Allied Health Professionals' Knowledge and Use of ASD Intervention Practices / Jessica PAYNTER in Journal of Autism and Developmental Disorders, 48-7 (July 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2335-2349 Titre : Allied Health Professionals' Knowledge and Use of ASD Intervention Practices Type de document : texte imprimé Auteurs : Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; Sarah LUSKIN-SAXBY, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur Article en page(s) : p.2335-2349 Langues : Anglais (eng) Mots-clés : Allied health professionals  Autism spectrum disorder  Evidence-based practice  Implementation science  Knowledge translation Index. décimale : PER Périodiques Résumé : Allied health professionals (AHPs) are trusted sources of information and intervention for clients with autism spectrum disorder. However, the level of implementation of empirically-supported therapies and the accuracy of the knowledge they use to inform intervention selection is largely unknown. The present study explored the accuracy of AHPs' knowledge and use of practices, and explored links to individual attitudes and organisational culture. Overall results from the 156 AHPs surveyed suggested general accuracy of knowledge, and use of empirically supported treatments, with accuracy linked to use. Use of practices unsupported by research was linked to organisational culture and openness to new interventions. The presence of misinformation and the impact on selection and use of effective practices are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3505-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Allied Health Professionals' Knowledge and Use of ASD Intervention Practices [texte imprimé] / Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; Sarah LUSKIN-SAXBY, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur . - p.2335-2349. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2335-2349 Mots-clés : Allied health professionals  Autism spectrum disorder  Evidence-based practice  Implementation science  Knowledge translation Index. décimale : PER Périodiques Résumé : Allied health professionals (AHPs) are trusted sources of information and intervention for clients with autism spectrum disorder. However, the level of implementation of empirically-supported therapies and the accuracy of the knowledge they use to inform intervention selection is largely unknown. The present study explored the accuracy of AHPs' knowledge and use of practices, and explored links to individual attitudes and organisational culture. Overall results from the 156 AHPs surveyed suggested general accuracy of knowledge, and use of empirically supported treatments, with accuracy linked to use. Use of practices unsupported by research was linked to organisational culture and openness to new interventions. The presence of misinformation and the impact on selection and use of effective practices are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3505-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Associations among autistic adults’ self-reported literacy ability, autism traits, and quality of life / Jaclyn M. DYNIA in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202779 Titre : Associations among autistic adults’ self-reported literacy ability, autism traits, and quality of life Type de document : texte imprimé Auteurs : Jaclyn M. DYNIA, Auteur ; Chandra A. LEBENHAGEN, Auteur ; Stephanie A. MALONE, Auteur ; Marleen WESTERVELD, Auteur ; Jessica PAYNTER, Auteur Article en page(s) : p.202779 Langues : Anglais (eng) Mots-clés : Literacy ability  Quality of life  Autism traits  Autistic adults Index. décimale : PER Périodiques Résumé : Purpose We sought to investigate autistic adults’ perceptions of their literacy skills and to examine if an association exists between these perceptions, autism traits, and Quality of Life (QoL). Methods Participants were 163 autistic adults who completed measures of their literacy-related abilities, autism traits, and QoL. Results Seventy-five percent of participants (n = 163) reported favorable perceptions of their literacy ability. Participants' literacy ability was positively associated with four QoL domains: physical health, psychological health, social relationships, and environment. Conclusion This study offers important insights for autistic individuals, researchers, educators, and clinicians as they seek ways to co-identify responsive and effective early literacy support to improve life outcomes for autistic people. En ligne : https://doi.org/10.1016/j.reia.2025.202779 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Associations among autistic adults’ self-reported literacy ability, autism traits, and quality of life [texte imprimé] / Jaclyn M. DYNIA, Auteur ; Chandra A. LEBENHAGEN, Auteur ; Stephanie A. MALONE, Auteur ; Marleen WESTERVELD, Auteur ; Jessica PAYNTER, Auteur . - p.202779. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202779 Mots-clés : Literacy ability  Quality of life  Autism traits  Autistic adults Index. décimale : PER Périodiques Résumé : Purpose We sought to investigate autistic adults’ perceptions of their literacy skills and to examine if an association exists between these perceptions, autism traits, and Quality of Life (QoL). Methods Participants were 163 autistic adults who completed measures of their literacy-related abilities, autism traits, and QoL. Results Seventy-five percent of participants (n = 163) reported favorable perceptions of their literacy ability. Participants' literacy ability was positively associated with four QoL domains: physical health, psychological health, social relationships, and environment. Conclusion This study offers important insights for autistic individuals, researchers, educators, and clinicians as they seek ways to co-identify responsive and effective early literacy support to improve life outcomes for autistic people. En ligne : https://doi.org/10.1016/j.reia.2025.202779 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Attitudes towards and organizational support for evidence-based practices: A comparison of education and allied health professionals in autism / Jessica PAYNTER in Research in Autism Spectrum Disorders, 92 (April 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 92 (April 2022) . - 101932 Titre : Attitudes towards and organizational support for evidence-based practices: A comparison of education and allied health professionals in autism Type de document : texte imprimé Auteurs : Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur Article en page(s) : 101932 Langues : Anglais (eng) Mots-clés : Evidence-based practices  Empirically supported  Autism  Autism spectrum disorder  Implementation science Index. décimale : PER Périodiques Résumé : Background Evidence-based practices (EBPs) have been developed for clients on the autism spectrum across allied health and education. However, there remains a significant gap between research and practice. We explored the similarities and differences between educators and allied health professionals in two key factors that may link to uptake: individual attitudes and organizational culture support for EBP. Method Allied health (n = 156) and education professionals (n = 95) completed measures of their individual attitudes and perceived organizational support for EBP. Results Moderate levels of support for each were found within both groups. Educators however, showed more positive individual attitudes, whereas allied health professionals showed more positive organizational support toward EBP. Conclusions These results add to the scant literature comparing professions, highlighting discipline differences in attitudes and organizational support across professionals for EBP in autism. These findings highlight the need for targeted knowledge translation approaches as opposed to development of generic models across contexts and disciplines. En ligne : https://doi.org/10.1016/j.rasd.2022.101932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Attitudes towards and organizational support for evidence-based practices: A comparison of education and allied health professionals in autism [texte imprimé] / Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur . - 101932. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 92 (April 2022) . - 101932 Mots-clés : Evidence-based practices  Empirically supported  Autism  Autism spectrum disorder  Implementation science Index. décimale : PER Périodiques Résumé : Background Evidence-based practices (EBPs) have been developed for clients on the autism spectrum across allied health and education. However, there remains a significant gap between research and practice. We explored the similarities and differences between educators and allied health professionals in two key factors that may link to uptake: individual attitudes and organizational culture support for EBP. Method Allied health (n = 156) and education professionals (n = 95) completed measures of their individual attitudes and perceived organizational support for EBP. Results Moderate levels of support for each were found within both groups. Educators however, showed more positive individual attitudes, whereas allied health professionals showed more positive organizational support toward EBP. Conclusions These results add to the scant literature comparing professions, highlighting discipline differences in attitudes and organizational support across professionals for EBP in autism. These findings highlight the need for targeted knowledge translation approaches as opposed to development of generic models across contexts and disciplines. En ligne : https://doi.org/10.1016/j.rasd.2022.101932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

