Brief Report: Caregiver Strategy Implementation-Advancing Spoken Communication in Children Who are Minimally Verbal / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1228-1234 Titre : Brief Report: Caregiver Strategy Implementation-Advancing Spoken Communication in Children Who are Minimally Verbal Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1228-1234 Langues : Anglais (eng) Mots-clés : Caregivers  Intervention  Jasper  Minimally verbal  School-age  Social communication Index. décimale : PER Périodiques Résumé : Research has demonstrated that caregivers' use of intervention strategies can support their children's social engagement and communication. However, it is not clear to what degree caregivers must master the strategies to effectively support gains in social communication, specifically, core challenges such as joint attention language (comments). Twenty-two minimally verbal school-age children with autism received a social communication intervention with caregiver coaching. Through 10 min caregiver-child play interactions at eight time points, significant increase were found in children's spontaneous language. Further, children's spontaneous language was associated with caregivers' implementation. Minimum benchmarks for caregivers' total intervention implementation are discussed. En ligne : http://dx.doi.org/10.1007/s10803-017-3454-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352 [article] Brief Report: Caregiver Strategy Implementation-Advancing Spoken Communication in Children Who are Minimally Verbal [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Connie KASARI, Auteur . - p.1228-1234. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1228-1234 Mots-clés : Caregivers  Intervention  Jasper  Minimally verbal  School-age  Social communication Index. décimale : PER Périodiques Résumé : Research has demonstrated that caregivers' use of intervention strategies can support their children's social engagement and communication. However, it is not clear to what degree caregivers must master the strategies to effectively support gains in social communication, specifically, core challenges such as joint attention language (comments). Twenty-two minimally verbal school-age children with autism received a social communication intervention with caregiver coaching. Through 10 min caregiver-child play interactions at eight time points, significant increase were found in children's spontaneous language. Further, children's spontaneous language was associated with caregivers' implementation. Minimum benchmarks for caregivers' total intervention implementation are discussed. En ligne : http://dx.doi.org/10.1007/s10803-017-3454-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352

Developmental screening and early intervention in a childcare setting for young children at risk for autism and other developmental delays: A feasibility trial / A. GULSRUD in Autism Research, 12-9 (September 2019)  

Public ISBD [article]  inAutism Research > 12-9 (September 2019) . - p.1423-1433 Titre : Developmental screening and early intervention in a childcare setting for young children at risk for autism and other developmental delays: A feasibility trial Type de document : Texte imprimé et/ou numérique Auteurs : A. GULSRUD, Auteur ; T. CARR, Auteur ; J. WILLIAMS, Auteur ; Jonathan L. PANGANIBAN, Auteur ; F. JONES, Auteur ; J. KIMBROUGH, Auteur ; W. SHIH, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1423-1433 Langues : Anglais (eng) Mots-clés : Jasper  children  early detection  intervention-behavioral  treatment research Index. décimale : PER Périodiques Résumé : Efforts to decrease disparity in diagnosis and treatment for under-resourced children with developmental delays, such as autism spectrum disorder, have led to increased interest in developing programs in community settings. One potential setting that has already demonstrated feasibility in conducting universal screening is the childcare setting. The current study conducted developmental screening in a total of 116 children ages 16-80 months of age in an urban low-income community childcare center. Parents of 20 children who screened positive were enrolled in the intervention phase of the study, where children received a staff-delivered targeted early intervention or a waitlist control condition. Given the small and imbalanced sample sizes, confidence intervals from mixed effect models were used to measure changes across time for each group. Of the children who received treatment, there was an average increase in child initiated joint engagement, symbolic play, and language use. This study provides initial feasibility data for the implementation of a screening and early intervention program to service a predominantly low-resource and ethnically diverse population within the childcare system in a large metropolitan city. Autism Res 2019, 12: 1423-1433. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Identifying and delivering treatment services for young children with developmental delays, such as autism spectrum disorder, may be most successful in community settings, especially for those children from under-resourced areas. This study found preliminary evidence that the childcare setting is a good place to conduct screening and deliver early interventions for children at risk for autism and other developmental delays. En ligne : http://dx.doi.org/10.1002/aur.2160 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 [article] Developmental screening and early intervention in a childcare setting for young children at risk for autism and other developmental delays: A feasibility trial [Texte imprimé et/ou numérique] / A. GULSRUD, Auteur ; T. CARR, Auteur ; J. WILLIAMS, Auteur ; Jonathan L. PANGANIBAN, Auteur ; F. JONES, Auteur ; J. KIMBROUGH, Auteur ; W. SHIH, Auteur ; Connie KASARI, Auteur . - p.1423-1433. Langues : Anglais (eng) in Autism Research > 12-9 (September 2019) . - p.1423-1433 Mots-clés : Jasper  children  early detection  intervention-behavioral  treatment research Index. décimale : PER Périodiques Résumé : Efforts to decrease disparity in diagnosis and treatment for under-resourced children with developmental delays, such as autism spectrum disorder, have led to increased interest in developing programs in community settings. One potential setting that has already demonstrated feasibility in conducting universal screening is the childcare setting. The current study conducted developmental screening in a total of 116 children ages 16-80 months of age in an urban low-income community childcare center. Parents of 20 children who screened positive were enrolled in the intervention phase of the study, where children received a staff-delivered targeted early intervention or a waitlist control condition. Given the small and imbalanced sample sizes, confidence intervals from mixed effect models were used to measure changes across time for each group. Of the children who received treatment, there was an average increase in child initiated joint engagement, symbolic play, and language use. This study provides initial feasibility data for the implementation of a screening and early intervention program to service a predominantly low-resource and ethnically diverse population within the childcare system in a large metropolitan city. Autism Res 2019, 12: 1423-1433. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Identifying and delivering treatment services for young children with developmental delays, such as autism spectrum disorder, may be most successful in community settings, especially for those children from under-resourced areas. This study found preliminary evidence that the childcare setting is a good place to conduct screening and deliver early interventions for children at risk for autism and other developmental delays. En ligne : http://dx.doi.org/10.1002/aur.2160 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406

