Accelerating research on treatment and services for transition age youth and adults on the autism spectrum / Mary BAKER-ERICZEN in Autism, 22-1 (January 2018)  

Public ISBD [article]  inAutism > 22-1 (January 2018) . - p.2-5 Titre : Accelerating research on treatment and services for transition age youth and adults on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Mary BAKER-ERICZEN, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; Edward S. BRODKIN, Auteur Article en page(s) : p.2-5 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1177/1362361317738646 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334 [article] Accelerating research on treatment and services for transition age youth and adults on the autism spectrum [Texte imprimé et/ou numérique] / Mary BAKER-ERICZEN, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; Edward S. BRODKIN, Auteur . - p.2-5. Langues : Anglais (eng) in Autism > 22-1 (January 2018) . - p.2-5 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1177/1362361317738646 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334

Characterizing psychiatric comorbidity in children with autism spectrum disorder receiving publicly funded mental health services / Lauren BROOKMAN-FRAZEE in Autism, 22-8 (November 2018)  

Public ISBD [article]  inAutism > 22-8 (November 2018) . - p.938-952 Titre : Characterizing psychiatric comorbidity in children with autism spectrum disorder receiving publicly funded mental health services Type de document : Texte imprimé et/ou numérique Auteurs : Lauren BROOKMAN-FRAZEE, Auteur ; N. STADNICK, Auteur ; C. CHLEBOWSKI, Auteur ; Mary BAKER-ERICZEN, Auteur ; W. GANGER, Auteur Article en page(s) : p.938-952 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  challenging behaviors  children's mental health services  comorbidity Index. décimale : PER Périodiques Résumé : Publicly funded mental health programs play a significant role in serving children with autism spectrum disorder. Understanding patterns of psychiatric comorbidity for this population within mental health settings is important to implement appropriately tailored interventions. This study (1) describes patterns of psychiatric comorbidity in children with autism spectrum disorder who present to mental health services with challenging behaviors and (2) identifies child characteristics associated with comorbid conditions. Data are drawn from baseline assessments from 201 children with autism spectrum disorder who participated in a community effectiveness trial across 29 publicly funded mental health programs. Non-autism spectrum disorder diagnoses were assessed using an adapted Mini-International Neuropsychiatric Interview, parent version. Approximately 92% of children met criteria for at least one non-autism spectrum disorder diagnosis (78% attention deficit hyperactivity disorder, 58% oppositional defiant disorder, 56% anxiety, 30% mood). Logistic regression indicated that child gender and clinical characteristics were differentially associated with meeting criteria for attention deficit hyperactivity disorder, oppositional defiant disorder, an anxiety, or a mood disorder. Exploratory analyses supported a link between challenging behaviors and mood disorder symptoms and revealed high prevalence of these symptoms in this autism spectrum disorder population. Findings provide direction for tailoring intervention to address a broad range of clinical issues for youth with autism spectrum disorder served in mental health settings. En ligne : http://dx.doi.org/10.1177/1362361317712650 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 [article] Characterizing psychiatric comorbidity in children with autism spectrum disorder receiving publicly funded mental health services [Texte imprimé et/ou numérique] / Lauren BROOKMAN-FRAZEE, Auteur ; N. STADNICK, Auteur ; C. CHLEBOWSKI, Auteur ; Mary BAKER-ERICZEN, Auteur ; W. GANGER, Auteur . - p.938-952. Langues : Anglais (eng) in Autism > 22-8 (November 2018) . - p.938-952 Mots-clés : autism spectrum disorder  challenging behaviors  children's mental health services  comorbidity Index. décimale : PER Périodiques Résumé : Publicly funded mental health programs play a significant role in serving children with autism spectrum disorder. Understanding patterns of psychiatric comorbidity for this population within mental health settings is important to implement appropriately tailored interventions. This study (1) describes patterns of psychiatric comorbidity in children with autism spectrum disorder who present to mental health services with challenging behaviors and (2) identifies child characteristics associated with comorbid conditions. Data are drawn from baseline assessments from 201 children with autism spectrum disorder who participated in a community effectiveness trial across 29 publicly funded mental health programs. Non-autism spectrum disorder diagnoses were assessed using an adapted Mini-International Neuropsychiatric Interview, parent version. Approximately 92% of children met criteria for at least one non-autism spectrum disorder diagnosis (78% attention deficit hyperactivity disorder, 58% oppositional defiant disorder, 56% anxiety, 30% mood). Logistic regression indicated that child gender and clinical characteristics were differentially associated with meeting criteria for attention deficit hyperactivity disorder, oppositional defiant disorder, an anxiety, or a mood disorder. Exploratory analyses supported a link between challenging behaviors and mood disorder symptoms and revealed high prevalence of these symptoms in this autism spectrum disorder population. Findings provide direction for tailoring intervention to address a broad range of clinical issues for youth with autism spectrum disorder served in mental health settings. En ligne : http://dx.doi.org/10.1177/1362361317712650 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370