Autism Early Intervention Providers: Their Priorities, Use of Empirically Supported Practices, and Professional Development Needs / Sarah LUSKIN-SAXBY in Journal of Autism and Developmental Disorders, 56-9 (September 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-9 (September 2026) . - p.3343-3358 Titre : Autism Early Intervention Providers: Their Priorities, Use of Empirically Supported Practices, and Professional Development Needs Type de document : texte imprimé Auteurs : Sarah LUSKIN-SAXBY, Auteur ; Melanie J. ZIMMER-GEMBECK, Auteur ; Rhylee SULEK, Auteur ; Jessica PAYNTER, Auteur Article en page(s) : p.3343-3358 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism early intervention research has indicated a research-to-practice gap, including continued use of practices with inadequate research support, and insufficient use of empirically supported practices. The present study explored the processes and mechanisms through which providers working with young children on the autism spectrum learn, select, and implement the various practices in their clinical repertoires. We addressed the role of providers’ priorities, competence, and experience with (and needs for) professional development (PD), as well as whether, in clinical practice, a provider selects for implementation interventions based on domains. En ligne : https://doi.org/10.1007/s10803-025-06808-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591 [article] Autism Early Intervention Providers: Their Priorities, Use of Empirically Supported Practices, and Professional Development Needs [texte imprimé] / Sarah LUSKIN-SAXBY, Auteur ; Melanie J. ZIMMER-GEMBECK, Auteur ; Rhylee SULEK, Auteur ; Jessica PAYNTER, Auteur . - p.3343-3358. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-9 (September 2026) . - p.3343-3358 Index. décimale : PER Périodiques Résumé : Autism early intervention research has indicated a research-to-practice gap, including continued use of practices with inadequate research support, and insufficient use of empirically supported practices. The present study explored the processes and mechanisms through which providers working with young children on the autism spectrum learn, select, and implement the various practices in their clinical repertoires. We addressed the role of providers’ priorities, competence, and experience with (and needs for) professional development (PD), as well as whether, in clinical practice, a provider selects for implementation interventions based on domains. En ligne : https://doi.org/10.1007/s10803-025-06808-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591

