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 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] / 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 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] / 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

Parental Insightfulness and Its Association With Social Competence in Autistic and Non-Autistic Children / Liron OLIVER-ARONSON in Autism Research, 18-12 (December 2025)  

Public ISBD [article]  inAutism Research > 18-12 (December 2025) . - p.2508-2520 Titre : Parental Insightfulness and Its Association With Social Competence in Autistic and Non-Autistic Children Type de document : texte imprimé Auteurs : Liron OLIVER-ARONSON, Auteur ; Lital KOHN, Auteur ; Tali GEV, Auteur ; Ofer GOLAN, Auteur Article en page(s) : p.2508-2520 Langues : Anglais (eng) Mots-clés : autism  parental insightfulness  reflective functioning  social competence  social skills Index. décimale : PER Périodiques Résumé : ABSTRACT Parental insightfulness (PI), the parent's capacity to reflect upon their own and their child's mental and emotional states, has been associated with various aspects of children's socio-emotional development. This study examined PI regarding child-peer interactions and its association with social competence in autistic and non-autistic (NA) children, aged 4?7?years. We hypothesized that parents of autistic and NA children would demonstrate different patterns of PI and that PI would moderate the association between autism diagnosis and social competence. Participants included 68 autistic children and their parents and 46 NA children and their parents. Parents watched videos of their child playing with a peer and completed the Insightfulness Assessment (IA) interview. They also reported on their child's social competence and their own parental reflective functioning. Results revealed that compared to NA children's parents, parents of autistic children showed similar levels of positive insightfulness about their child but had greater difficulties maintaining focus on their child's mental states, showed less acceptance, and more concern about the child. PI moderated the negative association between autism diagnosis and children's social competence so that in higher PI levels, the association was weaker than in lower PI levels. This study's findings suggest higher PI may mitigate social challenges for autistic children. Hence, PI and its nuances may be an intervention target for autistic children's parents with the aim of improving children's social outcomes. En ligne : https://doi.org/10.1002/aur.70127 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Parental Insightfulness and Its Association With Social Competence in Autistic and Non-Autistic Children [texte imprimé] / Liron OLIVER-ARONSON, Auteur ; Lital KOHN, Auteur ; Tali GEV, Auteur ; Ofer GOLAN, Auteur . - p.2508-2520. Langues : Anglais (eng) in Autism Research > 18-12 (December 2025) . - p.2508-2520 Mots-clés : autism  parental insightfulness  reflective functioning  social competence  social skills Index. décimale : PER Périodiques Résumé : ABSTRACT Parental insightfulness (PI), the parent's capacity to reflect upon their own and their child's mental and emotional states, has been associated with various aspects of children's socio-emotional development. This study examined PI regarding child-peer interactions and its association with social competence in autistic and non-autistic (NA) children, aged 4?7?years. We hypothesized that parents of autistic and NA children would demonstrate different patterns of PI and that PI would moderate the association between autism diagnosis and social competence. Participants included 68 autistic children and their parents and 46 NA children and their parents. Parents watched videos of their child playing with a peer and completed the Insightfulness Assessment (IA) interview. They also reported on their child's social competence and their own parental reflective functioning. Results revealed that compared to NA children's parents, parents of autistic children showed similar levels of positive insightfulness about their child but had greater difficulties maintaining focus on their child's mental states, showed less acceptance, and more concern about the child. PI moderated the negative association between autism diagnosis and children's social competence so that in higher PI levels, the association was weaker than in lower PI levels. This study's findings suggest higher PI may mitigate social challenges for autistic children. Hence, PI and its nuances may be an intervention target for autistic children's parents with the aim of improving children's social outcomes. En ligne : https://doi.org/10.1002/aur.70127 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Predicting early intervention outcomes in autism via individual participant data mega-analysis / Veronica MANDELLI in Molecular Autism, 17 (2026)  

