Implementing systems-based innovations to improve access to early screening, diagnosis, and treatment services for children with autism spectrum disorder: An Autism Spectrum Disorder Pediatric, Early Detection, Engagement, and Services network study / Sarabeth BRODER-FINGERT in Autism, 23-3 (April 2019)  

Public ISBD [article]  inAutism > 23-3 (April 2019) . - p.653-664 Titre : Implementing systems-based innovations to improve access to early screening, diagnosis, and treatment services for children with autism spectrum disorder: An Autism Spectrum Disorder Pediatric, Early Detection, Engagement, and Services network study Type de document : Texte imprimé et/ou numérique Auteurs : Sarabeth BRODER-FINGERT, Auteur ; Alice S. CARTER, Auteur ; K. PIERCE, Auteur ; W. L. STONE, Auteur ; Amy M. WETHERBY, Auteur ; C. SCHELDRICK, Auteur ; C. SMITH, Auteur ; E. BACON, Auteur ; S. N. JAMES, Auteur ; L. IBANEZ, Auteur ; E. FEINBERG, Auteur Article en page(s) : p.653-664 Langues : Anglais (eng) Mots-clés : autism  early intervention  implementation Index. décimale : PER Périodiques Résumé : In 2013, the National Institute of Mental Health funded five trials of unique, multicomponent, systems-based innovations designed to improve access to early screening, diagnosis, and treatment of autism spectrum disorder-collectively known as the Autism Spectrum Disorder Pediatric, Early Detection, Engagement, and Services Network. As part of an ongoing effort to pool data and learn from shared experience, we collected information across all studies about innovation components and implementation strategies. First, each study group completed standardized checklists based on the Template for Intervention Description and Replication and the Expert Recommendation for Implementing Change. Then, we interviewed principal and co-investigators of each study (n = 9) to further explore innovation components and assess barriers and facilitators to implementation. Innovation strategies were diverse (five different autism spectrum disorder screeners were used, 40% included early intervention trainings, 60% involved new technology). Common implementation strategies included developing stakeholder relationships and provider trainings. Barriers included inefficient systems of care, difficulty engaging families in the innovations, provider attitudes, and organizational culture (e.g. difficulty changing clinic processes). These findings suggest that-despite diverse settings and a variety of innovation content-common facilitators and challenges exist in implementing innovations to enhance access to early autism spectrum disorder screening, diagnosis, and treatment. En ligne : http://dx.doi.org/10.1177/1362361318766238 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392 [article] Implementing systems-based innovations to improve access to early screening, diagnosis, and treatment services for children with autism spectrum disorder: An Autism Spectrum Disorder Pediatric, Early Detection, Engagement, and Services network study [Texte imprimé et/ou numérique] / Sarabeth BRODER-FINGERT, Auteur ; Alice S. CARTER, Auteur ; K. PIERCE, Auteur ; W. L. STONE, Auteur ; Amy M. WETHERBY, Auteur ; C. SCHELDRICK, Auteur ; C. SMITH, Auteur ; E. BACON, Auteur ; S. N. JAMES, Auteur ; L. IBANEZ, Auteur ; E. FEINBERG, Auteur . - p.653-664. Langues : Anglais (eng) in Autism > 23-3 (April 2019) . - p.653-664 Mots-clés : autism  early intervention  implementation Index. décimale : PER Périodiques Résumé : In 2013, the National Institute of Mental Health funded five trials of unique, multicomponent, systems-based innovations designed to improve access to early screening, diagnosis, and treatment of autism spectrum disorder-collectively known as the Autism Spectrum Disorder Pediatric, Early Detection, Engagement, and Services Network. As part of an ongoing effort to pool data and learn from shared experience, we collected information across all studies about innovation components and implementation strategies. First, each study group completed standardized checklists based on the Template for Intervention Description and Replication and the Expert Recommendation for Implementing Change. Then, we interviewed principal and co-investigators of each study (n = 9) to further explore innovation components and assess barriers and facilitators to implementation. Innovation strategies were diverse (five different autism spectrum disorder screeners were used, 40% included early intervention trainings, 60% involved new technology). Common implementation strategies included developing stakeholder relationships and provider trainings. Barriers included inefficient systems of care, difficulty engaging families in the innovations, provider attitudes, and organizational culture (e.g. difficulty changing clinic processes). These findings suggest that-despite diverse settings and a variety of innovation content-common facilitators and challenges exist in implementing innovations to enhance access to early autism spectrum disorder screening, diagnosis, and treatment. En ligne : http://dx.doi.org/10.1177/1362361318766238 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392

