Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility / Jonathan SAFER-LICHTENSTEIN in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.186-192 Titre : Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility Type de document : texte imprimé Auteurs : Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura Lee MCINTYRE, Auteur Article en page(s) : p.186-192 Mots-clés : elementary  age  identification  assessment  IDEA  policy Index. décimale : PER Périodiques Résumé : Rates of children identified as having autism spectrum disorder (ASD) continue to increase in both medical and school settings. While procedures for providing a medical diagnosis are relatively consistent throughout the United States, the process for determining special education eligibility under an ASD classification varies by state, with many states adopting looser identification criteria than medical taxonomies. This study included a sample of 73 school-age children with ASD and sought to examine differences in ASD symptom severity, adaptive functioning, and challenging behaviors between those identified in the medical system versus those identified in schools. Results indicate that children identified as having ASD only by their school had less severe clinician-rated ASD symptomatology than children with a medical ASD diagnosis but that caregiver reports of adaptive functioning and challenging behavior did not differ between the two groups. These findings do not appear to have been influenced by demographic factors including caregiver education, household income, or health insurance status. Implications and directions for future research are discussed. En ligne : https://doi.org/10.1177/1088357620922162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility [texte imprimé] / Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura Lee MCINTYRE, Auteur . - p.186-192. in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.186-192 Mots-clés : elementary  age  identification  assessment  IDEA  policy Index. décimale : PER Périodiques Résumé : Rates of children identified as having autism spectrum disorder (ASD) continue to increase in both medical and school settings. While procedures for providing a medical diagnosis are relatively consistent throughout the United States, the process for determining special education eligibility under an ASD classification varies by state, with many states adopting looser identification criteria than medical taxonomies. This study included a sample of 73 school-age children with ASD and sought to examine differences in ASD symptom severity, adaptive functioning, and challenging behaviors between those identified in the medical system versus those identified in schools. Results indicate that children identified as having ASD only by their school had less severe clinician-rated ASD symptomatology than children with a medical ASD diagnosis but that caregiver reports of adaptive functioning and challenging behavior did not differ between the two groups. These findings do not appear to have been influenced by demographic factors including caregiver education, household income, or health insurance status. Implications and directions for future research are discussed. En ligne : https://doi.org/10.1177/1088357620922162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

Examining Demographics in Randomized Controlled Trials of Group-Based Social Skills Interventions for Individuals with Autism Spectrum Disorder / Jonathan SAFER-LICHTENSTEIN in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3453-3461 Titre : Examining Demographics in Randomized Controlled Trials of Group-Based Social Skills Interventions for Individuals with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Jonathan SAFER-LICHTENSTEIN, Auteur ; J. C. HAMILTON, Auteur ; L. L. MCINTYRE, Auteur Article en page(s) : p.3453-3461 Langues : Anglais (eng) Mots-clés : Participant diversity  Race and ethnicity  Ses  Social skills treatment Index. décimale : PER Périodiques Résumé : We reviewed the demographic reporting practices and diversity of participants in published randomized controlled trial studies of group-based social skills interventions (GSSIs) for individuals with autism spectrum disorder (ASD). A total of 17 studies met inclusionary criteria. Results of this review suggest that the majority of published RCTs reported on participant gender and race/ethnicity, with fewer studies including details on household income and caregiver education. Study samples generally lacked diversity, with an overrepresentation of participants who were male, White, and from upper-middle class backgrounds. Additionally, we found that nearly all GSSI studies focused on participants with average or high IQs, or were specifically classified as having a higher functioning sub-diagnosis within ASD. Implications and future directions for research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04063-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Examining Demographics in Randomized Controlled Trials of Group-Based Social Skills Interventions for Individuals with Autism Spectrum Disorder [texte imprimé] / Jonathan SAFER-LICHTENSTEIN, Auteur ; J. C. HAMILTON, Auteur ; L. L. MCINTYRE, Auteur . - p.3453-3461. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3453-3461 Mots-clés : Participant diversity  Race and ethnicity  Ses  Social skills treatment Index. décimale : PER Périodiques Résumé : We reviewed the demographic reporting practices and diversity of participants in published randomized controlled trial studies of group-based social skills interventions (GSSIs) for individuals with autism spectrum disorder (ASD). A total of 17 studies met inclusionary criteria. Results of this review suggest that the majority of published RCTs reported on participant gender and race/ethnicity, with fewer studies including details on household income and caregiver education. Study samples generally lacked diversity, with an overrepresentation of participants who were male, White, and from upper-middle class backgrounds. Additionally, we found that nearly all GSSI studies focused on participants with average or high IQs, or were specifically classified as having a higher functioning sub-diagnosis within ASD. Implications and future directions for research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04063-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Family Empowerment: Predicting Service Utilization for Children with Autism Spectrum Disorder / Patricia K. ZEMANTIC 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.4986-4993 Titre : Family Empowerment: Predicting Service Utilization for Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Patricia K. ZEMANTIC, Auteur ; Evangeline C. KURTZ-NELSON, Auteur ; Hannah BARTON, Auteur ; Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura Lee MCINTYRE, Auteur Article en page(s) : p.4986-4993 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/epidemiology/therapy  Child  Complementary Therapies  Family  Humans  Autism  Early intervention  Family empowerment  Service utilization Index. décimale : PER Périodiques Résumé : Families of children with autism spectrum disorder (ASD) often utilize a variety of services. Relatively few studies have examined the relationship between family empowerment and service utilization for this population. The present study investigated the relationship between family empowerment and service utilization in families of children with ASD from the Pacific Northwest. Family empowerment did not predict the use of behavioral services or established related services. However, higher family empowerment was reported for families who reported use of complementary and alternative medicine. Implications for future research and clinical practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05329-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Family Empowerment: Predicting Service Utilization for Children with Autism Spectrum Disorder [texte imprimé] / Patricia K. ZEMANTIC, Auteur ; Evangeline C. KURTZ-NELSON, Auteur ; Hannah BARTON, Auteur ; Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura Lee MCINTYRE, Auteur . - p.4986-4993. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4986-4993 Mots-clés : Autism Spectrum Disorder/diagnosis/epidemiology/therapy  Child  Complementary Therapies  Family  Humans  Autism  Early intervention  Family empowerment  Service utilization Index. décimale : PER Périodiques Résumé : Families of children with autism spectrum disorder (ASD) often utilize a variety of services. Relatively few studies have examined the relationship between family empowerment and service utilization for this population. The present study investigated the relationship between family empowerment and service utilization in families of children with ASD from the Pacific Northwest. Family empowerment did not predict the use of behavioral services or established related services. However, higher family empowerment was reported for families who reported use of complementary and alternative medicine. Implications for future research and clinical practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05329-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

