Adverse event reporting in intervention research for young autistic children / Kristen BOTTEMA-BEUTEL in Autism, 25-2 (February 2021)  

Public ISBD [article]  inAutism > 25-2 (February 2021) . - p.322-335 Titre : Adverse event reporting in intervention research for young autistic children Type de document : texte imprimé Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Shannon CROWLEY, Auteur ; Micheal SANDBANK, Auteur ; Tiffany G. WOYNAROSKI, Auteur Article en page(s) : p.322-335 Langues : Anglais (eng) Mots-clés : adverse effects  adverse events  autism  harms  intervention  young children Index. décimale : PER Périodiques Résumé : In this study, we looked at published research on interventions for young autistic children that did not involve administering medication. We were interested in determining how often studies reported on whether adverse events (i.e. physical or psychological distress to the participants) or adverse effects (i.e. adverse events that are thought to be caused by the intervention) had occurred. We found that of the 150 reports we examined, only 11 mentioned adverse events. One of these studies reported adverse events occurred, and three reported that adverse effects occurred. We also reviewed the studies to examine the reasons that were given to explain why any participants dropped out of the intervention (termed "withdrawal"), to determine if any of these reasons could be considered adverse events or adverse effects. Fifty-four studies described reasons for withdrawal, and 10 of these studies had reasons that could be categorized as an adverse event, 8 studies had reasons that could be categorized as an adverse effect, and an additional 12 studies had reasons that were too vaguely described to determine whether they were adverse events or not. We recommend that autism intervention researchers develop more systematic methods of looking for and reporting adverse events and effects, so that professionals and families can be better informed when choosing to enroll their autistic children in interventions. En ligne : http://dx.doi.org/10.1177/1362361320965331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 [article] Adverse event reporting in intervention research for young autistic children [texte imprimé] / Kristen BOTTEMA-BEUTEL, Auteur ; Shannon CROWLEY, Auteur ; Micheal SANDBANK, Auteur ; Tiffany G. WOYNAROSKI, Auteur . - p.322-335. Langues : Anglais (eng) in Autism > 25-2 (February 2021) . - p.322-335 Mots-clés : adverse effects  adverse events  autism  harms  intervention  young children Index. décimale : PER Périodiques Résumé : In this study, we looked at published research on interventions for young autistic children that did not involve administering medication. We were interested in determining how often studies reported on whether adverse events (i.e. physical or psychological distress to the participants) or adverse effects (i.e. adverse events that are thought to be caused by the intervention) had occurred. We found that of the 150 reports we examined, only 11 mentioned adverse events. One of these studies reported adverse events occurred, and three reported that adverse effects occurred. We also reviewed the studies to examine the reasons that were given to explain why any participants dropped out of the intervention (termed "withdrawal"), to determine if any of these reasons could be considered adverse events or adverse effects. Fifty-four studies described reasons for withdrawal, and 10 of these studies had reasons that could be categorized as an adverse event, 8 studies had reasons that could be categorized as an adverse effect, and an additional 12 studies had reasons that were too vaguely described to determine whether they were adverse events or not. We recommend that autism intervention researchers develop more systematic methods of looking for and reporting adverse events and effects, so that professionals and families can be better informed when choosing to enroll their autistic children in interventions. En ligne : http://dx.doi.org/10.1177/1362361320965331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441

Evaluating evidence-based practice in light of the boundedness and proximity of outcomes: Capturing the scope of change / Micheal SANDBANK in Autism Research, 14-8 (August 2021)  

