-based practices and, thus, are pertinent to consider within implementation research being conducted within these systems. This commentary highlights family-centered care as an important factor of service delivery in Early Intervention systems that deserve greater attention. We lay out how family-centered care provides a framework for evaluating evidence-based practice adaptation in Early Intervention systems, how it may impact the adoption and implementation of evidence-based practices, and directions for future research to evaluate the impact of family-centered care alongside evidence-based practice delivery. Measuring family-centered care as part of research within Early Intervention systems may shift the autism field to a more balanced view of fidelity as both delivering core evidence-based practice components in a manner that closely align with fundamental tenants of Early Intervention systems.Lay AbstractEarly Intervention systems provide therapeutic services to families of young children birth to 3?years with developmental delays and are considered a natural access point to services for young children and their families. Research studies in the autism field have been interested in training providers to deliver evidence-based practices in Early Intervention systems to increase access to services for young children with an increased likelihood of being autistic. However, research has often overlooked that Early Intervention systems prioritize family-centered care, an approach to working with families that honors and respects their values and choices and that provides supports to strengthen family functioning. This commentary points out that family-centered care deserves greater attention in research being done in Early Intervention systems. We describe how family-centered care may shape how interventions are delivered, and discuss directions for future research to evaluate the impact of family-centered care alongside intervention delivery. En ligne : https://doi.org/10.1177/13623613221133641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Overcoming tensions between family-centered care and fidelity within Early Intervention implementation research [Texte imprimé et/ou numérique] / Katherine PICKARD, Auteur ; Allison WAINER, Auteur ; Sarabeth BRODER-FINGERT, Auteur ; R. Christopher SHELDRICK, Auteur ; Aubyn C. STAHMER, Auteur . - p.858-863. Langues : Anglais (eng) in Autism > 27-3 (April 2023) . - p.858-863 Mots-clés : autism spectrum disorders,early intervention,family-centered care,family functioning and support,fidelity,interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : The Part C Early Intervention system has been a focus of translational efforts in the autism field, as it is an entry point to services during a critical window of early development. Although Early Intervention systems are perceived as a promising setting in which to implement evidence-based practices for autism, implementation efforts seldom account for the unique service delivery model of Early Intervention systems, which emphasize family-centered care. The principles of family-centered care may at times pose tradeoffs to the implementation of manualized evidence-based practices and, thus, are pertinent to consider within implementation research being conducted within these systems. This commentary highlights family-centered care as an important factor of service delivery in Early Intervention systems that deserve greater attention. We lay out how family-centered care provides a framework for evaluating evidence-based practice adaptation in Early Intervention systems, how it may impact the adoption and implementation of evidence-based practices, and directions for future research to evaluate the impact of family-centered care alongside evidence-based practice delivery. Measuring family-centered care as part of research within Early Intervention systems may shift the autism field to a more balanced view of fidelity as both delivering core evidence-based practice components in a manner that closely align with fundamental tenants of Early Intervention systems.Lay AbstractEarly Intervention systems provide therapeutic services to families of young children birth to 3?years with developmental delays and are considered a natural access point to services for young children and their families. Research studies in the autism field have been interested in training providers to deliver evidence-based practices in Early Intervention systems to increase access to services for young children with an increased likelihood of being autistic. However, research has often overlooked that Early Intervention systems prioritize family-centered care, an approach to working with families that honors and respects their values and choices and that provides supports to strengthen family functioning. This commentary points out that family-centered care deserves greater attention in research being done in Early Intervention systems. We describe how family-centered care may shape how interventions are delivered, and discuss directions for future research to evaluate the impact of family-centered care alongside intervention delivery. En ligne : https://doi.org/10.1177/13623613221133641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