Joint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: JASPER early intervention for children with ASD / W. SHIH in Journal of Child Psychology and Psychiatry, 62-10 (October 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-10 (October 2021) . - p.1228-1235 Titre : Joint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: JASPER early intervention for children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : W. SHIH, Auteur ; S. SHIRE, Auteur ; Y. C. CHANG, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1228-1235 Langues : Anglais (eng) Mots-clés : Attention  Autism Spectrum Disorder/therapy  Child, Preschool  Communication  Early Intervention, Educational  Humans  Language  Autism  Jasper  early intervention  mediation  social communication Index. décimale : PER Périodiques Résumé : BACKGROUND: Social communication interventions benefit children with ASD in early childhood. However, the mechanisms behind such interventions have not been rigorously explored. This study examines the mechanism underlying a naturalistic developmental behavioral intervention, JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation), delivered by educators in the community. Specifically, the analyses focus on the mediating effect of joint engagement on children's initiations of joint attention (IJA) skills and whether IJA postintervention are associated with later gains in children's receptive and expressive language. METHODS: One hundred seventy-nine children, age 2-5 years, were randomized to immediate JASPER treatment or waitlist (treatment as usual) control. Independent assessors blinded to time and treatment coded children's time jointly engaged and IJA during a 10-min teacher-child interaction at baseline, exit, and follow-up. Age-equivalent receptive and expressive language scores from the Mullen Scales of Early Learning were collected at baseline and follow-up. Mediation analyses with linear mixed models were used to explore the potential mediating effect of joint engagement on IJA. RESULTS: Joint engagement significantly mediated 69% of the intervention effect on young children's IJA and IJA predicted improvements in standardized language scores. CONCLUSIONS: Small but sustained changes in child-initiated joint engagement improved IJA, a core challenge in children with ASD, which in turn led to improvements in language. En ligne : http://dx.doi.org/10.1111/jcpp.13405 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] Joint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: JASPER early intervention for children with ASD [Texte imprimé et/ou numérique] / W. SHIH, Auteur ; S. SHIRE, Auteur ; Y. C. CHANG, Auteur ; Connie KASARI, Auteur . - p.1228-1235. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-10 (October 2021) . - p.1228-1235 Mots-clés : Attention  Autism Spectrum Disorder/therapy  Child, Preschool  Communication  Early Intervention, Educational  Humans  Language  Autism  Jasper  early intervention  mediation  social communication Index. décimale : PER Périodiques Résumé : BACKGROUND: Social communication interventions benefit children with ASD in early childhood. However, the mechanisms behind such interventions have not been rigorously explored. This study examines the mechanism underlying a naturalistic developmental behavioral intervention, JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation), delivered by educators in the community. Specifically, the analyses focus on the mediating effect of joint engagement on children's initiations of joint attention (IJA) skills and whether IJA postintervention are associated with later gains in children's receptive and expressive language. METHODS: One hundred seventy-nine children, age 2-5 years, were randomized to immediate JASPER treatment or waitlist (treatment as usual) control. Independent assessors blinded to time and treatment coded children's time jointly engaged and IJA during a 10-min teacher-child interaction at baseline, exit, and follow-up. Age-equivalent receptive and expressive language scores from the Mullen Scales of Early Learning were collected at baseline and follow-up. Mediation analyses with linear mixed models were used to explore the potential mediating effect of joint engagement on IJA. RESULTS: Joint engagement significantly mediated 69% of the intervention effect on young children's IJA and IJA predicted improvements in standardized language scores. CONCLUSIONS: Small but sustained changes in child-initiated joint engagement improved IJA, a core challenge in children with ASD, which in turn led to improvements in language. En ligne : http://dx.doi.org/10.1111/jcpp.13405 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

Short Play and Communication Evaluation: Teachers' assessment of core social communication and play skills with young children with autism / Stephanie Y. SHIRE in Autism, 22-3 (April 2018)  

