Child characteristics associated with outcome for children with autism in a school-based behavioral intervention / Melanie PELLECCHIA in Autism, 20-3 (April 2016)  

Public ISBD [article]  inAutism > 20-3 (April 2016) . - p.321-329 Titre : Child characteristics associated with outcome for children with autism in a school-based behavioral intervention Type de document : texte imprimé Auteurs : Melanie PELLECCHIA, Auteur ; James E. CONNELL, Auteur ; Connor M. KERNS, Auteur ; Ming XIE, Auteur ; Steven C. MARCUS, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.321-329 Langues : Anglais (eng) Mots-clés : autism  predictors of outcome  social anxiety  social phobia Index. décimale : PER Périodiques Résumé : This study examined the extent to which clinical and demographic characteristics predicted outcome for children with autism spectrum disorder. Participants included 152 students with autism spectrum disorder in 53 kindergarten-through-second-grade autism support classrooms in a large urban public school district. Associations between child characteristics (including age, language ability, autism severity, social skills, adaptive behavior, co-occurring psychological symptoms, and restrictive and repetitive behavior) and outcome, as measured by changes in cognitive ability following one academic year of an intervention standardized across the sample were evaluated using linear regression with random effects for classroom. While several scales and subscales had statistically significant bivariate associations with outcome, in adjusted analysis, only age and the presence of symptoms associated with social anxiety, such as social avoidance and social fearfulness, as measured through the Child Symptom Inventory-4, were associated with differences in outcome. The findings regarding the role of social anxiety are new and have important implications for treatment. Disentangling the construct of social anxiety to differentiate between social fearfulness and social motivation has important implications for shifting the focus of early treatment for children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361315577518 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 [article] Child characteristics associated with outcome for children with autism in a school-based behavioral intervention [texte imprimé] / Melanie PELLECCHIA, Auteur ; James E. CONNELL, Auteur ; Connor M. KERNS, Auteur ; Ming XIE, Auteur ; Steven C. MARCUS, Auteur ; David S. MANDELL, Auteur . - p.321-329. Langues : Anglais (eng) in Autism > 20-3 (April 2016) . - p.321-329 Mots-clés : autism  predictors of outcome  social anxiety  social phobia Index. décimale : PER Périodiques Résumé : This study examined the extent to which clinical and demographic characteristics predicted outcome for children with autism spectrum disorder. Participants included 152 students with autism spectrum disorder in 53 kindergarten-through-second-grade autism support classrooms in a large urban public school district. Associations between child characteristics (including age, language ability, autism severity, social skills, adaptive behavior, co-occurring psychological symptoms, and restrictive and repetitive behavior) and outcome, as measured by changes in cognitive ability following one academic year of an intervention standardized across the sample were evaluated using linear regression with random effects for classroom. While several scales and subscales had statistically significant bivariate associations with outcome, in adjusted analysis, only age and the presence of symptoms associated with social anxiety, such as social avoidance and social fearfulness, as measured through the Child Symptom Inventory-4, were associated with differences in outcome. The findings regarding the role of social anxiety are new and have important implications for treatment. Disentangling the construct of social anxiety to differentiate between social fearfulness and social motivation has important implications for shifting the focus of early treatment for children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361315577518 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

