Integrating the Early Start Denver Model into Israeli community autism spectrum disorder preschools: Effectiveness and treatment response predictors / Yana SINAI-GAVRILOV in Autism, 24-8 (November 2020)  

Public ISBD [article]  inAutism > 24-8 (November 2020) . - p.2081-2093 Titre : Integrating the Early Start Denver Model into Israeli community autism spectrum disorder preschools: Effectiveness and treatment response predictors Type de document : Texte imprimé et/ou numérique Auteurs : Yana SINAI-GAVRILOV, Auteur ; Tali GEV, Auteur ; Irit MOR-SNIR, Auteur ; Giacomo VIVANTI, Auteur ; Ofer GOLAN, Auteur Article en page(s) : p.2081-2093 Langues : Anglais (eng) Mots-clés : *esdm  *autism  *clinical trial  *early intervention  *preschool  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : Early intensive intervention has been shown to significantly affect the development of children with Autism. However, the costly implementation of such interventions limits their wide dissemination in the community. This study examined an integration of a research-supported early intensive intervention model called the Early Start Denver Model into community preschool programs for children with Autism in Israel. Four community preschools implemented the preschool-based Early Start Denver Model and four implemented the existing multidisciplinary developmental intervention which is widely applied in Israeli community preschools for children with autism. Fifty-one children (aged 33-57?months) participated in the study. Twenty-six attended the preschool-based Early Start Denver Model preschools and twenty-five attended the multidisciplinary developmental intervention preschools. Before the intervention began, groups were comparable on children's age and developmental functioning and on families' socio-economic status. Results showed that, compared to the multidisciplinary developmental intervention group, children in the preschool-based Early Start Denver Model treatment group made greater gains on measures of overall cognitive development, language skills, as well as on parent- and teacher-reported adaptive communication and socialization abilities. Children who had lower autism symptom severity, higher adaptive functioning and better language understanding abilities before taking part in the preschool-based Early Start Denver Model program showed greater improvements following it. This study documents the successful implementation of an intensive early intervention program in pre-existing community preschools, underlining the importance of the integration of research-supported intervention programs into community settings. En ligne : http://dx.doi.org/10.1177/1362361320934221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Integrating the Early Start Denver Model into Israeli community autism spectrum disorder preschools: Effectiveness and treatment response predictors [Texte imprimé et/ou numérique] / Yana SINAI-GAVRILOV, Auteur ; Tali GEV, Auteur ; Irit MOR-SNIR, Auteur ; Giacomo VIVANTI, Auteur ; Ofer GOLAN, Auteur . - p.2081-2093. Langues : Anglais (eng) in Autism > 24-8 (November 2020) . - p.2081-2093 Mots-clés : *esdm  *autism  *clinical trial  *early intervention  *preschool  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : Early intensive intervention has been shown to significantly affect the development of children with Autism. However, the costly implementation of such interventions limits their wide dissemination in the community. This study examined an integration of a research-supported early intensive intervention model called the Early Start Denver Model into community preschool programs for children with Autism in Israel. Four community preschools implemented the preschool-based Early Start Denver Model and four implemented the existing multidisciplinary developmental intervention which is widely applied in Israeli community preschools for children with autism. Fifty-one children (aged 33-57?months) participated in the study. Twenty-six attended the preschool-based Early Start Denver Model preschools and twenty-five attended the multidisciplinary developmental intervention preschools. Before the intervention began, groups were comparable on children's age and developmental functioning and on families' socio-economic status. Results showed that, compared to the multidisciplinary developmental intervention group, children in the preschool-based Early Start Denver Model treatment group made greater gains on measures of overall cognitive development, language skills, as well as on parent- and teacher-reported adaptive communication and socialization abilities. Children who had lower autism symptom severity, higher adaptive functioning and better language understanding abilities before taking part in the preschool-based Early Start Denver Model program showed greater improvements following it. This study documents the successful implementation of an intensive early intervention program in pre-existing community preschools, underlining the importance of the integration of research-supported intervention programs into community settings. En ligne : http://dx.doi.org/10.1177/1362361320934221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Micro-Analyses Reveal Increased Parent-Child Positive Affect in Children with Poorer Adaptive Functioning Receiving the ESDM / Yana SINAI-GAVRILOV in Journal of Autism and Developmental Disorders, 54-11 (November)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-11 (November) . - p.4339-4345 Titre : Micro-Analyses Reveal Increased Parent-Child Positive Affect in Children with Poorer Adaptive Functioning Receiving the ESDM Type de document : Texte imprimé et/ou numérique Auteurs : Yana SINAI-GAVRILOV, Auteur ; Tali GEV, Auteur ; Ilanit GORDON, Auteur ; Irit MOR-SNIR, Auteur ; Giacomo VIVANTI, Auteur ; Ofer GOLAN, Auteur Article en page(s) : p.4339-4345 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Synchronous positive affect (SPA) is a key element of parent-child interaction quality which is related to favorable