Construct Validity of the Autism Impact Measure (AIM) / Micah O MAZUREK in Journal of Autism and Developmental Disorders, 50-7 (July 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2307-2319 Titre : Construct Validity of the Autism Impact Measure (AIM) Type de document : Texte imprimé et/ou numérique Auteurs : Micah O MAZUREK, Auteur ; Coleen CARLSON, Auteur ; Mary BAKER-ERICZEN, Auteur ; Eric BUTTER, Auteur ; Megan NORRIS, Auteur ; Stephen M. KANNE, Auteur Article en page(s) : p.2307-2319 Langues : Anglais (eng) Mots-clés : Assessment  Autism spectrum disorder  Autism symptoms  Measurement  Psychometrics  Treatment outcome Index. décimale : PER Périodiques Résumé : The Autism Impact Measure (AIM) was designed to track incremental change in frequency and impact of core ASD symptoms. The current study examined the structural and convergent validity of the AIM in a large sample of children with ASD. The results of a series of exploratory and confirmatory factor analyses yielded a final model with five theoretically and empirically meaningful subdomains: Repetitive Behavior, Atypical Behavior, Communication, Social Reciprocity, and Peer Interaction. The final model showed very good fit both overall and for each of the five factors, indicating excellent structural validity. AIM subdomain scores were significantly correlated with measures of similar constructs across all five domains. The results provide further support for the psychometric properties of the AIM. En ligne : http://dx.doi.org/10.1007/s10803-018-3462-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Construct Validity of the Autism Impact Measure (AIM) [Texte imprimé et/ou numérique] / Micah O MAZUREK, Auteur ; Coleen CARLSON, Auteur ; Mary BAKER-ERICZEN, Auteur ; Eric BUTTER, Auteur ; Megan NORRIS, Auteur ; Stephen M. KANNE, Auteur . - p.2307-2319. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2307-2319 Mots-clés : Assessment  Autism spectrum disorder  Autism symptoms  Measurement  Psychometrics  Treatment outcome Index. décimale : PER Périodiques Résumé : The Autism Impact Measure (AIM) was designed to track incremental change in frequency and impact of core ASD symptoms. The current study examined the structural and convergent validity of the AIM in a large sample of children with ASD. The results of a series of exploratory and confirmatory factor analyses yielded a final model with five theoretically and empirically meaningful subdomains: Repetitive Behavior, Atypical Behavior, Communication, Social Reciprocity, and Peer Interaction. The final model showed very good fit both overall and for each of the five factors, indicating excellent structural validity. AIM subdomain scores were significantly correlated with measures of similar constructs across all five domains. The results provide further support for the psychometric properties of the AIM. En ligne : http://dx.doi.org/10.1007/s10803-018-3462-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Development of the Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills program for adults on the autism spectrum: Results of initial study / Mary BAKER-ERICZEN in Autism, 22-1 (January 2018)  