The influence of loss to follow-up in autism screening research: Taking stock and moving forward / R. Christopher SHELDRICK in Journal of Child Psychology and Psychiatry, 65-5 (May 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-5 (May 2024) . - p.656-667 Titre : The influence of loss to follow-up in autism screening research: Taking stock and moving forward Type de document : Texte imprimé et/ou numérique Auteurs : R. Christopher SHELDRICK, Auteur ; Jessica L. HOOKER, Auteur ; Alice S. CARTER, Auteur ; Emily FEINBERG, Auteur ; Lisa A. CROEN, Auteur ; Jocelyn KUHN, Auteur ; Elizabeth SLATE, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.656-667 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background How best to improve the early detection of autism spectrum disorder (ASD) is the subject of significant controversy. Some argue that universal ASD screeners are highly accurate, whereas others argue that evidence for this claim is insufficient. Relatedly, there is no clear consensus as to the optimal role of screening for making referral decisions for evaluation and treatment. Published screening research can meaningfully inform these questions-but only through careful consideration of children who do not complete diagnostic follow-up. Methods We developed two simulation models that re-analyze the results of a large-scale validation study of the M-CHAT-R/F by Robins et al. (2014, Pediatrics, 133, 37). Model #1 re-analyzes screener accuracy across six scenarios, each reflecting different assumptions regarding loss to follow-up. Model #2 builds on this by closely examining differential attrition at each point of the multi-step detection process. Results Estimates of sensitivity ranged from 40% to 94% across scenarios, demonstrating that estimates of accuracy depend on assumptions regarding the diagnostic status of children who were lost to follow-up. Across a range of plausible assumptions, data also suggest that children with undiagnosed ASD may be more likely to complete follow-up than children without ASD, highlighting the role of clinicians and caregivers in the detection process. Conclusions Using simulation modeling as a quantitative method to examine potential bias in screening studies, analyses suggest that ASD screening tools may be less accurate than is often reported. Models also demonstrate the critical importance of every step in a detection process-including steps that determine whether children should complete an additional evaluation. We conclude that parent and clinician decision-making regarding follow-up may contribute more to detection than is widely assumed. En ligne : https://doi.org/10.1111/jcpp.13867 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526 [article] The influence of loss to follow-up in autism screening research: Taking stock and moving forward [Texte imprimé et/ou numérique] / R. Christopher SHELDRICK, Auteur ; Jessica L. HOOKER, Auteur ; Alice S. CARTER, Auteur ; Emily FEINBERG, Auteur ; Lisa A. CROEN, Auteur ; Jocelyn KUHN, Auteur ; Elizabeth SLATE, Auteur ; Amy M. WETHERBY, Auteur . - p.656-667. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-5 (May 2024) . - p.656-667 Index. décimale : PER Périodiques Résumé : Background How best to improve the early detection of autism spectrum disorder (ASD) is the subject of significant controversy. Some argue that universal ASD screeners are highly accurate, whereas others argue that evidence for this claim is insufficient. Relatedly, there is no clear consensus as to the optimal role of screening for making referral decisions for evaluation and treatment. Published screening research can meaningfully inform these questions-but only through careful consideration of children who do not complete diagnostic follow-up. Methods We developed two simulation models that re-analyze the results of a large-scale validation study of the M-CHAT-R/F by Robins et al. (2014, Pediatrics, 133, 37). Model #1 re-analyzes screener accuracy across six scenarios, each reflecting different assumptions regarding loss to follow-up. Model #2 builds on this by closely examining differential attrition at each point of the multi-step detection process. Results Estimates of sensitivity ranged from 40% to 94% across scenarios, demonstrating that estimates of accuracy depend on assumptions regarding the diagnostic status of children who were lost to follow-up. Across a range of plausible assumptions, data also suggest that children with undiagnosed ASD may be more likely to complete follow-up than children without ASD, highlighting the role of clinicians and caregivers in the detection process. Conclusions Using simulation modeling as a quantitative method to examine potential bias in screening studies, analyses suggest that ASD screening tools may be less accurate than is often reported. Models also demonstrate the critical importance of every step in a detection process-including steps that determine whether children should complete an additional evaluation. We conclude that parent and clinician decision-making regarding follow-up may contribute more to detection than is widely assumed. En ligne : https://doi.org/10.1111/jcpp.13867 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526

