Brief Report: Sex/Gender Differences in Adolescents with Autism: Socialization Profiles and Response to Social Skills Intervention / Jordan A. KO in Journal of Autism and Developmental Disorders, 52-6 (June 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2812-2818 Titre : Brief Report: Sex/Gender Differences in Adolescents with Autism: Socialization Profiles and Response to Social Skills Intervention Type de document : texte imprimé Auteurs : Jordan A. KO, Auteur ; Rachel K. SCHUCK, Auteur ; Maria JIMENEZ-MUÑOZ, Auteur ; Kaitlynn M.P. BAIDEN, Auteur ; Ty W. VERNON, Auteur Article en page(s) : p.2812-2818 Langues : Anglais (eng) Mots-clés : Adolescents  Autism spectrum disorder  Females  Intervention  Sex/gender differences  Social skills Index. décimale : PER Périodiques Résumé : Females with autism have unique socialization profiles, but less is known about sex/gender differences in the context of socialization interventions. This study utilized a combination of behavioral and survey measures to examine sex/gender differences in 32 autistic adolescents (10 females, 22 males) before and after participation in the 20-week START socialization program. At intake, males self-reported superior social skills use while parents endorsed that females demonstrated superior social competencies. While males and females both experienced socialization improvements post-trial, females experienced greater increases in self-reported social competency and the proportion of questions they asked during peer conversations. These preliminary findings on differential intervention response may help inform future social skill intervention efforts for the needs of females on the spectrum. En ligne : http://dx.doi.org/10.1007/s10803-021-05127-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] Brief Report: Sex/Gender Differences in Adolescents with Autism: Socialization Profiles and Response to Social Skills Intervention [texte imprimé] / Jordan A. KO, Auteur ; Rachel K. SCHUCK, Auteur ; Maria JIMENEZ-MUÑOZ, Auteur ; Kaitlynn M.P. BAIDEN, Auteur ; Ty W. VERNON, Auteur . - p.2812-2818. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2812-2818 Mots-clés : Adolescents  Autism spectrum disorder  Females  Intervention  Sex/gender differences  Social skills Index. décimale : PER Périodiques Résumé : Females with autism have unique socialization profiles, but less is known about sex/gender differences in the context of socialization interventions. This study utilized a combination of behavioral and survey measures to examine sex/gender differences in 32 autistic adolescents (10 females, 22 males) before and after participation in the 20-week START socialization program. At intake, males self-reported superior social skills use while parents endorsed that females demonstrated superior social competencies. While males and females both experienced socialization improvements post-trial, females experienced greater increases in self-reported social competency and the proportion of questions they asked during peer conversations. These preliminary findings on differential intervention response may help inform future social skill intervention efforts for the needs of females on the spectrum. En ligne : http://dx.doi.org/10.1007/s10803-021-05127-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