Public ISBD [article]  inAutism > 22-1 (January 2018) . - p.6-19 Titre : Development of the Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills program for adults on the autism spectrum: Results of initial study Type de document : Texte imprimé et/ou numérique Auteurs : Mary BAKER-ERICZEN, Auteur ; Meghan A FITCH, Auteur ; Mikaela KINNEAR, Auteur ; Melissa M JENKINS, Auteur ; Elizabeth W TWAMLEY, Auteur ; Linda SMITH, Auteur ; Gabriel MONTANO, Auteur ; Joshua FEDER, Auteur ; Pamela J CROOKE, Auteur ; Michelle G WINNER, Auteur ; Juan LEON, Auteur Article en page(s) : p.6-19 Langues : Anglais (eng) Mots-clés : adults with autism,executive functioning,intervention,social cognition,vocational training Index. décimale : PER Périodiques Résumé : The population of adults on the autism spectrum continues to increase, and vocational outcomes are particularly poor. Longitudinal studies of adults with autism spectrum and without intellectual disability have shown consistent and persistent deficits across cognitive, social, and vocational domains, indicating a need for effective treatments of functional disabilities as each impact employment. This initial pilot study is an open trial investigation of the feasibility, acceptability, and initial estimates of outcomes for the newly developed Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills intervention, a manualized “soft skills” curriculum, to enhance both cognitive and social development in adults with autism spectrum. A total of eight adults with autism spectrum, without intellectual disability (78% males), participated in the study. Results support the original hypothesis that adults with autism spectrum can improve both cognitive (i.e. executive functioning) and social cognitive (i.e. social thinking and social communication) abilities. Further Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills was found to be feasible, acceptable, and highly satisfactory for participants and parents. Employment rates more than doubled post-intervention, with an increase from 22% to 56% of participants employed. Conclusion is that Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills has promise as an intervention that can be easily embedded into exiting supported employment vocational training programs to improve cognitive, social, and vocational outcomes. En ligne : https://doi.org/10.1177/1362361317724294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334 [article] Development of the Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills program for adults on the autism spectrum: Results of initial study [Texte imprimé et/ou numérique] / Mary BAKER-ERICZEN, Auteur ; Meghan A FITCH, Auteur ; Mikaela KINNEAR, Auteur ; Melissa M JENKINS, Auteur ; Elizabeth W TWAMLEY, Auteur ; Linda SMITH, Auteur ; Gabriel MONTANO, Auteur ; Joshua FEDER, Auteur ; Pamela J CROOKE, Auteur ; Michelle G WINNER, Auteur ; Juan LEON, Auteur . - p.6-19. Langues : Anglais (eng) in Autism > 22-1 (January 2018) . - p.6-19 Mots-clés : adults with autism,executive functioning,intervention,social cognition,vocational training Index. décimale : PER Périodiques Résumé : The population of adults on the autism spectrum continues to increase, and vocational outcomes are particularly poor. Longitudinal studies of adults with autism spectrum and without intellectual disability have shown consistent and persistent deficits across cognitive, social, and vocational domains, indicating a need for effective treatments of functional disabilities as each impact employment. This initial pilot study is an open trial investigation of the feasibility, acceptability, and initial estimates of outcomes for the newly developed Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills intervention, a manualized “soft skills” curriculum, to enhance both cognitive and social development in adults with autism spectrum. A total of eight adults with autism spectrum, without intellectual disability (78% males), participated in the study. Results support the original hypothesis that adults with autism spectrum can improve both cognitive (i.e. executive functioning) and social cognitive (i.e. social thinking and social communication) abilities. Further Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills was found to be feasible, acceptable, and highly satisfactory for participants and parents. Employment rates more than doubled post-intervention, with an increase from 22% to 56% of participants employed. Conclusion is that Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills has promise as an intervention that can be easily embedded into exiting supported employment vocational training programs to improve cognitive, social, and vocational outcomes. En ligne : https://doi.org/10.1177/1362361317724294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334

Dissemination and Implementation of Behavioral Treatments for Anxiety in ASD A2 - Kerns, Connor M / Amy DRAHOTA  