Public ISBD [article]  inMolecular Autism > 17 (2026) . - 33 p. Titre : Predicting early intervention outcomes in autism via individual participant data mega-analysis Type de document : texte imprimé Auteurs : Veronica MANDELLI, Auteur ; Elena Maria BUSUOLI, Auteur ; Michel GODEL, Auteur ; Nada KOJOVIC, Auteur ; Yana SINAI-GAVRILOV, Auteur ; Tali GEV, Auteur ; Annarita CONTALDO, Auteur ; Eric COURCHESNE, Auteur ; Karen PIERCE, Auteur ; Ofer GOLAN, Auteur ; Antonio NARZISI, Auteur ; Filippo MURATORI, Auteur ; Costanza COLOMBI, Auteur ; Sally J. ROGERS, Auteur ; Giacomo VIVANTI, Auteur ; Marie SCHAER, Auteur ; Liliana RUTA, Auteur ; Michael V. LOMBARDO, Auteur Article en page(s) : 33 p. Langues : Anglais (eng) Résumé : Autism early intervention meta-analyses have yielded important insights into questions such as ‘what works’ and ‘for what’ outcomes. However, because these studies primarily rely on study-level summary statistics, they may be limited with regard to more individualized insights. Mega-analyses utilizing individual participant data (IPD-MA) may be useful for these more individualized questions. En ligne : https://doi.org/10.1186/s13229-026-00736-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=594 [article] Predicting early intervention outcomes in autism via individual participant data mega-analysis [texte imprimé] / Veronica MANDELLI, Auteur ; Elena Maria BUSUOLI, Auteur ; Michel GODEL, Auteur ; Nada KOJOVIC, Auteur ; Yana SINAI-GAVRILOV, Auteur ; Tali GEV, Auteur ; Annarita CONTALDO, Auteur ; Eric COURCHESNE, Auteur ; Karen PIERCE, Auteur ; Ofer GOLAN, Auteur ; Antonio NARZISI, Auteur ; Filippo MURATORI, Auteur ; Costanza COLOMBI, Auteur ; Sally J. ROGERS, Auteur ; Giacomo VIVANTI, Auteur ; Marie SCHAER, Auteur ; Liliana RUTA, Auteur ; Michael V. LOMBARDO, Auteur . - 33 p. Langues : Anglais (eng) in Molecular Autism > 17 (2026) . - 33 p. Résumé : Autism early intervention meta-analyses have yielded important insights into questions such as ‘what works’ and ‘for what’ outcomes. However, because these studies primarily rely on study-level summary statistics, they may be limited with regard to more individualized insights. Mega-analyses utilizing individual participant data (IPD-MA) may be useful for these more individualized questions. En ligne : https://doi.org/10.1186/s13229-026-00736-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=594

Seeking Team Collaboration, Dialogue and Support: The Perceptions of Multidisciplinary Staff-Members Working in ASD Preschools / Yana SINAI-GAVRILOV in Journal of Autism and Developmental Disorders, 49-11 (November 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4634-4645 Titre : Seeking Team Collaboration, Dialogue and Support: The Perceptions of Multidisciplinary Staff-Members Working in ASD Preschools Type de document : texte imprimé Auteurs : Yana SINAI-GAVRILOV, Auteur ; Tali GEV, Auteur ; Irit MOR-SNIR, Auteur ; Ofer GOLAN, Auteur Article en page(s) : p.4634-4645 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Education services  Health services  Policy  Pre-school children  Qualitative research Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) impacts various developmental domains, requiring interventions by professionals from multiple disciplines. In Israel, ASD community preschools' multidisciplinary teams aim to provide each child with an integrative intervention program. The current study focused on the working experience of 21 professionals from multidisciplinary teams in ASD-preschools, with special emphasis on their perceptions of the intra-staff dialogue in their teams. Interviews were transcribed verbatim and analyzed through grounded theory. Arising themes covered: challenges characterizing the delivery of intervention to children with ASD in a community setting; challenges met by professionals when attempting to navigate multidisciplinary teamwork; and factors that facilitate multidisciplinary work. Practices that support multidisciplinary team cohesion at the team, the organizational, and the policy-making levels are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04175-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] Seeking Team Collaboration, Dialogue and Support: The Perceptions of Multidisciplinary Staff-Members Working in ASD Preschools [texte imprimé] / Yana SINAI-GAVRILOV, Auteur ; Tali GEV, Auteur ; Irit MOR-SNIR, Auteur ; Ofer GOLAN, Auteur . - p.4634-4645. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4634-4645 Mots-clés : Autism spectrum disorder  Education services  Health services  Policy  Pre-school children  Qualitative research Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) impacts various developmental domains, requiring interventions by professionals from multiple disciplines. In Israel, ASD community preschools' multidisciplinary teams aim to provide each child with an integrative intervention program. The current study focused on the working experience of 21 professionals from multidisciplinary teams in ASD-preschools, with special emphasis on their perceptions of the intra-staff dialogue in their teams. Interviews were transcribed verbatim and analyzed through grounded theory. Arising themes covered: challenges characterizing the delivery of intervention to children with ASD in a community setting; challenges met by professionals when attempting to navigate multidisciplinary teamwork; and factors that facilitate multidisciplinary work. Practices that support multidisciplinary team cohesion at the team, the organizational, and the policy-making levels are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04175-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

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)  

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Training Physical Therapists in Early ASD Screening / Ayelet BEN-SASSON in Journal of Autism and Developmental Disorders, 48-11 (November 2018)  

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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)  

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