Measuring outcome in an early intervention program for toddlers with autism spectrum disorder: use of a curriculum-based assessment / Elizabeth C. BACON in Autism Research and Treatment, 2014 (2014)  

Public ISBD [article]  inAutism Research and Treatment > 2014 (2014) Titre : Measuring outcome in an early intervention program for toddlers with autism spectrum disorder: use of a curriculum-based assessment Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth C. BACON, Auteur ; S. DUFEK, Auteur ; L. SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur ; K. PIERCE, Auteur ; E. COURCHESNE, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Measuring progress of children with autism spectrum disorder (ASD) during intervention programs is a challenge faced by researchers and clinicians. Typically, standardized assessments of child development are used within research settings to measure the effects of early intervention programs. However, the use of standardized assessments is not without limitations, including lack of sensitivity of some assessments to measure small or slow progress, testing constraints that may affect the child's performance, and the lack of information provided by the assessments that can be used to guide treatment planning. The utility of a curriculum-based assessment is discussed in comparison to the use of standardized assessments to measure child functioning and progress throughout an early intervention program for toddlers with risk for ASD. Scores derived from the curriculum-based assessment were positively correlated with standardized assessments, captured progress masked by standardized assessments, and early scores were predictive of later outcomes. These results support the use of a curriculum-based assessment as an additional and appropriate method for measuring child progress in an early intervention program. Further benefits of the use of curriculum-based measures for use within community settings are discussed. En ligne : http://dx.doi.org/10.1155/2014/964704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 [article] Measuring outcome in an early intervention program for toddlers with autism spectrum disorder: use of a curriculum-based assessment [Texte imprimé et/ou numérique] / Elizabeth C. BACON, Auteur ; S. DUFEK, Auteur ; L. SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur ; K. PIERCE, Auteur ; E. COURCHESNE, Auteur. Langues : Anglais (eng) in Autism Research and Treatment > 2014 (2014) Index. décimale : PER Périodiques Résumé : Measuring progress of children with autism spectrum disorder (ASD) during intervention programs is a challenge faced by researchers and clinicians. Typically, standardized assessments of child development are used within research settings to measure the effects of early intervention programs. However, the use of standardized assessments is not without limitations, including lack of sensitivity of some assessments to measure small or slow progress, testing constraints that may affect the child's performance, and the lack of information provided by the assessments that can be used to guide treatment planning. The utility of a curriculum-based assessment is discussed in comparison to the use of standardized assessments to measure child functioning and progress throughout an early intervention program for toddlers with risk for ASD. Scores derived from the curriculum-based assessment were positively correlated with standardized assessments, captured progress masked by standardized assessments, and early scores were predictive of later outcomes. These results support the use of a curriculum-based assessment as an additional and appropriate method for measuring child progress in an early intervention program. Further benefits of the use of curriculum-based measures for use within community settings are discussed. En ligne : http://dx.doi.org/10.1155/2014/964704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331

Naturalistic language sampling to characterize the language abilities of 3-year-olds with autism spectrum disorder / Elizabeth C. BACON in Autism, 23-3 (April 2019)  

