After Early Autism Diagnosis: Changes in Intervention and Parent–Child Interaction / Katharine SUMA in Journal of Autism and Developmental Disorders, 46-8 (August 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-8 (August 2016) . - p.2720-2733 Titre : After Early Autism Diagnosis: Changes in Intervention and Parent–Child Interaction Type de document : Texte imprimé et/ou numérique Auteurs : Katharine SUMA, Auteur ; Lauren B. ADAMSON, Auteur ; Roger BAKEMAN, Auteur ; Diana L. ROBINS, Auteur ; Danielle N. ABRAMS, Auteur Article en page(s) : p.2720-2733 Langues : Anglais (eng) Mots-clés : Autism  Parent–child interaction  Intervention  Diagnosis Index. décimale : PER Périodiques Résumé : This study documents the relation between an autism spectrum disorder (ASD) diagnosis, increases in intervention, and changes in parent–child interaction quality. Information about intervention and observations of interaction were collected before diagnosis and a half year after diagnosis for 79 low-risk toddlers who had screened positive for ASD risk during a well-baby checkup. Children diagnosed with ASD (n = 44) were 2.69 times more likely to increase intervention hours. After ASD diagnosis, the relation between intervention and interaction quality was complex: although increases in intervention and interaction quality were only modestly related, the overall amount of intervention after diagnosis was associated with higher quality interactions. Moreover, lower quality interactions before diagnosis significantly increased the likelihood that intervention would increase post-diagnosis. En ligne : http://dx.doi.org/10.1007/s10803-016-2808-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291 [article] After Early Autism Diagnosis: Changes in Intervention and Parent–Child Interaction [Texte imprimé et/ou numérique] / Katharine SUMA, Auteur ; Lauren B. ADAMSON, Auteur ; Roger BAKEMAN, Auteur ; Diana L. ROBINS, Auteur ; Danielle N. ABRAMS, Auteur . - p.2720-2733. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-8 (August 2016) . - p.2720-2733 Mots-clés : Autism  Parent–child interaction  Intervention  Diagnosis Index. décimale : PER Périodiques Résumé : This study documents the relation between an autism spectrum disorder (ASD) diagnosis, increases in intervention, and changes in parent–child interaction quality. Information about intervention and observations of interaction were collected before diagnosis and a half year after diagnosis for 79 low-risk toddlers who had screened positive for ASD risk during a well-baby checkup. Children diagnosed with ASD (n = 44) were 2.69 times more likely to increase intervention hours. After ASD diagnosis, the relation between intervention and interaction quality was complex: although increases in intervention and interaction quality were only modestly related, the overall amount of intervention after diagnosis was associated with higher quality interactions. Moreover, lower quality interactions before diagnosis significantly increased the likelihood that intervention would increase post-diagnosis. En ligne : http://dx.doi.org/10.1007/s10803-016-2808-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291

Autism Adversely Affects Auditory Joint Engagement During Parent-toddler Interactions / Lauren B. ADAMSON in Autism Research, 14-2 (February 2021)  