developmental outcomes. Children with autism spectrum disorder (ASD) and their parents tend to show less SPA compared to other populations. The current study explored changes in SPA made by parents and their children with ASD following the Preschool-Based Early Start Denver Model (PB-ESDM) intervention. Thirty children receiving PB-ESDM and 23 receiving treatment-as-usual (TAU) were assessed pre- and post- intervention using microanalysis of video-recorded parent-child interactions, in which SPA was quantified. Results showed a significant increase in SPA among children receiving PB-ESDM who had lower pre-treatment adaptive functioning. These findings suggest that SPA may serve as a sensitive treatment outcome measure for children with poorer adaptive functioning, who often struggle to show significant changes on standardized measures. The study?s modest sample and non-randomized design are noted as limitations. En ligne : https://doi.org/10.1007/s10803-022-05819-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 [article] Micro-Analyses Reveal Increased Parent-Child Positive Affect in Children with Poorer Adaptive Functioning Receiving the ESDM [Texte imprimé et/ou numérique] / Yana SINAI-GAVRILOV, Auteur ; Tali GEV, Auteur ; Ilanit GORDON, Auteur ; Irit MOR-SNIR, Auteur ; Giacomo VIVANTI, Auteur ; Ofer GOLAN, Auteur . - p.4339-4345. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-11 (November) . - p.4339-4345 Index. décimale : PER Périodiques Résumé : Synchronous positive affect (SPA) is a key element of parent-child interaction quality which is related to favorable developmental outcomes. Children with autism spectrum disorder (ASD) and their parents tend to show less SPA compared to other populations. The current study explored changes in SPA made by parents and their children with ASD following the Preschool-Based Early Start Denver Model (PB-ESDM) intervention. Thirty children receiving PB-ESDM and 23 receiving treatment-as-usual (TAU) were assessed pre- and post- intervention using microanalysis of video-recorded parent-child interactions, in which SPA was quantified. Results showed a significant increase in SPA among children receiving PB-ESDM who had lower pre-treatment adaptive functioning. These findings suggest that SPA may serve as a sensitive treatment outcome measure for children with poorer adaptive functioning, who often struggle to show significant changes on standardized measures. The study?s modest sample and non-randomized design are noted as limitations. En ligne : https://doi.org/10.1007/s10803-022-05819-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537

Socio emotional competence in young children with ASD during interaction with their typically developing peers / Tali GEV in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101818 Titre : Socio emotional competence in young children with ASD during interaction with their typically developing peers Type de document : Texte imprimé et/ou numérique Auteurs : Tali GEV, Auteur ; Hila AVITAL, Auteur ; Ruthie ROSENAN, Auteur ; Liron OLIVER ARONSON, Auteur ; Ofer GOLAN, Auteur Article en page(s) : 101818 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Social competence  Emotional expression  Emotion regulation  Emotional understanding Index. décimale : PER Périodiques Résumé : Background Building socio-emotional competence (SEC) is a central developmental goal of early childhood that includes the understanding of one’s own and others’ emotions, emotional expression and the use of emotion regulation strategies and social skills. SEC attainment is a major challenge for children with Autism Spectrum Disorder (ASD). However, its behavioral examination in naturalistic settings is scarce. The current study examined SEC components of young children with ASD compared to typically developing (TD) children during social interaction and investigated group differences and the associations between SEC components. Method 26 children with ASD and 26 TD children participated in the current study. SEC was assessed using an adult-mediated interaction with a peer, designed to provide opportunities for cooperation, reciprocity, shared enjoyment, and emotion expression. Additional measures included an emotion understanding task, and parental report on the Vineland Adaptive Behavior Scales. Results Compared to the TD group, the ASD group showed poorer emotional understanding, greater emotion dysregulation, and was rated by parents as having poorer social competence. Emotional understanding and emotion regulation difficulties were associated with poorer social competence, and expression of negative emotions was associated with poorer emotion regulation, in both children with and without ASD. Conclusions The emotional understanding and emotion regulation difficulties shown by children with ASD, and their associations with poorer social competence, highlight the need to address these in interventions targeting social competence in young children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101818 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Socio emotional competence in young children with ASD during interaction with their typically developing peers [Texte imprimé et/ou numérique] / Tali GEV, Auteur ; Hila AVITAL, Auteur ; Ruthie ROSENAN, Auteur ; Liron OLIVER ARONSON, Auteur ; Ofer GOLAN, Auteur . - 101818. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101818 Mots-clés : Autism Spectrum Disorder  Social competence  Emotional expression  Emotion regulation  Emotional understanding Index. décimale : PER Périodiques Résumé : Background Building socio-emotional competence (SEC) is a central developmental goal of early childhood that includes the understanding of one’s own and others’ emotions, emotional expression and the use of emotion regulation strategies and social skills. SEC attainment is a major challenge for children with Autism Spectrum Disorder (ASD). However, its behavioral examination in naturalistic settings is scarce. The current study examined SEC components of young children with ASD compared to typically developing (TD) children during social interaction and investigated group differences and the associations between SEC components. Method 26 children with ASD and 26 TD children participated in the current study. SEC was assessed using an adult-mediated interaction with a peer, designed to provide opportunities for cooperation, reciprocity, shared enjoyment, and emotion expression. Additional measures included an emotion understanding task, and parental report on the Vineland Adaptive Behavior Scales. Results Compared to the TD group, the ASD group showed poorer emotional understanding, greater emotion dysregulation, and was rated by parents as having poorer social competence. Emotional understanding and emotion regulation difficulties were associated with poorer social competence, and expression of negative emotions was associated with poorer emotion regulation, in both children with and without ASD. Conclusions The emotional understanding and emotion regulation difficulties shown by children with ASD, and their associations with poorer social competence, highlight the need to address these in interventions targeting social competence in young children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2021.101818 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Unique effects of The transporters animated series and of parental support on emotion recognition skills of children with ASD: Results of a randomized controlled trial / Tali GEV in Autism Research, 10-5 (May 2017)  

Public ISBD [article]  inAutism Research > 10-5 (May 2017) . - p.993-1003 Titre : Unique effects of The transporters animated series and of parental support on emotion recognition skills of children with ASD: Results of a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Tali GEV, Auteur ; Ruthie ROSENAN, Auteur ; Ofer GOLAN, Auteur Article en page(s) : p.993-1003 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  emotion recognition  randomized controlled trial  technological intervention  parental support Index. décimale : PER Périodiques Résumé : Emotion recognition (ER) and understanding deficits are characteristic of autism spectrum disorder (ASD). The Transporters (TT) animated series has shown promising results in teaching children with ASD to recognize emotions, with mixed findings about generalization and maintenance of effects. This study aimed to evaluate the unique role of TT and of parental support in the acquisition, generalization, and maintenance of acquired ER skills in children with ASD. 77 Israeli children with high functioning ASD, aged 4–7 were randomly assigned into four groups according to a 2 × 2 design of the factors Series (TT, control series) and Parental Support (with/without). Thirty typically developing children, matched to the ASD groups on mental age, were tested with no intervention. Participants' ER (on three generalization levels) and emotional vocabulary (EV) were tested pre and post 8 weeks of intervention, and at 3 months' follow-up. Compared to the control series, watching TT significantly improved children's ER skills at all generalization levels, with good skill maintenance. All groups improved equally on EV. The amount of parental support given, in the groups that had received it, contributed to the generalization and maintenance of ER skills. Autism severity negatively correlated with ER improvement. The current study provides evidence to the unique role of TT in ER skill acquisition, generalization, and maintenance in children with high functioning ASD. In addition, this study provides evidence for a successful cultural adaptation of TT to a non-English speaking culture. En ligne : http://dx.doi.org/10.1002/aur.1717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Unique effects of The transporters animated series and of parental support on emotion recognition skills of children with ASD: Results of a randomized controlled trial [Texte imprimé et/ou numérique] / Tali GEV, Auteur ; Ruthie ROSENAN, Auteur ; Ofer GOLAN, Auteur . - p.993-1003. Langues : Anglais (eng) in Autism Research > 10-5 (May 2017) . - p.993-1003 Mots-clés : autism spectrum disorder  emotion recognition  randomized controlled trial  technological intervention  parental support Index. décimale : PER Périodiques Résumé : Emotion recognition (ER) and understanding deficits are characteristic of autism spectrum disorder (ASD). The Transporters (TT) animated series has shown promising results in teaching children with ASD to recognize emotions, with mixed findings about generalization and maintenance of effects. This study aimed to evaluate the unique role of TT and of parental support in the acquisition, generalization, and maintenance of acquired ER skills in children with ASD. 77 Israeli children with high functioning ASD, aged 4–7 were randomly assigned into four groups according to a 2 × 2 design of the factors Series (TT, control series) and Parental Support (with/without). Thirty typically developing children, matched to the ASD groups on mental age, were tested with no intervention. Participants' ER (on three generalization levels) and emotional vocabulary (EV) were tested pre and post 8 weeks of intervention, and at 3 months' follow-up. Compared to the control series, watching TT significantly improved children's ER skills at all generalization levels, with good skill maintenance. All groups improved equally on EV. The amount of parental support given, in the groups that had received it, contributed to the generalization and maintenance of ER skills. Autism severity negatively correlated with ER improvement. The current study provides evidence to the unique role of TT in ER skill acquisition, generalization, and maintenance in children with high functioning ASD. In addition, this study provides evidence for a successful cultural adaptation of TT to a non-English speaking culture. En ligne : http://dx.doi.org/10.1002/aur.1717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

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