Effectiveness of Responsivity Intervention Strategies on Prelinguistic and Language Outcomes for Children with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis of Group and Single Case Studies / Jena MCDANIEL in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4783-4816 Titre : Effectiveness of Responsivity Intervention Strategies on Prelinguistic and Language Outcomes for Children with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis of Group and Single Case Studies Type de document : Texte imprimé et/ou numérique Auteurs : Jena MCDANIEL, Auteur ; Nancy C. BRADY, Auteur ; Steven F. WARREN, Auteur Article en page(s) : p.4783-4816 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Child  Humans  Language  Autism spectrum disorder  Meta-analysis  Prelinguistic  Responsivity Index. décimale : PER Périodiques Résumé : We conducted a systematic review to identify randomized controlled trials (RCTs) and single case research design (SCRD) studies of children with autism spectrum disorder that evaluate the effectiveness of responsivity intervention techniques for improving prelinguistic and/or language outcomes. Mean effect sizes were moderate and large for RCTs (33 studies; g=0.36, 95% CI [0.21, 0.51]) and SCRD (34 studies; between-case standardized mean difference=1.20, 95% CI [0.87, 1.54]) studies, respectively. Visual analysis (37 studies) revealed strong evidence of a functional relation for 45% of the opportunities and no evidence for 53%. Analyses of moderator effects and study quality are presented. Findings provide support for responsivity intervention strategies with more robust support for context-bound outcomes than more generalized outcomes. En ligne : http://dx.doi.org/10.1007/s10803-021-05331-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Effectiveness of Responsivity Intervention Strategies on Prelinguistic and Language Outcomes for Children with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis of Group and Single Case Studies [Texte imprimé et/ou numérique] / Jena MCDANIEL, Auteur ; Nancy C. BRADY, Auteur ; Steven F. WARREN, Auteur . - p.4783-4816. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4783-4816 Mots-clés : Autism Spectrum Disorder/therapy  Child  Humans  Language  Autism spectrum disorder  Meta-analysis  Prelinguistic  Responsivity Index. décimale : PER Périodiques Résumé : We conducted a systematic review to identify randomized controlled trials (RCTs) and single case research design (SCRD) studies of children with autism spectrum disorder that evaluate the effectiveness of responsivity intervention techniques for improving prelinguistic and/or language outcomes. Mean effect sizes were moderate and large for RCTs (33 studies; g=0.36, 95% CI [0.21, 0.51]) and SCRD (34 studies; between-case standardized mean difference=1.20, 95% CI [0.87, 1.54]) studies, respectively. Visual analysis (37 studies) revealed strong evidence of a functional relation for 45% of the opportunities and no evidence for 53%. Analyses of moderator effects and study quality are presented. Findings provide support for responsivity intervention strategies with more robust support for context-bound outcomes than more generalized outcomes. En ligne : http://dx.doi.org/10.1007/s10803-021-05331-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Effects of a Contingent Responses Intervention on the Quantity and Quality of Vocalizations of Preschool Children with Autism Spectrum Disorder / Jena MCDANIEL in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1187-1202 Titre : Effects of a Contingent Responses Intervention on the Quantity and Quality of Vocalizations of Preschool Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jena MCDANIEL, Auteur Article en page(s) : p.1187-1202 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Multiple contemporary theories emphasize the quantity and quality of child vocalizations for promoting spoken language acquisition. Yet, empirical evidence for facilitating vocal development is strikingly lacking including for children with autism spectrum disorder (ASD) who have difficulty developing language. We evaluate use of contingent responses and vocal enhancement strategies to increase the quantity and quality of child vocalizations to which adults can respond with language-facilitating input for children with ASD. Three preschool children with ASD and minimal verbal skills participated. Using an alternating treatments design embedded within a multiple probe across participants design, we compared using contingent responses with and without vocal enhancement strategies versus a non-contingent control condition. Based on visual analysis and effect sizes, all participants showed a functional relation between both active intervention conditions and quantity of vocalizations, as predicted. For quality of vocalizations, changes under the active intervention conditions were less pronounced than those observed for quantity. Two participants showed a functional relation between at least one quality variable and the active interventions. Our hypothesis that vocal enhancement strategies would exhibit a value-added effect was partially supported for quantity and quality. Findings support using contingent responses to improve the quantity and to some degree the quality of vocalizations in young children with ASD and minimal verbal skills. Support for the added value of vocal enhancement strategies was mixed. Refining the intervention strategies is warranted to meet the needs of the understudied population of children with ASD and minimal verbal skills. En ligne : https://doi.org/10.1007/s10803-024-06279-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Effects of a Contingent Responses Intervention on the Quantity and Quality of Vocalizations of Preschool Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jena MCDANIEL, Auteur . - p.1187-1202. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1187-1202 Index. décimale : PER Périodiques Résumé : Multiple contemporary theories emphasize the quantity and quality of child vocalizations for promoting spoken language acquisition. Yet, empirical evidence for facilitating vocal development is strikingly lacking including for children with autism spectrum disorder (ASD) who have difficulty developing language. We evaluate use of contingent responses and vocal enhancement strategies to increase the quantity and quality of child vocalizations to which adults can respond with language-facilitating input for children with ASD. Three preschool children with ASD and minimal verbal skills participated. Using an alternating treatments design embedded within a multiple probe across participants design, we compared using contingent responses with and without vocal enhancement strategies versus a non-contingent control condition. Based on visual analysis and effect sizes, all participants showed a functional relation between both active intervention conditions and quantity of vocalizations, as predicted. For quality of vocalizations, changes under the active intervention conditions were less pronounced than those observed for quantity. Two participants showed a functional relation between at least one quality variable and the active interventions. Our hypothesis that vocal enhancement strategies would exhibit a value-added effect was partially supported for quantity and quality. Findings support using contingent responses to improve the quantity and to some degree the quality of vocalizations in young children with ASD and minimal verbal skills. Support for the added value of vocal enhancement strategies was mixed. Refining the intervention strategies is warranted to meet the needs of the understudied population of children with ASD and minimal verbal skills. En ligne : https://doi.org/10.1007/s10803-024-06279-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Effects of pivotal response treatment on reciprocal vocal contingency in a randomized controlled trial of children with autism spectrum disorder / Jena MCDANIEL in Autism, 24-6 (August 2020)  

Public ISBD [article]  inAutism > 24-6 (August 2020) . - p.1566-1571 Titre : Effects of pivotal response treatment on reciprocal vocal contingency in a randomized controlled trial of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jena MCDANIEL, Auteur ; Paul J. YODER, Auteur ; Madison CRANDALL, Auteur ; Maria Estefania MILLAN, Auteur ; Christina M. ARDEL, Auteur ; Grace W. GENGOUX, Auteur ; Antonio Y. HARDAN, Auteur Article en page(s) : p.1566-1571 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  communication and language  interventions–psychosocial/behavioral  pre-school children  design, analyzed the data, and drafted the manuscript  PY conceived the study,  participated in the study design, helped interpret the data, and helped draft the  manuscript  MC participated in the study design and analyzed the data  MEM collected  the data and helped interpret the data  CMA collected the data and helped interpret  the data  GWG and AYH conceived the study, participated in the study design,  supervised data collection, and helped interpret the data. All authors read and  approved the final manuscript. Index. décimale : PER Périodiques Résumé : A recent randomized controlled trial found that children with autism spectrum disorder who received a pivotal response treatment package showed improved language and social communication skills following the intervention. The pivotal response treatment package includes clinician-delivered and parent-implemented strategies. Reciprocal vocal contingency is an automated measure of vocal reciprocity derived from daylong audio samples from the child's natural environment. It may provide stronger and complementary evidence of the effects of the pivotal response treatment package because it is at lower risk for detection bias than parent report and brief parent-child interaction measures. The current study compared reciprocal vocal contingency for 24 children with autism spectrum disorder in the pivotal response treatment package group and 24 children with autism spectrum disorder in the control group. The pivotal response treatment package group received 24?weeks of the pivotal response treatment package intervention. The control group received their usual intervention services during that time. The groups did not differ in reciprocal vocal contingency when the intervention started or after 12?weeks of intervention. However, after 24?weeks the pivotal response treatment package group had higher ranked reciprocal vocal contingency scores than the control group. These findings are consistent with results from parent report and parent-child interaction measures obtained during the trial. The participants in the pivotal response treatment package exhibited greater vocal responsiveness to adult vocal responses to their vocalizations than the control group. Findings support the effectiveness of the pivotal response treatment package on vocal reciprocity of children with