“In our language”: Acceptability and impact of executive function videos for Spanish-speaking families / Jonathan SAFER-LICHTENSTEIN in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202719 Titre : “In our language”: Acceptability and impact of executive function videos for Spanish-speaking families Type de document : texte imprimé Auteurs : Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura CAMPOS, Auteur ; Jessica V. SMITH, Auteur ; Tennyson DAHLMAN, Auteur ; Susan MIKULICH-GILBERTSON, Auteur ; Jessica HOLMES, Auteur ; Alyssa VERBALIS, Auteur ; Allison RATTO, Auteur ; Kristi HARDY, Auteur ; Anna Chelsea ARMOUR, Auteur ; Bruno J. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.202719 Langues : Anglais (eng) Mots-clés : Autism  ADHD  Hispanic/ Latine  Spanish  Executive functioning  Parents/ caregivers Index. décimale : PER Périodiques Résumé : Purpose Predominantly Spanish-speaking Hispanic/Latine families of children with neurodevelopmental conditions (e.g., autism, ADHD) in the U.S. face barriers accessing intervention services. This study evaluated the acceptability and effectiveness of executive function (EF) support videos translated into Spanish for caregivers in this community. Methods In this pragmatic trial, 37 caregivers of neurodivergent children aged 8–11 reviewed 12 brief EF-focused videos addressing skills like flexible thinking, planning, and self-regulation, with strategies for home use. The original English-language videos were developed with input from a Community Advisory Board (CAB) to ensure broad applicability across socioeconomic and racial/ethnic backgrounds, then directly translated and dubbed by a bilingual team. Caregivers completed pre/post measures assessing EF knowledge, caregiver strain, child EF difficulties, and video acceptability and feasibility. Focus groups were used to contextualize and expand on quantitative findings. An exploratory comparison was made to a prior English-language video cohort. Results Caregivers in the Spanish video cohort reported high acceptability and feasibility and demonstrated improvements in EF knowledge, reduced strain, and improved child EF outcomes. These outcomes were greater than those in the English video cohort. Focus group participants emphasized the relevance of the content, the practicality of the format, and the importance of receiving resources in their native language. Conclusion These findings highlight the potential of pragmatic, scalable, and linguistically accessible intervention resources for underserved communities. The EF videos, though directly translated with limited culturally specific adaptation, were well-received and effective in improving outcomes for Spanish-speaking caregivers. En ligne : https://doi.org/10.1016/j.reia.2025.202719 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] “In our language”: Acceptability and impact of executive function videos for Spanish-speaking families [texte imprimé] / Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura CAMPOS, Auteur ; Jessica V. SMITH, Auteur ; Tennyson DAHLMAN, Auteur ; Susan MIKULICH-GILBERTSON, Auteur ; Jessica HOLMES, Auteur ; Alyssa VERBALIS, Auteur ; Allison RATTO, Auteur ; Kristi HARDY, Auteur ; Anna Chelsea ARMOUR, Auteur ; Bruno J. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Laura G. ANTHONY, Auteur . - p.202719. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202719 Mots-clés : Autism  ADHD  Hispanic/ Latine  Spanish  Executive functioning  Parents/ caregivers Index. décimale : PER Périodiques Résumé : Purpose Predominantly Spanish-speaking Hispanic/Latine families of children with neurodevelopmental conditions (e.g., autism, ADHD) in the U.S. face barriers accessing intervention services. This study evaluated the acceptability and effectiveness of executive function (EF) support videos translated into Spanish for caregivers in this community. Methods In this pragmatic trial, 37 caregivers of neurodivergent children aged 8–11 reviewed 12 brief EF-focused videos addressing skills like flexible thinking, planning, and self-regulation, with strategies for home use. The original English-language videos were developed with input from a Community Advisory Board (CAB) to ensure broad applicability across socioeconomic and racial/ethnic backgrounds, then directly translated and dubbed by a bilingual team. Caregivers completed pre/post measures assessing EF knowledge, caregiver strain, child EF difficulties, and video acceptability and feasibility. Focus groups were used to contextualize and expand on quantitative findings. An exploratory comparison was made to a prior English-language video cohort. Results Caregivers in the Spanish video cohort reported high acceptability and feasibility and demonstrated improvements in EF knowledge, reduced strain, and improved child EF outcomes. These outcomes were greater than those in the English video cohort. Focus group participants emphasized the relevance of the content, the practicality of the format, and the importance of receiving resources in their native language. Conclusion These findings highlight the potential of pragmatic, scalable, and linguistically accessible intervention resources for underserved communities. The EF videos, though directly translated with limited culturally specific adaptation, were well-received and effective in improving outcomes for Spanish-speaking caregivers. En ligne : https://doi.org/10.1016/j.reia.2025.202719 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Lessons learned: Engaging culturally diverse families in neurodevelopmental disorders intervention research / Allison B. RATTO in Autism, 21-5 (July 2017)  