Public ISBD [article]  inAutism > 23-3 (April 2019) . - p.699-712 Titre : Naturalistic language sampling to characterize the language abilities of 3-year-olds with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth C. BACON, Auteur ; S. OSUNA, Auteur ; E. COURCHESNE, Auteur ; K. PIERCE, Auteur Article en page(s) : p.699-712 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  language  minimally verbal  preverbal Index. décimale : PER Périodiques Résumé : Characterization of language in naturalistic settings in autism spectrum disorder has been lacking, particularly at young ages, but such information is important for parents, teachers, and clinicians to better support language development in real-world settings. Factors contributing to this lack of clarity include conflicting definitions of language abilities, use of non-naturalistic standardized assessments, and restricted samples. The current study examined one of the largest datasets of naturalistic language samples in toddlers with autism spectrum disorder, and language delay and typically developing contrast groups at age 3. A range of indices including length of phrase, grammatical markings, and social use of language was assayed during a naturalistic observation of a parent-child play session. In contrast to historical estimates, results indicated only 3.7% of children with autism spectrum disorder used no words, and 34% were minimally verbal. Children with autism spectrum disorder and language delay exhibited similar usage of grammatical markings, although both were reduced compared to typically developing children. The greatest difference between autism spectrum disorder and language delay groups was the quantity of social language. Overall, findings highlight a range of language deficits in autism spectrum disorder, but also illustrate that the most severe level of impairments is not as common in naturalistic settings as previously estimated by standardized assessments. En ligne : http://dx.doi.org/10.1177/1362361318766241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392 [article] Naturalistic language sampling to characterize the language abilities of 3-year-olds with autism spectrum disorder [Texte imprimé et/ou numérique] / Elizabeth C. BACON, Auteur ; S. OSUNA, Auteur ; E. COURCHESNE, Auteur ; K. PIERCE, Auteur . - p.699-712. Langues : Anglais (eng) in Autism > 23-3 (April 2019) . - p.699-712 Mots-clés : autism spectrum disorders  language  minimally verbal  preverbal Index. décimale : PER Périodiques Résumé : Characterization of language in naturalistic settings in autism spectrum disorder has been lacking, particularly at young ages, but such information is important for parents, teachers, and clinicians to better support language development in real-world settings. Factors contributing to this lack of clarity include conflicting definitions of language abilities, use of non-naturalistic standardized assessments, and restricted samples. The current study examined one of the largest datasets of naturalistic language samples in toddlers with autism spectrum disorder, and language delay and typically developing contrast groups at age 3. A range of indices including length of phrase, grammatical markings, and social use of language was assayed during a naturalistic observation of a parent-child play session. In contrast to historical estimates, results indicated only 3.7% of children with autism spectrum disorder used no words, and 34% were minimally verbal. Children with autism spectrum disorder and language delay exhibited similar usage of grammatical markings, although both were reduced compared to typically developing children. The greatest difference between autism spectrum disorder and language delay groups was the quantity of social language. Overall, findings highlight a range of language deficits in autism spectrum disorder, but also illustrate that the most severe level of impairments is not as common in naturalistic settings as previously estimated by standardized assessments. En ligne : http://dx.doi.org/10.1177/1362361318766241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392

The Early Screening for Autism and Communication Disorders: Field-testing an autism-specific screening tool for children 12 to 36 months of age / Amy M. WETHERBY in Autism, 25-7 (October 2021)  