A Pilot Randomized Clinical Trial of an Enhanced Pivotal Response Treatment Approach for Young Children with Autism: The PRISM Model / Ty W. VERNON in Journal of Autism and Developmental Disorders, 49-6 (June 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2358-2373 Titre : A Pilot Randomized Clinical Trial of an Enhanced Pivotal Response Treatment Approach for Young Children with Autism: The PRISM Model Type de document : texte imprimé Auteurs : Ty W. VERNON, Auteur ; Anahita N. HOLDEN, Auteur ; Amy C. BARRETT, Auteur ; Jessica BRADSHAW, Auteur ; Jordan A. KO, Auteur ; Elizabeth S. MCGARRY, Auteur ; Erin J. HOROWITZ, Auteur ; Daina M. TAGAVI, Auteur ; Tamsin C. GERMAN, Auteur Article en page(s) : p.2358-2373 Langues : Anglais (eng) Mots-clés : Early intervention  Pilot study  Pivotal response intervention for social motivation (PRISM)  Pivotal response treatment  Randomized clinical trial (RCT) Index. décimale : PER Périodiques Résumé : The symptoms of autism spectrum disorder are conceptualized to alter the quality of parent-children interactions, exposure to social learning exchanges, and ultimately the course of child development. There is evidence that modifying the procedures of Pivotal Response Treatment (PRT) to explicitly target social motivation enhances child engagement and parent-child synchrony in moment-by-moment exchanges. However, it is unclear if these within session improvements ultimately yield favorable developmental outcomes over time. The current investigation presents feasibility, utility, and preliminary efficacy data of a pilot randomized clinical trial (RCT) of a Pivotal Response Intervention for Social Motivation (PRISM) model. Data on participant factors, treatment protocol acceptability, and outcome variance and effect size are highly favorable and support the pursuit of a future, large scale RCT. En ligne : https://dx.doi.org/10.1007/s10803-019-03909-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 [article] A Pilot Randomized Clinical Trial of an Enhanced Pivotal Response Treatment Approach for Young Children with Autism: The PRISM Model [texte imprimé] / Ty W. VERNON, Auteur ; Anahita N. HOLDEN, Auteur ; Amy C. BARRETT, Auteur ; Jessica BRADSHAW, Auteur ; Jordan A. KO, Auteur ; Elizabeth S. MCGARRY, Auteur ; Erin J. HOROWITZ, Auteur ; Daina M. TAGAVI, Auteur ; Tamsin C. GERMAN, Auteur . - p.2358-2373. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2358-2373 Mots-clés : Early intervention  Pilot study  Pivotal response intervention for social motivation (PRISM)  Pivotal response treatment  Randomized clinical trial (RCT) Index. décimale : PER Périodiques Résumé : The symptoms of autism spectrum disorder are conceptualized to alter the quality of parent-children interactions, exposure to social learning exchanges, and ultimately the course of child development. There is evidence that modifying the procedures of Pivotal Response Treatment (PRT) to explicitly target social motivation enhances child engagement and parent-child synchrony in moment-by-moment exchanges. However, it is unclear if these within session improvements ultimately yield favorable developmental outcomes over time. The current investigation presents feasibility, utility, and preliminary efficacy data of a pilot randomized clinical trial (RCT) of a Pivotal Response Intervention for Social Motivation (PRISM) model. Data on participant factors, treatment protocol acceptability, and outcome variance and effect size are highly favorable and support the pursuit of a future, large scale RCT. En ligne : https://dx.doi.org/10.1007/s10803-019-03909-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400

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 Auteurs : Sarah R. RIETH, Auteur ; Kelsey S. DICKSON, Auteur ; Jordan A. 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] / Sarah R. RIETH, Auteur ; Kelsey S. DICKSON, Auteur ; Jordan A. 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 Randomized Controlled Trial of the Social Tools And Rules for Teens (START) Program: An Immersive Socialization Intervention for Adolescents with Autism Spectrum Disorder / Ty W. VERNON in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.892-904 Titre : A Randomized Controlled Trial of the Social Tools And Rules for Teens (START) Program: An Immersive Socialization Intervention for Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Ty W. VERNON, Auteur ; Amber R. MILLER, Auteur ; Jordan A. KO, Auteur ; Amy C. BARRETT, Auteur ; Elizabeth S. MCGARRY, Auteur Année de publication : 2018 Article en page(s) : p.892-904 Langues : Anglais (eng) Mots-clés : Adolescents with autism spectrum disorder  START program  Social competence  Social motivation  Social readiness  Social skills group Index. décimale : PER Périodiques Résumé : Adolescents with ASD face numerous personal and contextual barriers that impede the development of social motivation and core competencies, warranting the need for targeted intervention. A randomized controlled trial was conducted with 40 adolescents to evaluate the merits of a multi-component socialization intervention that places emphasis on experiential learning. This investigation evaluated the impact of the 20-week START program on the social functioning of adolescents with ASD. Significant Group x Time differences between START and waitlist control groups were found across multiple measures. Secondary analyses of the entire program cohort also yielded significant improvement trends across all measures. These findings may be an important step in identifying optimal strategies to target the complex factors limiting optimal social development in ASD. En ligne : https://doi.org/10.1007/s10803-017-3380-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] A Randomized Controlled Trial of the Social Tools And Rules for Teens (START) Program: An Immersive Socialization Intervention for Adolescents with Autism Spectrum Disorder [texte imprimé] / Ty W. VERNON, Auteur ; Amber R. MILLER, Auteur ; Jordan A. KO, Auteur ; Amy C. BARRETT, Auteur ; Elizabeth S. MCGARRY, Auteur . - 2018 . - p.892-904. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.892-904 Mots-clés : Adolescents with autism spectrum disorder  START program  Social competence  Social motivation  Social readiness  Social skills group Index. décimale : PER Périodiques Résumé : Adolescents with ASD face numerous personal and contextual barriers that impede the development of social motivation and core competencies, warranting the need for targeted intervention. A randomized controlled trial was conducted with 40 adolescents to evaluate the merits of a multi-component socialization intervention that places emphasis on experiential learning. This investigation evaluated the impact of the 20-week START program on the social functioning of adolescents with ASD. Significant Group x Time differences between START and waitlist control groups were found across multiple measures. Secondary analyses of the entire program cohort also yielded significant improvement trends across all measures. These findings may be an important step in identifying optimal strategies to target the complex factors limiting optimal social development in ASD. En ligne : https://doi.org/10.1007/s10803-017-3380-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Social conversation skill improvements associated with the Social Tools And Rules for Teens program for adolescents with autism spectrum disorder: Results of a randomized controlled trial / Jordan A. KO in Autism, 23-5 (July 2019)  