Public ISBD [article]  inAutism > 21-5 (July 2017) . - p.622-634 Titre : Lessons learned: Engaging culturally diverse families in neurodevelopmental disorders intervention research Type de document : texte imprimé Auteurs : Allison B. RATTO, Auteur ; Bruno J. ANTHONY, Auteur ; Cara PUGLIESE, Auteur ; Rocio MENDEZ, Auteur ; Jonathan SAFER-LICHTENSTEIN, Auteur ; Katerina DUDLEY, Auteur ; Nicole F. KAHN, Auteur ; Lauren KENWORTHY, Auteur ; Matthew BIEL, Auteur ; Jillian L. MARTUCCI, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.622-634 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Low-income and ethnic minority families continue to face critical disparities in access to diagnostic and treatment services for neurodevelopmental conditions, such as autism spectrum disorder and attention deficit hyperactivity disorder. Despite the growing cultural diversity of the United States, ethnic minority children and families continue to be substantially underrepresented across research on neurodevelopmental disorders, and there is a particularly concerning lack of research on the treatment of these conditions in low-income and ethnic minority communities. Of note, there are currently no published studies on adapting autism spectrum disorder treatment for low-income Latino communities and relatively few studies documenting adapted treatments for children with attention deficit hyperactivity disorder in these communities. This article describes methodological considerations and adaptations made to research procedures using a Diffusion of Innovation framework in order to effectively recruit and engage low-income, ethnic minority, particularly Latino, families of children with neurodevelopmental disorders, in a comparative effectiveness trial of two school-based interventions for executive dysfunction. En ligne : http://dx.doi.org/10.1177/1362361316650394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310 [article] Lessons learned: Engaging culturally diverse families in neurodevelopmental disorders intervention research [texte imprimé] / Allison B. RATTO, Auteur ; Bruno J. ANTHONY, Auteur ; Cara PUGLIESE, Auteur ; Rocio MENDEZ, Auteur ; Jonathan SAFER-LICHTENSTEIN, Auteur ; Katerina DUDLEY, Auteur ; Nicole F. KAHN, Auteur ; Lauren KENWORTHY, Auteur ; Matthew BIEL, Auteur ; Jillian L. MARTUCCI, Auteur ; Laura G. ANTHONY, Auteur . - p.622-634. Langues : Anglais (eng) in Autism > 21-5 (July 2017) . - p.622-634 Index. décimale : PER Périodiques Résumé : Low-income and ethnic minority families continue to face critical disparities in access to diagnostic and treatment services for neurodevelopmental conditions, such as autism spectrum disorder and attention deficit hyperactivity disorder. Despite the growing cultural diversity of the United States, ethnic minority children and families continue to be substantially underrepresented across research on neurodevelopmental disorders, and there is a particularly concerning lack of research on the treatment of these conditions in low-income and ethnic minority communities. Of note, there are currently no published studies on adapting autism spectrum disorder treatment for low-income Latino communities and relatively few studies documenting adapted treatments for children with attention deficit hyperactivity disorder in these communities. This article describes methodological considerations and adaptations made to research procedures using a Diffusion of Innovation framework in order to effectively recruit and engage low-income, ethnic minority, particularly Latino, families of children with neurodevelopmental disorders, in a comparative effectiveness trial of two school-based interventions for executive dysfunction. En ligne : http://dx.doi.org/10.1177/1362361316650394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310

School-Based Autism Rates by State: An Analysis of Demographics, Political Leanings, and Differential Identification / Jonathan SAFER-LICHTENSTEIN in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

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