Public ISBD [article]  inAutism Research > 14-2 (February 2021) . - p.301-314 Titre : Autism Adversely Affects Auditory Joint Engagement During Parent-toddler Interactions Type de document : Texte imprimé et/ou numérique Auteurs : Lauren B. ADAMSON, Auteur ; Roger BAKEMAN, Auteur ; Katharine SUMA, Auteur ; Diana L. ROBINS, Auteur Article en page(s) : p.301-314 Langues : Anglais (eng) Mots-clés : auditory  autism spectrum disorder  infants  joint attention  mother-child interaction  speech Index. décimale : PER Périodiques Résumé : This study documents the early adverse effects of autism spectrum disorder (ASD) on auditory joint engagement-the sharing of sounds during interactions. A total of 141 toddlers (49 typically developing [TD], 46 with ASD, and 46 with non-ASD developmental disorders [DD]; average age 22.6 months) were observed during a semi-naturalistic play session with a parent. Reactions to four types of sounds-speech about the child, instrumental music, animal calls, and mechanical noises-were observed before and as parents tried to scaffold joint engagement with the sound. Toddlers with ASD usually appeared aware of a new sound, often alerting to and orienting toward it. But compared to TD toddlers and toddlers with DD, they alerted and oriented less often to speech, a difference not found with the other sounds. Furthermore, toddlers with ASD were far less likely to spontaneously try to share the sound with the parents and to engage with the parent and the sound when parents tried to share it with them. These findings reveal how ASD can have significant effects on shared experiences with nonvisible targets in the environment that attract toddlers' attention. Future studies should address the association between auditory joint engagement difficulties and variations in multimodal joint engagement, sensory profiles, and ASD severity and the reciprocal influence over time of auditory joint engagement experience and language development. LAY SUMMARY: Like most toddlers, toddlers with autism spectrum disorder often alert when they hear sounds like a cat's meow or a train's rumble. But they are less likely to alert when they hear their own name, and they are far less likely to share new sounds with their parents. These findings raise important questions about how toddlers with autism spectrum disorder experience their everyday auditory world, including how they share it with parents who can enrich this experience. En ligne : http://dx.doi.org/10.1002/aur.2355 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 [article] Autism Adversely Affects Auditory Joint Engagement During Parent-toddler Interactions [Texte imprimé et/ou numérique] / Lauren B. ADAMSON, Auteur ; Roger BAKEMAN, Auteur ; Katharine SUMA, Auteur ; Diana L. ROBINS, Auteur . - p.301-314. Langues : Anglais (eng) in Autism Research > 14-2 (February 2021) . - p.301-314 Mots-clés : auditory  autism spectrum disorder  infants  joint attention  mother-child interaction  speech Index. décimale : PER Périodiques Résumé : This study documents the early adverse effects of autism spectrum disorder (ASD) on auditory joint engagement-the sharing of sounds during interactions. A total of 141 toddlers (49 typically developing [TD], 46 with ASD, and 46 with non-ASD developmental disorders [DD]; average age 22.6 months) were observed during a semi-naturalistic play session with a parent. Reactions to four types of sounds-speech about the child, instrumental music, animal calls, and mechanical noises-were observed before and as parents tried to scaffold joint engagement with the sound. Toddlers with ASD usually appeared aware of a new sound, often alerting to and orienting toward it. But compared to TD toddlers and toddlers with DD, they alerted and oriented less often to speech, a difference not found with the other sounds. Furthermore, toddlers with ASD were far less likely to spontaneously try to share the sound with the parents and to engage with the parent and the sound when parents tried to share it with them. These findings reveal how ASD can have significant effects on shared experiences with nonvisible targets in the environment that attract toddlers' attention. Future studies should address the association between auditory joint engagement difficulties and variations in multimodal joint engagement, sensory profiles, and ASD severity and the reciprocal influence over time of auditory joint engagement experience and language development. LAY SUMMARY: Like most toddlers, toddlers with autism spectrum disorder often alert when they hear sounds like a cat's meow or a train's rumble. But they are less likely to alert when they hear their own name, and they are far less likely to share new sounds with their parents. These findings raise important questions about how toddlers with autism spectrum disorder experience their everyday auditory world, including how they share it with parents who can enrich this experience. En ligne : http://dx.doi.org/10.1002/aur.2355 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441

Pilot Randomized Controlled Trial of the WHO Caregiver Skills Training in Public Health Services in Italy / Erica SALOMONE in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4286-4300 Titre : Pilot Randomized Controlled Trial of the WHO Caregiver Skills Training in Public Health Services in Italy Type de document : Texte imprimé et/ou numérique Auteurs : Erica SALOMONE, Auteur ; Michele SETTANNI, Auteur ; Helen MCCONACHIE, Auteur ; Katharine SUMA, Auteur ; Federica FERRARA, Auteur ; Giulia FOLETTI, Auteur ; Arianna SALANDIN, Auteur ; WHO CST TEAM, Auteur ; Chiara SERVILI, Auteur ; Lauren B. ADAMSON, Auteur Article en page(s) : p.4286-4300 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Caregiver skills training  Parenting education  Parent–Child relations  Public health  Randomized controlled trial  responsible for the views expressed in this article and they do not necessarily  represent the views, decisions or policies of the institutions with which they  are affiliated. Index. décimale : PER Périodiques Résumé : Parents of children with ASD (N=86; mean age 44.8 months; 67 boys) were randomized to either WHO Caregiver Skills Training (CST) delivered in public health settings in Italy or enhanced treatment-as-usual. Primary blinded outcomes were 3-months post-intervention change scores of autism severity and engagement during caregiver-child interaction. CST was highly acceptable to caregivers and feasibly delivered by trained local clinicians. Intention-to-treat analysis showed a large and significant effect on parent skills supporting joint engagement and a smaller significant effect on flow of interaction. Expected changes in child autism severity and joint engagement did not meet statistical significance. Analysis of secondary outcomes showed a significant effect on parenting stress, self-efficacy, and child gestures. Strategies to improve the effectiveness of CST are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05297-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Pilot Randomized Controlled Trial of the WHO Caregiver Skills Training in Public Health Services in Italy [Texte imprimé et/ou numérique] / Erica SALOMONE, Auteur ; Michele SETTANNI, Auteur ; Helen MCCONACHIE, Auteur ; Katharine SUMA, Auteur ; Federica FERRARA, Auteur ; Giulia FOLETTI, Auteur ; Arianna SALANDIN, Auteur ; WHO CST TEAM, Auteur ; Chiara SERVILI, Auteur ; Lauren B. ADAMSON, Auteur . - p.4286-4300. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4286-4300 Mots-clés : Autism spectrum disorders  Caregiver skills training  Parenting education  Parent–Child relations  Public health  Randomized controlled trial  responsible for the views expressed in this article and they do not necessarily  represent the views, decisions or policies of the institutions with which they  are affiliated. Index. décimale : PER Périodiques Résumé : Parents of children with ASD (N=86; mean age 44.8 months; 67 boys) were randomized to either WHO Caregiver Skills Training (CST) delivered in public health settings in Italy or enhanced treatment-as-usual. Primary blinded outcomes were 3-months post-intervention change scores of autism severity and engagement during caregiver-child interaction. CST was highly acceptable to caregivers and feasibly delivered by trained local clinicians. Intention-to-treat analysis showed a large and significant effect on parent skills supporting joint engagement and a smaller significant effect on flow of interaction. Expected changes in child autism severity and joint engagement did not meet statistical significance. Analysis of secondary outcomes showed a significant effect on parenting stress, self-efficacy, and child gestures. Strategies to improve the effectiveness of CST are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05297-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Treatment mechanism of the WHO caregiver skills training intervention for autism delivered in community settings / Katharine SUMA ; Lauren B. ADAMSON ; Helen MCCONACHIE ; Chiara SERVILI ; Erica SALOMONE in Autism Research, 17-1 (January 2024)  