autism spectrum disorder, which may be a pivotal skill for language development. En ligne : http://dx.doi.org/10.1177/1362361320903138 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 [article] Effects of pivotal response treatment on reciprocal vocal contingency in a randomized controlled trial of children with autism spectrum disorder [Texte imprimé et/ou numérique] / Jena MCDANIEL, Auteur ; Paul J. YODER, Auteur ; Madison CRANDALL, Auteur ; Maria Estefania MILLAN, Auteur ; Christina M. ARDEL, Auteur ; Grace W. GENGOUX, Auteur ; Antonio Y. HARDAN, Auteur . - p.1566-1571. Langues : Anglais (eng) in Autism > 24-6 (August 2020) . - p.1566-1571 Mots-clés : autism spectrum disorder  communication and language  interventions–psychosocial/behavioral  pre-school children  design, analyzed the data, and drafted the manuscript  PY conceived the study,  participated in the study design, helped interpret the data, and helped draft the  manuscript  MC participated in the study design and analyzed the data  MEM collected  the data and helped interpret the data  CMA collected the data and helped interpret  the data  GWG and AYH conceived the study, participated in the study design,  supervised data collection, and helped interpret the data. All authors read and  approved the final manuscript. Index. décimale : PER Périodiques Résumé : A recent randomized controlled trial found that children with autism spectrum disorder who received a pivotal response treatment package showed improved language and social communication skills following the intervention. The pivotal response treatment package includes clinician-delivered and parent-implemented strategies. Reciprocal vocal contingency is an automated measure of vocal reciprocity derived from daylong audio samples from the child's natural environment. It may provide stronger and complementary evidence of the effects of the pivotal response treatment package because it is at lower risk for detection bias than parent report and brief parent-child interaction measures. The current study compared reciprocal vocal contingency for 24 children with autism spectrum disorder in the pivotal response treatment package group and 24 children with autism spectrum disorder in the control group. The pivotal response treatment package group received 24?weeks of the pivotal response treatment package intervention. The control group received their usual intervention services during that time. The groups did not differ in reciprocal vocal contingency when the intervention started or after 12?weeks of intervention. However, after 24?weeks the pivotal response treatment package group had higher ranked reciprocal vocal contingency scores than the control group. These findings are consistent with results from parent report and parent-child interaction measures obtained during the trial. The participants in the pivotal response treatment package exhibited greater vocal responsiveness to adult vocal responses to their vocalizations than the control group. Findings support the effectiveness of the pivotal response treatment package on vocal reciprocity of children with autism spectrum disorder, which may be a pivotal skill for language development. En ligne : http://dx.doi.org/10.1177/1362361320903138 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

A Path Model of Expressive Vocabulary Skills in Initially Preverbal Preschool Children with Autism Spectrum Disorder / Jena MCDANIEL in Journal of Autism and Developmental Disorders, 47-4 (April 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.947-960 Titre : A Path Model of Expressive Vocabulary Skills in Initially Preverbal Preschool Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jena MCDANIEL, Auteur ; Paul J. YODER, Auteur ; Linda R. WATSON, Auteur Article en page(s) : p.947-960 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Language  Vocabulary  Preverbal  Predictors  Path modeling Index. décimale : PER Périodiques Résumé : We examined direct and indirect paths involving receptive vocabulary and diversity of key consonants used in communication (DKCC) to improve understanding of why previously identified value-added predictors are associated with later expressive vocabulary for initially preverbal children with autism spectrum disorder (ASD; n?=?87). Intentional communication, DKCC, and parent linguistic responses accounted for unique variance in later expressive vocabulary when controlling for mid-point receptive vocabulary, but responding to joint attention did not. We did not confirm any indirect paths through mid-point receptive vocabulary. DKCC mediated the association between intentional communication and expressive vocabulary. Further research is needed to replicate the findings, test potentially causal relations, and provide a specific sequence of intervention targets for preverbal children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-3016-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] A Path Model of Expressive Vocabulary Skills in Initially Preverbal Preschool Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jena MCDANIEL, Auteur ; Paul J. YODER, Auteur ; Linda R. WATSON, Auteur . - p.947-960. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.947-960 Mots-clés : Autism spectrum disorder  Language  Vocabulary  Preverbal  Predictors  Path modeling Index. décimale : PER Périodiques Résumé : We examined direct and indirect paths involving receptive vocabulary and diversity of key consonants used in communication (DKCC) to improve understanding of why previously identified value-added predictors are associated with later expressive vocabulary for initially preverbal children with autism spectrum disorder (ASD; n?