Public ISBD in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS Titre : Dissemination and Implementation of Behavioral Treatments for Anxiety in ASD A2 - Kerns, Connor M Type de document : Texte imprimé et/ou numérique Auteurs : Amy DRAHOTA, Auteur ; Colby CHLEBOWSKI, Auteur ; Nicole STADNICK, Auteur ; Mary BAKER-ERICZEN, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Année de publication : 2017 Importance : p.231-249 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  evidence-based intervention  ACT SMART Implementation Toolkit  cognitive behavioral therapy  implementation  dissemination Index. décimale : PAR-B PAR-B - Anxiété Résumé : Abstract Anxiety is a common co-occurring condition in ASD that contributes to the complexity of a youth’s clinical presentation, functioning, and service needs. Although there is a rapidly growing body of evidence for the efficacy of cognitive behavioral therapy for anxiety in ASD, there is a well-documented gap between research-based interventions and routine care. This gap illustrates the potential limited public health impact of interventions developed in laboratory settings. In this chapter, we first provide recommendations for the consideration of anxiety intervention developers to accelerate the bidirectional translation between research and routine care. Second, we introduce dissemination and implementation science (and provide a glossary of implementation terms) as an additional method to address this gap by focusing on developing and testing strategies to improve the systematic process of implementing evidence-based interventions (EBIs) in routine care settings. Specifically, research-based implementation frameworks highlight the multiple phases of implementation (initial exploration and adoption through sustained delivery) and the multi-level contexts to be considered during implementation of EBIs in routine care settings (systems, service organizations, providers, children/families). Lastly, we discuss opportunities at each of these levels and phases of implementation to facilitate EBI implementation through the use of the ACT SMART Implementation Toolkit, a comprehensive implementation strategy developed for routine care settings delivering services to individuals with ASD. En ligne : http://dx.doi.org/10.1016/B978-0-12-805122-1.00012-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS Dissemination and Implementation of Behavioral Treatments for Anxiety in ASD A2 - Kerns, Connor M [Texte imprimé et/ou numérique] / Amy DRAHOTA, Auteur ; Colby CHLEBOWSKI, Auteur ; Nicole STADNICK, Auteur ; Mary BAKER-ERICZEN, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - 2017 . - p.231-249. Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  evidence-based intervention  ACT SMART Implementation Toolkit  cognitive behavioral therapy  implementation  dissemination Index. décimale : PAR-B PAR-B - Anxiété Résumé : Abstract Anxiety is a common co-occurring condition in ASD that contributes to the complexity of a youth’s clinical presentation, functioning, and service needs. Although there is a rapidly growing body of evidence for the efficacy of cognitive behavioral therapy for anxiety in ASD, there is a well-documented gap between research-based interventions and routine care. This gap illustrates the potential limited public health impact of interventions developed in laboratory settings. In this chapter, we first provide recommendations for the consideration of anxiety intervention developers to accelerate the bidirectional translation between research and routine care. Second, we introduce dissemination and implementation science (and provide a glossary of implementation terms) as an additional method to address this gap by focusing on developing and testing strategies to improve the systematic process of implementing evidence-based interventions (EBIs) in routine care settings. Specifically, research-based implementation frameworks highlight the multiple phases of implementation (initial exploration and adoption through sustained delivery) and the multi-level contexts to be considered during implementation of EBIs in routine care settings (systems, service organizations, providers, children/families). Lastly, we discuss opportunities at each of these levels and phases of implementation to facilitate EBI implementation through the use of the ACT SMART Implementation Toolkit, a comprehensive implementation strategy developed for routine care settings delivering services to individuals with ASD. En ligne : http://dx.doi.org/10.1016/B978-0-12-805122-1.00012-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300

Exemplaires

Code-barres	Cote	Support	Localisation	Section	Disponibilité
aucun exemplaire

Early Intervention for Children/Youth with Asperger Syndrome / Mary BAKER-ERICZEN

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Psychiatric comorbidity in autism spectrum disorder: Correspondence between mental health clinician report and structured parent interview / Nicole STADNICK in Autism, 21-7 (October 2017)  

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The Autism Impact Measure (AIM): Examination of Sensitivity to Change / Micah O MAZUREK in Autism Research, 13-11 (November 2020)  

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The latent structure of the Delis-Kaplan system for autism / Reilly MACDONALD in Autism Research, 17-4 (April 2024)  

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Using community-engaged methods to adapt virtual reality job-interview training for transition-age youth on the autism spectrum / Matthew J. SMITH in Research in Autism Spectrum Disorders, 71 (March 2020)  

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