Thresholds and accuracy in screening tools for early detection of psychopathology / R. Christopher SHELDRICK in Journal of Child Psychology and Psychiatry, 56-9 (September 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-9 (September 2015) . - p.936-948 Titre : Thresholds and accuracy in screening tools for early detection of psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : R. Christopher SHELDRICK, Auteur ; James C. BENNEYAN, Auteur ; Ivy Giserman KISS, Auteur ; Margaret J. BRIGGS-GOWAN, Auteur ; William COPELAND, Auteur ; Alice S. CARTER, Auteur Article en page(s) : p.936-948 Langues : Anglais (eng) Mots-clés : Assessment  screening  psychopathology  developmental psychopathology  methodology Index. décimale : PER Périodiques Résumé : Background The accuracy of any screening instrument designed to detect psychopathology among children is ideally assessed through rigorous comparison to ‘gold standard’ tests and interviews. Such comparisons typically yield estimates of what we refer to as ‘standard indices of diagnostic accuracy’, including sensitivity, specificity, positive predictive value (PPV), and negative predictive value. However, whereas these statistics were originally designed to detect binary signals (e.g., diagnosis present or absent), screening questionnaires commonly used in psychology, psychiatry, and pediatrics typically result in ordinal scores. Thus, a threshold or ‘cut score’ must be applied to these ordinal scores before accuracy can be evaluated using such standard indices. To better understand the tradeoffs inherent in choosing a particular threshold, we discuss the concept of ‘threshold probability’. In contrast to PPV, which reflects the probability that a child whose score falls at or above the screening threshold has the condition of interest, threshold probability refers specifically to the likelihood that a child whose score is equal to a particular screening threshold has the condition of interest. Method The diagnostic accuracy and threshold probability of two well-validated behavioral assessment instruments, the Child Behavior Checklist Total Problem Scale and the Strengths and Difficulties Questionnaire total scale were examined in relation to a structured psychiatric interview in three de-identified datasets. Results Although both screening measures were effective in identifying groups of children at elevated risk for psychopathology in all samples (odds ratios ranged from 5.2 to 9.7), children who scored at or near the clinical thresholds that optimized sensitivity and specificity were unlikely to meet criteria for psychopathology on gold standard interviews. Conclusions Our results are consistent with the view that screening instruments should be interpreted probabilistically, with attention to where along the continuum of positive scores an individual falls. En ligne : http://dx.doi.org/10.1111/jcpp.12442 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] Thresholds and accuracy in screening tools for early detection of psychopathology [Texte imprimé et/ou numérique] / R. Christopher SHELDRICK, Auteur ; James C. BENNEYAN, Auteur ; Ivy Giserman KISS, Auteur ; Margaret J. BRIGGS-GOWAN, Auteur ; William COPELAND, Auteur ; Alice S. CARTER, Auteur . - p.936-948. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-9 (September 2015) . - p.936-948 Mots-clés : Assessment  screening  psychopathology  developmental psychopathology  methodology Index. décimale : PER Périodiques Résumé : Background The accuracy of any screening instrument designed to detect psychopathology among children is ideally assessed through rigorous comparison to ‘gold standard’ tests and interviews. Such comparisons typically yield estimates of what we refer to as ‘standard indices of diagnostic accuracy’, including sensitivity, specificity, positive predictive value (PPV), and negative predictive value. However, whereas these statistics were originally designed to detect binary signals (e.g., diagnosis present or absent), screening questionnaires commonly used in psychology, psychiatry, and pediatrics typically result in ordinal scores. Thus, a threshold or ‘cut score’ must be applied to these ordinal scores before accuracy can be evaluated using such standard indices. To better understand the tradeoffs inherent in choosing a particular threshold, we discuss the concept of ‘threshold probability’. In contrast to PPV, which reflects the probability that a child whose score falls at or above the screening threshold has the condition of interest, threshold probability refers specifically to the likelihood that a child whose score is equal to a particular screening threshold has the condition of interest. Method The diagnostic accuracy and threshold probability of two well-validated behavioral assessment instruments, the Child Behavior Checklist Total Problem Scale and the Strengths and Difficulties Questionnaire total scale were examined in relation to a structured psychiatric interview in three de-identified datasets. Results Although both screening measures were effective in identifying groups of children at elevated risk for psychopathology in all samples (odds ratios ranged from 5.2 to 9.7), children who scored at or near the clinical thresholds that optimized sensitivity and specificity were unlikely to meet criteria for psychopathology on gold standard interviews. Conclusions Our results are consistent with the view that screening instruments should be interpreted probabilistically, with attention to where along the continuum of positive scores an individual falls. En ligne : http://dx.doi.org/10.1111/jcpp.12442 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

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