Dismantling the Active Ingredients of an Intervention for Children with Autism / Melanie PELLECCHIA in Journal of Autism and Developmental Disorders, 45-9 (September 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2917-2927 Titre : Dismantling the Active Ingredients of an Intervention for Children with Autism Type de document : texte imprimé Auteurs : Melanie PELLECCHIA, Auteur ; James E. CONNELL, Auteur ; Rinad S. BEIDAS, Auteur ; Ming XIE, Auteur ; Steven C. MARCUS, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.2917-2927 Langues : Anglais (eng) Mots-clés : Treatment packages  Autism  Treatment fidelity  Implementation science Index. décimale : PER Périodiques Résumé : This study evaluated the association of fidelity to each of the components of the Strategies for Teaching based on Autism Research (STAR) program, a comprehensive treatment package for children with autism that includes discrete trial training, pivotal response training, and teaching in functional routines, on outcomes for 191 students ages 5–8 years in a large public school district. Fidelity to all components was relatively low, despite considerable training and support, suggesting the need to develop new implementation strategies. Fidelity to pivotal response training, but not discrete trial training or functional routines, was positively associated with gains in cognitive ability despite low levels of fidelity, and may be an effective intervention choice in under-resourced settings. En ligne : http://dx.doi.org/10.1007/s10803-015-2455-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] Dismantling the Active Ingredients of an Intervention for Children with Autism [texte imprimé] / Melanie PELLECCHIA, Auteur ; James E. CONNELL, Auteur ; Rinad S. BEIDAS, Auteur ; Ming XIE, Auteur ; Steven C. MARCUS, Auteur ; David S. MANDELL, Auteur . - p.2917-2927. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2917-2927 Mots-clés : Treatment packages  Autism  Treatment fidelity  Implementation science Index. décimale : PER Périodiques Résumé : This study evaluated the association of fidelity to each of the components of the Strategies for Teaching based on Autism Research (STAR) program, a comprehensive treatment package for children with autism that includes discrete trial training, pivotal response training, and teaching in functional routines, on outcomes for 191 students ages 5–8 years in a large public school district. Fidelity to all components was relatively low, despite considerable training and support, suggesting the need to develop new implementation strategies. Fidelity to pivotal response training, but not discrete trial training or functional routines, was positively associated with gains in cognitive ability despite low levels of fidelity, and may be an effective intervention choice in under-resourced settings. En ligne : http://dx.doi.org/10.1007/s10803-015-2455-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

Training to understand and navigate emotions and interactions (TUNE In): A novel program to support social functioning in adults on the autism spectrum / Ashley A. PALLATHRA in Research in Autism, 131 (March 2026)  

Public ISBD [article]  inResearch in Autism > 131 (March 2026) . - 202770 Titre : Training to understand and navigate emotions and interactions (TUNE In): A novel program to support social functioning in adults on the autism spectrum Type de document : texte imprimé Auteurs : Ashley A. PALLATHRA, Auteur ; James A. RANKIN, Auteur ; Jessica DAY-WATKINS, Auteur ; Monica E. CALKINS, Auteur ; Brenna B. MADDOX, Auteur ; Judith S. MILLER, Auteur ; Julia PARISH-MORRIS, Auteur ; John D. HERRINGTON, Auteur ; Shreya KANGOVI, Auteur ; Rachel TOMLINSON, Auteur ; Rose RASTY, Auteur ; Ruchisree GARUDA, Auteur ; Torrey A. CREED, Auteur ; Connor M. KERNS, Auteur ; Emily S. KUSCHNER, Auteur ; Warren B. BILKER, Auteur ; Femida HANDY, Auteur ; James E. CONNELL, Auteur ; Gabriel S. DICHTER, Auteur ; David S. MANDELL, Auteur ; Robert T. SCHULTZ, Auteur ; Edward S. BRODKIN, Auteur Article en page(s) : 202770 Langues : Anglais (eng) Mots-clés : Autism  Adulthood  Social functioning  Treatment Index. décimale : PER Périodiques Résumé : Purpose There are few evidence-based programs to support social functioning in autistic adults. We developed a novel, 17-week cognitive-behavioral and mindfulness-based program, TUNE In (Training to Understand & Navigate Emotions and Interactions), which targets several components of social functioning in adults, including social motivation, social anxiety, social cognition, and social skills. We collected data on the potential efficacy of TUNE In for improving social functioning in autistic adults. Methods TUNE In comprises individual and group sessions focused on social motivation, social anxiety, social cognition, and social skills, as well as participation in a volunteer work team for skill generalization. We piloted TUNE In in two separate cohorts of autistic adults without intellectual disability. Based on the experiences of Cohort 1 (n = 7), we updated the TUNE In protocol prior to starting Cohort 2 (n = 11); updates included increasing the time spent on mindfulness practices, reducing video modeling of social skills, and increasing naturalistic conversation practice. Results Cohort 2 showed improvement in social functioning as reflected by a significant reduction in Social Responsiveness Scale-2 Adult Form (SRS-2) scores (Sign Rank Test z = 2.76, p = .006, d = 0.44) following participation in TUNE In. Conclusion These data suggest that TUNE In may improve social functioning in autistic adults. Further study of TUNE In in comparison to a control condition in a larger sample of adults is warranted. En ligne : https://doi.org/10.1016/j.reia.2025.202770 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=581 [article] Training to understand and navigate emotions and interactions (TUNE In): A novel program to support social functioning in adults on the autism spectrum [texte imprimé] / Ashley A. PALLATHRA, Auteur ; James A. RANKIN, Auteur ; Jessica DAY-WATKINS, Auteur ; Monica E. CALKINS, Auteur ; Brenna B. MADDOX, Auteur ; Judith S. MILLER, Auteur ; Julia PARISH-MORRIS, Auteur ; John D. HERRINGTON, Auteur ; Shreya KANGOVI, Auteur ; Rachel TOMLINSON, Auteur ; Rose RASTY, Auteur ; Ruchisree GARUDA, Auteur ; Torrey A. CREED, Auteur ; Connor M. KERNS, Auteur ; Emily S. KUSCHNER, Auteur ; Warren B. BILKER, Auteur ; Femida HANDY, Auteur ; James E. CONNELL, Auteur ; Gabriel S. DICHTER, Auteur ; David S. MANDELL, Auteur ; Robert T. SCHULTZ, Auteur ; Edward S. BRODKIN, Auteur . - 202770. Langues : Anglais (eng) in Research in Autism > 131 (March 2026) . - 202770 Mots-clés : Autism  Adulthood  Social functioning  Treatment Index. décimale : PER Périodiques Résumé : Purpose There are few evidence-based programs to support social functioning in autistic adults. We developed a novel, 17-week cognitive-behavioral and mindfulness-based program, TUNE In (Training to Understand & Navigate Emotions and Interactions), which targets several components of social functioning in adults, including social motivation, social anxiety, social cognition, and social skills. We collected data on the potential efficacy of TUNE In for improving social functioning in autistic adults. Methods TUNE In comprises individual and group sessions focused on social motivation, social anxiety, social cognition, and social skills, as well as participation in a volunteer work team for skill generalization. We piloted TUNE In in two separate cohorts of autistic adults without intellectual disability. Based on the experiences of Cohort 1 (n = 7), we updated the TUNE In protocol prior to starting Cohort 2 (n = 11); updates included increasing the time spent on mindfulness practices, reducing video modeling of social skills, and increasing naturalistic conversation practice. Results Cohort 2 showed improvement in social functioning as reflected by a significant reduction in Social Responsiveness Scale-2 Adult Form (SRS-2) scores (Sign Rank Test z = 2.76, p = .006, d = 0.44) following participation in TUNE In. Conclusion These data suggest that TUNE In may improve social functioning in autistic adults. Further study of TUNE In in comparison to a control condition in a larger sample of adults is warranted. En ligne : https://doi.org/10.1016/j.reia.2025.202770 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=581