Brief Report: An Exploratory Study of the Diagnostic Reliability for Autism Spectrum Disorder / Lauren J. TAYLOR in Journal of Autism and Developmental Disorders, 47-5 (May 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1551-1558 Titre : Brief Report: An Exploratory Study of the Diagnostic Reliability for Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Lauren J. TAYLOR, Auteur ; Valsamma EAPEN, Auteur ; Murray T. MAYBERY, Auteur ; Sue MIDFORD, Auteur ; Jessica PAYNTER, Auteur ; Lyndsay QUARMBY, Auteur ; Timothy SMITH, Auteur ; Katrina WILLIAMS, Auteur ; Andrew J.O. WHITEHOUSE, Auteur Article en page(s) : p.1551-1558 Langues : Anglais (eng) Mots-clés : Diagnosis  Reliability Index. décimale : PER Périodiques Résumé : Previous research shows inconsistency in clinician-assigned diagnoses of Autism Spectrum Disorder (ASD). We conducted an exploratory study that examined the concordance of diagnoses between a multidisciplinary assessment team and a range of independent clinicians throughout Australia. Nine video-taped Autism Diagnostic Observation Schedule (ADOS) assessments were collected from two Australian sites. Twenty-seven Australian health professionals each observed two video-recordings and rated the degree to which the individual met the DSM-5 criteria for ASD. There was 100% agreement on the diagnostic classification for only 3 of the 9 video clips (33%), with the remaining 6 clips (66%) reaching poor reliability. In addition, only 24% of the participating clinicians achieved ‘good’ or ‘excellent’ levels of agreement (Cohen’s kappa > 0.6) with the original ASD assessment. These findings have implications for clinical guidelines for ASD assessments. En ligne : http://dx.doi.org/10.1007/s10803-017-3054-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Brief Report: An Exploratory Study of the Diagnostic Reliability for Autism Spectrum Disorder [texte imprimé] / Lauren J. TAYLOR, Auteur ; Valsamma EAPEN, Auteur ; Murray T. MAYBERY, Auteur ; Sue MIDFORD, Auteur ; Jessica PAYNTER, Auteur ; Lyndsay QUARMBY, Auteur ; Timothy SMITH, Auteur ; Katrina WILLIAMS, Auteur ; Andrew J.O. WHITEHOUSE, Auteur . - p.1551-1558. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1551-1558 Mots-clés : Diagnosis  Reliability Index. décimale : PER Périodiques Résumé : Previous research shows inconsistency in clinician-assigned diagnoses of Autism Spectrum Disorder (ASD). We conducted an exploratory study that examined the concordance of diagnoses between a multidisciplinary assessment team and a range of independent clinicians throughout Australia. Nine video-taped Autism Diagnostic Observation Schedule (ADOS) assessments were collected from two Australian sites. Twenty-seven Australian health professionals each observed two video-recordings and rated the degree to which the individual met the DSM-5 criteria for ASD. There was 100% agreement on the diagnostic classification for only 3 of the 9 video clips (33%), with the remaining 6 clips (66%) reaching poor reliability. In addition, only 24% of the participating clinicians achieved ‘good’ or ‘excellent’ levels of agreement (Cohen’s kappa > 0.6) with the original ASD assessment. These findings have implications for clinical guidelines for ASD assessments. En ligne : http://dx.doi.org/10.1007/s10803-017-3054-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Brief Report: Associations Between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum / Marleen F. WESTERVELD in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

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Brief Report: Perceived Evidence and Use of Autism Intervention Strategies in Early Intervention Providers / Jessica PAYNTER in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

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Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices / Jessica PAYNTER in Journal of Autism and Developmental Disorders, 52-8 (August 2022)  

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Clinician Proposed Predictors of Spoken Language Outcomes for Minimally Verbal Children with Autism Spectrum Disorder / David TREMBATH in Journal of Autism and Developmental Disorders, 51-2 (February 2021)  

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Correction: Repetitive Behaviors in Autism and Obsessive-Compulsive Disorder: A Systematic Review / Matthew MCKENZIE ; Cathryne LANG ; Jessica PAYNTER in Journal of Autism and Developmental Disorders, 54-8 (August 2024)  

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Correction to: Spoken Language Change in Children on the Autism Spectrum Receiving Community-Based Interventions / David TREMBATH ; Matt STAINER ; Teena CAITHNESS ; Cheryl DISSANAYAKE ; Valsamma EAPEN ; Kathryn FORDYCE ; Veronica FREWER ; Grace FROST ; Kristelle HUDRY ; Teresa IACONO ; Nicole MAHLER ; Anne MASI ; Jessica PAYNTER ; Katherine PYE ; Shannon QUAN ; Leanne SHELLSHEAR ; Rebecca SUTHERLAND ; Stephanie SIEVERS ; Abirami THIRUMANICKAM ; Marleen F. WESTERVELD ; Madonna TUCKER in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

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Differing relationships between parenting stress, parenting practices and externalising behaviours in autistic children / Vedanta SUVARNA in Autism, 29-3 (March 2025)  

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Effectiveness and Feasibility of the Early Start Denver Model Implemented in a Group-Based Community Childcare Setting / Giacomo VIVANTI in Journal of Autism and Developmental Disorders, 44-12 (December 2014)  

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Fiction or non-fiction: Parent-reported book preferences of their preschoolers with autism spectrum disorder / Rebecca M. ARMSTRONG in Autism & Developmental Language Impairments, 4 (January-December 2019)  

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Further evidence of benefits of thought-bubble training for theory of mind development in children with autism spectrum disorders / Jessica PAYNTER in Research in Autism Spectrum Disorders, 7-2 (February 2013)  

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