=?87). Intentional communication, DKCC, and parent linguistic responses accounted for unique variance in later expressive vocabulary when controlling for mid-point receptive vocabulary, but responding to joint attention did not. We did not confirm any indirect paths through mid-point receptive vocabulary. DKCC mediated the association between intentional communication and expressive vocabulary. Further research is needed to replicate the findings, test potentially causal relations, and provide a specific sequence of intervention targets for preverbal children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-3016-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

The association of imperative and declarative intentional communication with language in young children with autism spectrum disorder: A meta-analysis / Amy L. HARBISON in Research in Autism Spectrum Disorders, 36 (April 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 36 (April 2017) . - p.21-34 Titre : The association of imperative and declarative intentional communication with language in young children with autism spectrum disorder: A meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Amy L. HARBISON, Auteur ; Jena MCDANIEL, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.21-34 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Communication  Early childhood  Early intervention  Intentional communication  Pragmatic function Index. décimale : PER Périodiques Résumé : Theoretically, specific pragmatic functions of intentional communication are differentially associated with language use in children with autism spectrum disorder (ASD). The primary purpose of this meta-analysis was to compare the relation of declarative and imperative intentional communication acts (ICAs), respectively, with language skills. We also examined five possible moderators of the separate associations and the difference in associations: metric used to quantify ICAs, expressive versus receptive language, longitudinal or concurrent correlations, within-study interobserver reliability of rating pragmatic function of ICAs, and risk for correlated measurement error. Method Included studies provided at least 1 zero-order correlation (concurrent or longitudinal) of language measures with declarative or imperative ICAs. Participants were children with ASD (n = 727), aged 8 years and younger. Results Twenty-three studies were included. Declarative ICAs were significantly associated with language (weighted mean r = 0.42; 95% CI [0.34, 0.50]). Imperative ICAs were not significantly associated with language. Moderator effects were not detected. Conclusions The association of declarative ICAs and language has implications for early treatment of ASD-related language deficits. Failure to find a significant association of imperative ICAs and language could have been due to low statistical power and/or publication bias; more research on imperative ICAs is needed. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] The association of imperative and declarative intentional communication with language in young children with autism spectrum disorder: A meta-analysis [Texte imprimé et/ou numérique] / Amy L. HARBISON, Auteur ; Jena MCDANIEL, Auteur ; Paul J. YODER, Auteur . - p.21-34. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 36 (April 2017) . - p.21-34 Mots-clés : Autism spectrum disorder  Communication  Early childhood  Early intervention  Intentional communication  Pragmatic function Index. décimale : PER Périodiques Résumé : Theoretically, specific pragmatic functions of intentional communication are differentially associated with language use in children with autism spectrum disorder (ASD). The primary purpose of this meta-analysis was to compare the relation of declarative and imperative intentional communication acts (ICAs), respectively, with language skills. We also examined five possible moderators of the separate associations and the difference in associations: metric used to quantify ICAs, expressive versus receptive language, longitudinal or concurrent correlations, within-study interobserver reliability of rating pragmatic function of ICAs, and risk for correlated measurement error. Method Included studies provided at least 1 zero-order correlation (concurrent or longitudinal) of language measures with declarative or imperative ICAs. Participants were children with ASD (n = 727), aged 8 years and younger. Results Twenty-three studies were included. Declarative ICAs were significantly associated with language (weighted mean r = 0.42; 95% CI [0.34, 0.50]). Imperative ICAs were not significantly associated with language. Moderator effects were not detected. Conclusions The association of declarative ICAs and language has implications for early treatment of ASD-related language deficits. Failure to find a significant association of imperative ICAs and language could have been due to low statistical power and/or publication bias; more research on imperative ICAs is needed. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Validity of Vocal Communication and Vocal Complexity in Young Children with Autism Spectrum Disorder / Jena MCDANIEL in Journal of Autism and Developmental Disorders, 50-1 (January 2020)  

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