Public ISBD [article]  inAutism > 25-7 (October 2021) . - p.2112-2123 Titre : The Early Screening for Autism and Communication Disorders: Field-testing an autism-specific screening tool for children 12 to 36 months of age Type de document : Texte imprimé et/ou numérique Auteurs : Amy M. WETHERBY, Auteur ; W. GUTHRIE, Auteur ; J. L. HOOKER, Auteur ; Abigail D. DELEHANTY, Auteur ; T. N. DAY, Auteur ; J. WOODS, Auteur ; K. PIERCE, Auteur ; S. S. MANWARING, Auteur ; A. THURM, Auteur ; S. OZONOFF, Auteur ; E. PETKOVA, Auteur ; C. LORD, Auteur Article en page(s) : p.2112-2123 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Child, Preschool  Communication Disorders/diagnosis  Humans  Infant  Mass Screening  Sensitivity and Specificity  Early Screening for Autism and Communication Disorders  autism spectrum disorder  field-testing  screening  validation  conflicts of interest with respect to the research, authorship, and/or publication  of this article: A.M.W. is co-author of the Communication and Symbolic Behavior  Scales and receives royalties but not from this study. Catherine Lord is author of  the Autism Diagnostic Observation Schedule–Second Edition (ADOS-2). C.L. and W.G.  are authors of the ADOS Toddler Module (ADOS-T). They receive royalties from use of  the ADOS-2/ADOS-T, but not from this study. The remaining authors have no financial  relationships relevant to this article to disclose. Index. décimale : PER Périodiques Résumé : There is a critical need for accurate screening tools for autism spectrum disorder in very young children so families can access tailored intervention services as early as possible. However, there are few screeners designed for children 18-24?months. Developing screeners that pick up on the signs of autism spectrum disorder in very young children has proved even more challenging. In this study, we examined a new autism-specific parent-report screening tool, the Early Screening for Autism and Communication Disorders for children between 12 and 36?months of age. Field-testing was done in five sites with 471 children screened for communication delays in primary care or referred for familial risk or concern for autism spectrum disorder. The Early Screening for Autism and Communication Disorders was tested in three age groups: 12-17, 18-23, and 24-36?months. A best-estimate diagnosis of autism spectrum disorder, developmental delay, or typical development was made. Analyses examined all 46 items and identified 30 items that best discriminated autism spectrum disorder from the non-spectrum groups. Cutoffs were established for each age group with good sensitivity and specificity. Results provide preliminary support for the accuracy of the Early Screening for Autism and Communication Disorders as an autism-specific screener in children 12-36?months with elevated risk of communication delay or autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211012526 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] The Early Screening for Autism and Communication Disorders: Field-testing an autism-specific screening tool for children 12 to 36 months of age [Texte imprimé et/ou numérique] / Amy M. WETHERBY, Auteur ; W. GUTHRIE, Auteur ; J. L. HOOKER, Auteur ; Abigail D. DELEHANTY, Auteur ; T. N. DAY, Auteur ; J. WOODS, Auteur ; K. PIERCE, Auteur ; S. S. MANWARING, Auteur ; A. THURM, Auteur ; S. OZONOFF, Auteur ; E. PETKOVA, Auteur ; C. LORD, Auteur . - p.2112-2123. Langues : Anglais (eng) in Autism > 25-7 (October 2021) . - p.2112-2123 Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Child, Preschool  Communication Disorders/diagnosis  Humans  Infant  Mass Screening  Sensitivity and Specificity  Early Screening for Autism and Communication Disorders  autism spectrum disorder  field-testing  screening  validation  conflicts of interest with respect to the research, authorship, and/or publication  of this article: A.M.W. is co-author of the Communication and Symbolic Behavior  Scales and receives royalties but not from this study. Catherine Lord is author of  the Autism Diagnostic Observation Schedule–Second Edition (ADOS-2). C.L. and W.G.  are authors of the ADOS Toddler Module (ADOS-T). They receive royalties from use of  the ADOS-2/ADOS-T, but not from this study. The remaining authors have no financial  relationships relevant to this article to disclose. Index. décimale : PER Périodiques Résumé : There is a critical need for accurate screening tools for autism spectrum disorder in very young children so families can access tailored intervention services as early as possible. However, there are few screeners designed for children 18-24?months. Developing screeners that pick up on the signs of autism spectrum disorder in very young children has proved even more challenging. In this study, we examined a new autism-specific parent-report screening tool, the Early Screening for Autism and Communication Disorders for children between 12 and 36?months of age. Field-testing was done in five sites with 471 children screened for communication delays in primary care or referred for familial risk or concern for autism spectrum disorder. The Early Screening for Autism and Communication Disorders was tested in three age groups: 12-17, 18-23, and 24-36?months. A best-estimate diagnosis of autism spectrum disorder, developmental delay, or typical development was made. Analyses examined all 46 items and identified 30 items that best discriminated autism spectrum disorder from the non-spectrum groups. Cutoffs were established for each age group with good sensitivity and specificity. Results provide preliminary support for the accuracy of the Early Screening for Autism and Communication Disorders as an autism-specific screener in children 12-36?months with elevated risk of communication delay or autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211012526 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

The geometric preference subtype in ASD: identifying a consistent, early-emerging phenomenon through eye tracking / A. MOORE in Molecular Autism, 9 (2018)  