Public ISBD [article]  inAutism Research > 17-1 (January 2024) . - p.182-194 Titre : Treatment mechanism of the WHO caregiver skills training intervention for autism delivered in community settings Type de document : Texte imprimé et/ou numérique Auteurs : Katharine SUMA, Auteur ; Lauren B. ADAMSON, Auteur ; Helen MCCONACHIE, Auteur ; Chiara SERVILI, Auteur ; Erica SALOMONE, Auteur Article en page(s) : p.182-194 Index. décimale : PER Périodiques Résumé : Abstract This study examined the mechanism of effect of the WHO Caregiver Skills Training (CST) through secondary analysis of a pilot RCT conducted in community settings. Participants were 86 caregivers (77% mothers) of children with ASD (78% male, mean age: 44.8?months) randomized to CST (n?=?43) or treatment as usual (n?=?43). The primary outcomes, measured at baseline (t1), immediately post-intervention (t2), and 3?months post-intervention (t3), were derived from the coding of caregiver-child free play interactions with the Brief Observation of Social-Communication Change (BOSCC) and the Joint Engagement Rating Inventory scale (JERI). At t3 positive treatment main effects had been observed for caregiver skills supportive of the interaction and for flow of the interaction (JERI), albeit only non-significant changes in the expected direction for child outcomes: autism phenotypic behaviors (BOSCC), joint engagement and availability to interact (JERI). This study tested the theory of change of CST, hypothesizing that the intervention would lead to an improvement on all child and dyad outcomes through an increase in the caregiver skills supportive of the interaction. Serial mediation analyses revealed that the effect of the intervention was significantly influenced by change in caregiver skills. Participation in the intervention led to notable increases in caregiver skills at t2 and t3, which subsequently contributed to improvements at t3 in flow of the interaction, autism phenotypic behavior, joint engagement, and availability to interact. We confirmed our a priori hypothesis showing that change in caregiver skills significantly mediated the effect of treatment on the dyad primary outcome, as well as on the other child outcomes that had shown non-significant changes in the expected direction. Implications for intervention design and policy making in the context of public health services are discussed. En ligne : https://doi.org/10.1002/aur.3058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Treatment mechanism of the WHO caregiver skills training intervention for autism delivered in community settings [Texte imprimé et/ou numérique] / Katharine SUMA, Auteur ; Lauren B. ADAMSON, Auteur ; Helen MCCONACHIE, Auteur ; Chiara SERVILI, Auteur ; Erica SALOMONE, Auteur . - p.182-194. in Autism Research > 17-1 (January 2024) . - p.182-194 Index. décimale : PER Périodiques Résumé : Abstract This study examined the mechanism of effect of the WHO Caregiver Skills Training (CST) through secondary analysis of a pilot RCT conducted in community settings. Participants were 86 caregivers (77% mothers) of children with ASD (78% male, mean age: 44.8?months) randomized to CST (n?=?43) or treatment as usual (n?=?43). The primary outcomes, measured at baseline (t1), immediately post-intervention (t2), and 3?months post-intervention (t3), were derived from the coding of caregiver-child free play interactions with the Brief Observation of Social-Communication Change (BOSCC) and the Joint Engagement Rating Inventory scale (JERI). At t3 positive treatment main effects had been observed for caregiver skills supportive of the interaction and for flow of the interaction (JERI), albeit only non-significant changes in the expected direction for child outcomes: autism phenotypic behaviors (BOSCC), joint engagement and availability to interact (JERI). This study tested the theory of change of CST, hypothesizing that the intervention would lead to an improvement on all child and dyad outcomes through an increase in the caregiver skills supportive of the interaction. Serial mediation analyses revealed that the effect of the intervention was significantly influenced by change in caregiver skills. Participation in the intervention led to notable increases in caregiver skills at t2 and t3, which subsequently contributed to improvements at t3 in flow of the interaction, autism phenotypic behavior, joint engagement, and availability to interact. We confirmed our a priori hypothesis showing that change in caregiver skills significantly mediated the effect of treatment on the dyad primary outcome, as well as on the other child outcomes that had shown non-significant changes in the expected direction. Implications for intervention design and policy making in the context of public health services are discussed. En ligne : https://doi.org/10.1002/aur.3058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

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