Public ISBD [article]  inAutism Research > 14-8 (August 2021) . - p.1536-1542 Titre : Evaluating evidence-based practice in light of the boundedness and proximity of outcomes: Capturing the scope of change Type de document : texte imprimé Auteurs : Micheal SANDBANK, Auteur ; Jason CHOW, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Tiffany G. WOYNAROSKI, Auteur Article en page(s) : p.1536-1542 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/therapy  Child  Child, Preschool  Early Intervention, Educational  Evidence-Based Practice  Humans  Outcome Assessment, Health Care  autism  children  evidence-based practice  intervention early  outcome assessment Index. décimale : PER Périodiques Résumé : Evidence-based practice (EBP) reviews abound in early childhood autism intervention research. These reviews seek to describe and evaluate the evidence supporting the use of specific educational and clinical practices, but give little attention to evaluating intervention outcomes in terms of the extent to which they reflect change that extends beyond the exact targets and contexts of intervention. We urge consideration of these outcome characteristics, which we refer to as "proximity" and "boundedness," as key criteria in evaluating and describing the scope of change effected by EBPs, and provide an overview and illustration of these concepts as they relate to early childhood autism intervention research. We hope this guidance will assist future researchers in selecting and evaluating intervention outcomes, as well as in making important summative determinations of the evidence base for this population. LAY SUMMARY: Recent reviews have come to somewhat different conclusions regarding the evidence base for interventions geared toward autistic children, perhaps because such reviews vary in the degree to which they consider the types of outcome measures used in past studies testing the effects of treatments. Here, we provide guidance regarding characteristics of outcome measures that research suggests are particularly important to consider when evaluating the extent to which an intervention constitutes "evidence-based practice." En ligne : http://dx.doi.org/10.1002/aur.2527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Evaluating evidence-based practice in light of the boundedness and proximity of outcomes: Capturing the scope of change [texte imprimé] / Micheal SANDBANK, Auteur ; Jason CHOW, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Tiffany G. WOYNAROSKI, Auteur . - p.1536-1542. Langues : Anglais (eng) in Autism Research > 14-8 (August 2021) . - p.1536-1542 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/therapy  Child  Child, Preschool  Early Intervention, Educational  Evidence-Based Practice  Humans  Outcome Assessment, Health Care  autism  children  evidence-based practice  intervention early  outcome assessment Index. décimale : PER Périodiques Résumé : Evidence-based practice (EBP) reviews abound in early childhood autism intervention research. These reviews seek to describe and evaluate the evidence supporting the use of specific educational and clinical practices, but give little attention to evaluating intervention outcomes in terms of the extent to which they reflect change that extends beyond the exact targets and contexts of intervention. We urge consideration of these outcome characteristics, which we refer to as "proximity" and "boundedness," as key criteria in evaluating and describing the scope of change effected by EBPs, and provide an overview and illustration of these concepts as they relate to early childhood autism intervention research. We hope this guidance will assist future researchers in selecting and evaluating intervention outcomes, as well as in making important summative determinations of the evidence base for this population. LAY SUMMARY: Recent reviews have come to somewhat different conclusions regarding the evidence base for interventions geared toward autistic children, perhaps because such reviews vary in the degree to which they consider the types of outcome measures used in past studies testing the effects of treatments. Here, we provide guidance regarding characteristics of outcome measures that research suggests are particularly important to consider when evaluating the extent to which an intervention constitutes "evidence-based practice." En ligne : http://dx.doi.org/10.1002/aur.2527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

Keeping up with the evidence base: Survey of behavior professionals about Naturalistic Developmental Behavioral Interventions / Lauren H. HAMPTON in Autism, 26-4 (May 2022)  

Public ISBD [article]  inAutism > 26-4 (May 2022) . - p.875-888 Titre : Keeping up with the evidence base: Survey of behavior professionals about Naturalistic Developmental Behavioral Interventions Type de document : texte imprimé Auteurs : Lauren H. HAMPTON, Auteur ; Micheal SANDBANK, Auteur Article en page(s) : p.875-888 Langues : Anglais (eng) Mots-clés : Applied Behavior Analysis  Autism Spectrum Disorder/therapy  Behavior Therapy  Child  Child Development Disorders, Pervasive  Child, Preschool  Humans  Surveys and Questionnaires  Behavior Analyst Certification Board  Board Certified Behavior Analyst  Naturalistic Developmental Behavior Intervention  autism  behavior analysis  naturalistic  survey Index. décimale : PER Périodiques Résumé : Primary service providers for young children on the autism spectrum and developmentally delayed children use many strategies under the umbrella of applied behavior analysis therapy. The evidence supporting interventions for children on the autism spectrum has changed last decade, and powerful research supports the relative effectiveness of Naturalistic Developmental Behavior Interventions, yet a few professionals serving young children on the autism spectrum receive training in this category of interventions. Board Certified Behavior Analysts and related professionals are the primary service providers for this population. The purpose of this survey study is to describe and understand the knowledge and beliefs that Behavior Analyst Certification Board certificants have around Naturalistic Developmental Behavior Interventions. The survey was completed by 901 respondents. Respondents indicated, on average, little to no knowledge of Naturalistic Developmental Behavior Intervention practices and few believe that these practices are effective or appropriate for the field. Recommendations include increasing training opportunities for related professionals, and changing certification requirements to match the current evidence. En ligne : https://dx.doi.org/10.1177/13623613211035233 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Keeping up with the evidence base: Survey of behavior professionals about Naturalistic Developmental Behavioral Interventions [texte imprimé] / Lauren H. HAMPTON, Auteur ; Micheal SANDBANK, Auteur . - p.875-888. Langues : Anglais (eng) in Autism > 26-4 (May 2022) . - p.875-888 Mots-clés : Applied Behavior Analysis  Autism Spectrum Disorder/therapy  Behavior Therapy  Child  Child Development Disorders, Pervasive  Child, Preschool  Humans  Surveys and Questionnaires  Behavior Analyst Certification Board  Board Certified Behavior Analyst  Naturalistic Developmental Behavior Intervention  autism  behavior analysis  naturalistic  survey Index. décimale : PER Périodiques Résumé : Primary service providers for young children on the autism spectrum and developmentally delayed children use many strategies under the umbrella of applied behavior analysis therapy. The evidence supporting interventions for children on the autism spectrum has changed last decade, and powerful research supports the relative effectiveness of Naturalistic Developmental Behavior Interventions, yet a few professionals serving young children on the autism spectrum receive training in this category of interventions. Board Certified Behavior Analysts and related professionals are the primary service providers for this population. The purpose of this survey study is to describe and understand the knowledge and beliefs that Behavior Analyst Certification Board certificants have around Naturalistic Developmental Behavior Interventions. The survey was completed by 901 respondents. Respondents indicated, on average, little to no knowledge of Naturalistic Developmental Behavior Intervention practices and few believe that these practices are effective or appropriate for the field. Recommendations include increasing training opportunities for related professionals, and changing certification requirements to match the current evidence. En ligne : https://dx.doi.org/10.1177/13623613211035233 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Maximizing the Quality and Reporting Standards of Autism Intervention Science / Shannon LAPOINT in Autism Research, 18-11 (November 2025)  