Public ISBD [article]  inMolecular Autism > 9 (2018) . - 19p. Titre : The geometric preference subtype in ASD: identifying a consistent, early-emerging phenomenon through eye tracking Type de document : Texte imprimé et/ou numérique Auteurs : A. MOORE, Auteur ; M. WOZNIAK, Auteur ; A. YOUSEF, Auteur ; C. C. BARNES, Auteur ; D. CHA, Auteur ; E. COURCHESNE, Auteur ; K. PIERCE, Auteur Article en page(s) : 19p. Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Early identification  Eye tracking  Geometric preference  Social attention Index. décimale : PER Périodiques Résumé : Background: The wide range of ability and disability in ASD creates a need for tools that parse the phenotypic heterogeneity into meaningful subtypes. Using eye tracking, our past studies revealed that when presented with social and geometric images, a subset of ASD toddlers preferred viewing geometric images, and these toddlers also had greater symptom severity than ASD toddlers with greater social attention. This study tests whether this "GeoPref test" effect would generalize across different social stimuli. Methods: Two hundred and twenty-seven toddlers (76 ASD) watched a 90-s video, the Complex Social GeoPref test, of dynamic geometric images paired with social images of children interacting and moving. Proportion of visual fixation time and number of saccades per second to both images were calculated. To allow for cross-paradigm comparisons, a subset of 126 toddlers also participated in the original GeoPref test. Measures of cognitive and social functioning (MSEL, ADOS, VABS) were collected and related to eye tracking data. To examine utility as a diagnostic indicator to detect ASD toddlers, validation statistics (e.g., sensitivity, specificity, ROC, AUC) were calculated for the Complex Social GeoPref test alone and when combined with the original GeoPref test. Results: ASD toddlers spent a significantly greater amount of time viewing geometric images than any other diagnostic group. Fixation patterns from ASD toddlers who participated in both tests revealed a significant correlation, supporting the idea that these tests identify a phenotypically meaningful ASD subgroup. Combined use of both original and Complex Social GeoPref tests identified a subgroup of about 1 in 3 ASD toddlers from the "GeoPref" subtype (sensitivity 35%, specificity 94%, AUC 0.75.) Replicating our previous studies, more time looking at geometric images was associated with significantly greater ADOS symptom severity. Conclusions: Regardless of the complexity of the social images used (low in the original GeoPref test vs high in the new Complex Social GeoPref test), eye tracking of toddlers can accurately identify a specific ASD "GeoPref" subtype with elevated symptom severity. The GeoPref tests are predictive of ASD at the individual subject level and thus potentially useful for various clinical applications (e.g., early identification, prognosis, or development of subtype-specific treatments). En ligne : http://dx.doi.org/10.1186/s13229-018-0202-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=354 [article] The geometric preference subtype in ASD: identifying a consistent, early-emerging phenomenon through eye tracking [Texte imprimé et/ou numérique] / A. MOORE, Auteur ; M. WOZNIAK, Auteur ; A. YOUSEF, Auteur ; C. C. BARNES, Auteur ; D. CHA, Auteur ; E. COURCHESNE, Auteur ; K. PIERCE, Auteur . - 19p. Langues : Anglais (eng) in Molecular Autism > 9 (2018) . - 19p. Mots-clés : Autism spectrum disorder  Early identification  Eye tracking  Geometric preference  Social attention Index. décimale : PER Périodiques Résumé : Background: The wide range of ability and disability in ASD creates a need for tools that parse the phenotypic heterogeneity into meaningful subtypes. Using eye tracking, our past studies revealed that when presented with social and geometric images, a subset of ASD toddlers preferred viewing geometric images, and these toddlers also had greater symptom severity than ASD toddlers with greater social attention. This study tests whether this "GeoPref test" effect would generalize across different social stimuli. Methods: Two hundred and twenty-seven toddlers (76 ASD) watched a 90-s video, the Complex Social GeoPref test, of dynamic geometric images paired with social images of children interacting and moving. Proportion of visual fixation time and number of saccades per second to both images were calculated. To allow for cross-paradigm comparisons, a subset of 126 toddlers also participated in the original GeoPref test. Measures of cognitive and social functioning (MSEL, ADOS, VABS) were collected and related to eye tracking data. To examine utility as a diagnostic indicator to detect ASD toddlers, validation statistics (e.g., sensitivity, specificity, ROC, AUC) were calculated for the Complex Social GeoPref test alone and when combined with the original GeoPref test. Results: ASD toddlers spent a significantly greater amount of time viewing geometric images than any other diagnostic group. Fixation patterns from ASD toddlers who participated in both tests revealed a significant correlation, supporting the idea that these tests identify a phenotypically meaningful ASD subgroup. Combined use of both original and Complex Social GeoPref tests identified a subgroup of about 1 in 3 ASD toddlers from the "GeoPref" subtype (sensitivity 35%, specificity 94%, AUC 0.75.) Replicating our previous studies, more time looking at geometric images was associated with significantly greater ADOS symptom severity. Conclusions: Regardless of the complexity of the social images used (low in the original GeoPref test vs high in the new Complex Social GeoPref test), eye tracking of toddlers can accurately identify a specific ASD "GeoPref" subtype with elevated symptom severity. The GeoPref tests are predictive of ASD at the individual subject level and thus potentially useful for various clinical applications (e.g., early identification, prognosis, or development of subtype-specific treatments). En ligne : http://dx.doi.org/10.1186/s13229-018-0202-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=354

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