Universal Autism Screening for Toddlers: Recommendations at Odds / Diana L. ROBINS in Journal of Autism and Developmental Disorders, 46-5 (May 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-5 (May 2016) . - p.1880-1882 Titre : Universal Autism Screening for Toddlers: Recommendations at Odds Type de document : texte imprimé Auteurs : Diana L. ROBINS, Auteur ; Lauren B. ADAMSON, Auteur ; Marianne L. BARTON, Auteur ; James E. CONNELL, Auteur ; Thyde DUMONT-MATHIEU, Auteur ; Paul H. DWORKIN, Auteur ; Deborah A. FEIN, Auteur ; Mark A. GREENSTEIN, Auteur ; Ho-Wen HSU, Auteur ; Connor M. KERNS, Auteur ; Craig J. NEWSCHAFFER, Auteur ; Jennifer PLUMB, Auteur ; Paul SHATTUCK, Auteur ; Renee TURCHI, Auteur ; Giacomo VIVANTI, Auteur Article en page(s) : p.1880-1882 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-016-2697-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] Universal Autism Screening for Toddlers: Recommendations at Odds [texte imprimé] / Diana L. ROBINS, Auteur ; Lauren B. ADAMSON, Auteur ; Marianne L. BARTON, Auteur ; James E. CONNELL, Auteur ; Thyde DUMONT-MATHIEU, Auteur ; Paul H. DWORKIN, Auteur ; Deborah A. FEIN, Auteur ; Mark A. GREENSTEIN, Auteur ; Ho-Wen HSU, Auteur ; Connor M. KERNS, Auteur ; Craig J. NEWSCHAFFER, Auteur ; Jennifer PLUMB, Auteur ; Paul SHATTUCK, Auteur ; Renee TURCHI, Auteur ; Giacomo VIVANTI, Auteur . - p.1880-1882. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-5 (May 2016) . - p.1880-1882 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-016-2697-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

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