Public ISBD [article]  inAutism Research > 18-11 (November 2025) . - p.2166-2173 Titre : Maximizing the Quality and Reporting Standards of Autism Intervention Science Type de document : texte imprimé Auteurs : Shannon LAPOINT, Auteur ; Claire Brito KLEIN, Auteur ; Micheal SANDBANK, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Sue FLETCHER-WATSON, Auteur ; Gauri DIVAN, Auteur ; Dagmara DIMITRIOU, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Mette Elmose ANDERSEN, Auteur ; Amanda BINNS, Auteur ; Tony CHARMAN, Auteur ; Jasper A. ESTABILLO, Auteur ; Stephanie M. FECTEAU, Auteur ; Anna FERRARI, Auteur ; Marie-Maude GEOFFRAY, Auteur ; Lauren H. HAMPTON, Auteur ; Sabri HERGUNER, Auteur ; Emily S. KUSCHNER, Auteur ; Jia Ying Sarah LEE, Auteur ; Julie SEGERS, Auteur ; Deanna SWAIN, Auteur ; Sarah VEJNOSKA, Auteur ; Giacomo VIVANTI, Auteur ; Chongying WANG, Auteur ; Jonathan GREEN, Auteur Article en page(s) : p.2166-2173 Langues : Anglais (eng) Mots-clés : autism  INSAR  intervention  reporting standards  special interest group  trial Index. décimale : PER Périodiques Résumé : ABSTRACT Although there are clear international standards for intervention science and reporting in healthcare, implementation and uptake have been limited within autism intervention research. To address this concern, a Special Interest Group (SIG) was convened at the International Society for Autism Research (INSAR) Annual Meetings in May 2023 and May 2024. This SIG comprised members of the autistic community, senior clinical scientists, clinicians, advanced researchers, and early career researchers, who discussed and debated quality standards for autism intervention trials. This commentary summarizes relevant literature highlighted by SIG panelists and recommendations generated from small breakout groups and larger group discussions with SIG attendees. We recommend that all journals publishing autism intervention findings, especially autism-focused journals, institute mandatory reporting practices (e.g., trial registration, protocol, analysis plan) to facilitate transparency and rigorous autism intervention science, as well as related education initiatives in support of this goal. Findings from the SIG offer practical, actionable recommendations that we advocate be systematically adopted across autism-focused journals. En ligne : https://doi.org/10.1002/aur.70126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=571 [article] Maximizing the Quality and Reporting Standards of Autism Intervention Science [texte imprimé] / Shannon LAPOINT, Auteur ; Claire Brito KLEIN, Auteur ; Micheal SANDBANK, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Sue FLETCHER-WATSON, Auteur ; Gauri DIVAN, Auteur ; Dagmara DIMITRIOU, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Mette Elmose ANDERSEN, Auteur ; Amanda BINNS, Auteur ; Tony CHARMAN, Auteur ; Jasper A. ESTABILLO, Auteur ; Stephanie M. FECTEAU, Auteur ; Anna FERRARI, Auteur ; Marie-Maude GEOFFRAY, Auteur ; Lauren H. HAMPTON, Auteur ; Sabri HERGUNER, Auteur ; Emily S. KUSCHNER, Auteur ; Jia Ying Sarah LEE, Auteur ; Julie SEGERS, Auteur ; Deanna SWAIN, Auteur ; Sarah VEJNOSKA, Auteur ; Giacomo VIVANTI, Auteur ; Chongying WANG, Auteur ; Jonathan GREEN, Auteur . - p.2166-2173. Langues : Anglais (eng) in Autism Research > 18-11 (November 2025) . - p.2166-2173 Mots-clés : autism  INSAR  intervention  reporting standards  special interest group  trial Index. décimale : PER Périodiques Résumé : ABSTRACT Although there are clear international standards for intervention science and reporting in healthcare, implementation and uptake have been limited within autism intervention research. To address this concern, a Special Interest Group (SIG) was convened at the International Society for Autism Research (INSAR) Annual Meetings in May 2023 and May 2024. This SIG comprised members of the autistic community, senior clinical scientists, clinicians, advanced researchers, and early career researchers, who discussed and debated quality standards for autism intervention trials. This commentary summarizes relevant literature highlighted by SIG panelists and recommendations generated from small breakout groups and larger group discussions with SIG attendees. We recommend that all journals publishing autism intervention findings, especially autism-focused journals, institute mandatory reporting practices (e.g., trial registration, protocol, analysis plan) to facilitate transparency and rigorous autism intervention science, as well as related education initiatives in support of this goal. Findings from the SIG offer practical, actionable recommendations that we advocate be systematically adopted across autism-focused journals. En ligne : https://doi.org/10.1002/aur.70126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=571