Public ISBD [article]  inAutism > 23-5 (July 2019) . - p.1224-1235 Titre : Social conversation skill improvements associated with the Social Tools And Rules for Teens program for adolescents with autism spectrum disorder: Results of a randomized controlled trial Type de document : texte imprimé Auteurs : Jordan A. KO, Auteur ; Amber R. MILLER, Auteur ; Ty W. VERNON, Auteur Article en page(s) : p.1224-1235 Langues : Anglais (eng) Mots-clés : Social Tools And Rules for Teens program  autism spectrum disorders  behavioral observation  randomized controlled trial  social competence  social skills interventions Index. décimale : PER Périodiques Résumé : There has been a significant increase in the development of interventions to improve the social competence and success of adolescents with autism spectrum disorder. The current investigation used direct observation and coding of social conversations as a rigorous method to further assess the efficacy of the Social Tools And Rules for Teens socialization intervention for adolescents with autism spectrum disorder in the context of a randomized controlled trial. A total of 35 adolescents with high-functioning autism spectrum disorder were randomized to either a treatment or waitlist control group. The 20-week group intervention took place once a week for 90 min per session. Brief video-recorded conversations between participants and unfamiliar, untrained peers were recorded at pre- and post-time points and coded for selected social behaviors (i.e. questions asked, positive facial expressions, and mutual engagement). Results revealed a significant Group x Time treatment effect for both questions asked and positive facial expressions. The findings support that the Social Tools And Rules for Teens intervention can positively impact specific, observable social behaviors through systematic coding of live social conversations within the context of a randomized controlled trial. This investigation is one of the first randomized controlled trials of a group socialization intervention to use systematic coding of live social conversations to assess social competence improvements. En ligne : http://dx.doi.org/10.1177/1362361318808781 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 [article] Social conversation skill improvements associated with the Social Tools And Rules for Teens program for adolescents with autism spectrum disorder: Results of a randomized controlled trial [texte imprimé] / Jordan A. KO, Auteur ; Amber R. MILLER, Auteur ; Ty W. VERNON, Auteur . - p.1224-1235. Langues : Anglais (eng) in Autism > 23-5 (July 2019) . - p.1224-1235 Mots-clés : Social Tools And Rules for Teens program  autism spectrum disorders  behavioral observation  randomized controlled trial  social competence  social skills interventions Index. décimale : PER Périodiques Résumé : There has been a significant increase in the development of interventions to improve the social competence and success of adolescents with autism spectrum disorder. The current investigation used direct observation and coding of social conversations as a rigorous method to further assess the efficacy of the Social Tools And Rules for Teens socialization intervention for adolescents with autism spectrum disorder in the context of a randomized controlled trial. A total of 35 adolescents with high-functioning autism spectrum disorder were randomized to either a treatment or waitlist control group. The 20-week group intervention took place once a week for 90 min per session. Brief video-recorded conversations between participants and unfamiliar, untrained peers were recorded at pre- and post-time points and coded for selected social behaviors (i.e. questions asked, positive facial expressions, and mutual engagement). Results revealed a significant Group x Time treatment effect for both questions asked and positive facial expressions. The findings support that the Social Tools And Rules for Teens intervention can positively impact specific, observable social behaviors through systematic coding of live social conversations within the context of a randomized controlled trial. This investigation is one of the first randomized controlled trials of a group socialization intervention to use systematic coding of live social conversations to assess social competence improvements. En ligne : http://dx.doi.org/10.1177/1362361318808781 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401

Social responsiveness and language use associated with an enhanced PRT approach for young children with ASD: Results from a pilot RCT of the PRISM model / Amy C. BARRETT in Research in Autism Spectrum Disorders, 71 (March 2020)  

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Social Tools And Rules for Teens (The START Program): Program Description and Preliminary Outcomes of an Experiential Socialization Intervention for Adolescents with Autism Spectrum Disorder / Ty W. VERNON in Journal of Autism and Developmental Disorders, 46-5 (May 2016)  

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