Predicting Intentional Communication in Preverbal Preschoolers with Autism Spectrum Disorder / Micheal SANDBANK in Journal of Autism and Developmental Disorders, 47-6 (June 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1581-1594 Titre : Predicting Intentional Communication in Preverbal Preschoolers with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Micheal SANDBANK, Auteur ; Tiffany G. WOYNAROSKI, Auteur ; Linda R. WATSON, Auteur ; Elizabeth GARDNER, Auteur ; Bahar KEÇELI-KAYSILI, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.1581-1594 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Intentional communication  Motor imitation  Predictors Longitudinal Index. décimale : PER Périodiques Résumé : Intentional communication has previously been identified as a value-added predictor of expressive language in preverbal preschoolers with autism spectrum disorder. In the present study, we sought to identify value-added predictors of intentional communication. Of five theoretically-motivated putative predictors of intentional communication measured early in the study (at study entry and 4 months after), three had significant zero-order correlations with later intentional communication (12 months after study entry) and were thus added to a linear model that predicted later intentional communication scores controlling for initial intentional communication scores at study entry. After controlling for initial intentional communication, early motor imitation was the only predictor that accounted for a significant amount of variance in children’s later intentional communication. En ligne : http://dx.doi.org/10.1007/s10803-017-3052-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Predicting Intentional Communication in Preverbal Preschoolers with Autism Spectrum Disorder [texte imprimé] / Micheal SANDBANK, Auteur ; Tiffany G. WOYNAROSKI, Auteur ; Linda R. WATSON, Auteur ; Elizabeth GARDNER, Auteur ; Bahar KEÇELI-KAYSILI, Auteur ; Paul J. YODER, Auteur . - p.1581-1594. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1581-1594 Mots-clés : Autism spectrum disorder  Intentional communication  Motor imitation  Predictors Longitudinal Index. décimale : PER Périodiques Résumé : Intentional communication has previously been identified as a value-added predictor of expressive language in preverbal preschoolers with autism spectrum disorder. In the present study, we sought to identify value-added predictors of intentional communication. Of five theoretically-motivated putative predictors of intentional communication measured early in the study (at study entry and 4 months after), three had significant zero-order correlations with later intentional communication (12 months after study entry) and were thus added to a linear model that predicted later intentional communication scores controlling for initial intentional communication scores at study entry. After controlling for initial intentional communication, early motor imitation was the only predictor that accounted for a significant amount of variance in children’s later intentional communication. En ligne : http://dx.doi.org/10.1007/s10803-017-3052-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

Research Review: Conceptualizing and measuring ‘problem behavior’ in early intervention autism research – a project AIM secondary systematic review / Kristen BOTTEMA-BEUTEL in Journal of Child Psychology and Psychiatry, 66-11 (November 2025)  

Permalink

Research Review: Conflicts of Interest (COIs) in autism early intervention research - a meta-analysis of COI influences on intervention effects / Kristen BOTTEMA-BEUTEL in Journal of Child Psychology and Psychiatry, 62-1 (January 2021)  

Permalink

Understanding the Effects of Naturalistic Developmental Behavioral Interventions: A Project AIM Meta-analysis / Jenna E. CRANK in Autism Research, 14-4 (April 2021)  

Permalink

---

1 (1 - 8 / 8) Par page : 25 50 100 200