Public ISBD [article]  inAutism > 22-3 (April 2018) . - p.299-310 Titre : Short Play and Communication Evaluation: Teachers' assessment of core social communication and play skills with young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Y. C. CHANG, Auteur ; Connie KASARI, Auteur Article en page(s) : p.299-310 Langues : Anglais (eng) Mots-clés : assessment  autism  joint attention  paraprofessionals  play  schools  social communication Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder experience delays in the development of nonverbal social communication gestures to request and to share (joint attention) as well as play skills such that intervention is required. Although such tools exist in research settings, community stakeholders also require access to brief, simple, and reliable tools to assess students' skills and set appropriate intervention targets. This study includes a sequence of two trials to examine implementation outcomes including adoption, fidelity, and feasibility of The Short Play and Communication Evaluation by educational professionals who work with preschoolers and toddlers with autism spectrum disorder in low-resource community classrooms. Findings demonstrate that classroom staff can deliver the Short Play and Communication Evaluation with high fidelity, collect live data, and set appropriate social communication and play skill targets for use in intervention. Furthermore, study 2 demonstrates that modifications to the study protocol resolved differences in children's skill profile obtained from the established research measures. En ligne : http://dx.doi.org/10.1177/1362361316674092 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 [article] Short Play and Communication Evaluation: Teachers' assessment of core social communication and play skills with young children with autism [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Y. C. CHANG, Auteur ; Connie KASARI, Auteur . - p.299-310. Langues : Anglais (eng) in Autism > 22-3 (April 2018) . - p.299-310 Mots-clés : assessment  autism  joint attention  paraprofessionals  play  schools  social communication Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder experience delays in the development of nonverbal social communication gestures to request and to share (joint attention) as well as play skills such that intervention is required. Although such tools exist in research settings, community stakeholders also require access to brief, simple, and reliable tools to assess students' skills and set appropriate intervention targets. This study includes a sequence of two trials to examine implementation outcomes including adoption, fidelity, and feasibility of The Short Play and Communication Evaluation by educational professionals who work with preschoolers and toddlers with autism spectrum disorder in low-resource community classrooms. Findings demonstrate that classroom staff can deliver the Short Play and Communication Evaluation with high fidelity, collect live data, and set appropriate social communication and play skill targets for use in intervention. Furthermore, study 2 demonstrates that modifications to the study protocol resolved differences in children's skill profile obtained from the established research measures. En ligne : http://dx.doi.org/10.1177/1362361316674092 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358

Short-term trajectories of restricted and repetitive behaviors in minimally verbal children with autism spectrum disorder / C. HARROP in Autism Research, 14-8 (August 2021)  

Public ISBD [article]  inAutism Research > 14-8 (August 2021) . - p.1789-1799 Titre : Short-term trajectories of restricted and repetitive behaviors in minimally verbal children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : C. HARROP, Auteur ; K. STERRETT, Auteur ; W. SHIH, Auteur ; R. LANDA, Auteur ; A. KAISER, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1789-1799 Langues : Anglais (eng) Mots-clés : Aged  Autism Spectrum Disorder/complications/epidemiology  Child  Child, Preschool  Cognition  Humans  language  minimally verbal  repetitive behaviors Index. décimale : PER Périodiques Résumé : Very little is known about the 30% of children with Autism Spectrum Disorder (ASD) who remain minimally verbal when they enter school. Restricted and repetitive behaviors (RRBs) are well-characterized in younger, preschool, and toddler samples. However, the prevalence and impact of RRBs has not been characterized in older, minimally verbal children. The goal of this study was to characterize this core diagnostic feature in minimally verbal children with ASD ages 5-8?years over a 9-month period to better understand how these behaviors manifest in this crucially understudied population. RRBs were coded from caregiver-child interactions (CCX) at four timepoints. Upon entry into the study, children demonstrated an average of 17 RRBs during a 10-min CCX. The most common category was Verbal. RRBs remained constant over 6?months; however, a slight reduction was observed at the final timepoint. Compared to prior literature on younger samples, minimally verbal children with ASD demonstrated higher rates of RRBs and higher rates of verbal RRBs. Further work is required to understand the function and impact of RRBs in minimally verbal children. LAY ABSTRACT: Approximately one-third of children with autism spectrum disorder (ASD) remain minimally verbal at the time of school entry. In this study, we sought to characterize the presence of restricted and repetitive behaviors (RRBs) in school-aged children (5-8) who were minimally verbal. Compared to prior studies, minimally verbal children with ASD had higher frequencies of RRBs and demonstrated a different profile of behaviors, including more verbal RRBs. En ligne : http://dx.doi.org/10.1002/aur.2528 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Short-term trajectories of restricted and repetitive behaviors in minimally verbal children with autism spectrum disorder [Texte imprimé et/ou numérique] / C. HARROP, Auteur ; K. STERRETT, Auteur ; W. SHIH, Auteur ; R. LANDA, Auteur ; A. KAISER, Auteur ; Connie KASARI, Auteur . - p.1789-1799. Langues : Anglais (eng) in Autism Research > 14-8 (August 2021) . - p.1789-1799 Mots-clés : Aged  Autism Spectrum Disorder/complications/epidemiology  Child  Child, Preschool  Cognition  Humans  language  minimally verbal  repetitive behaviors Index. décimale : PER Périodiques Résumé : Very little is known about the 30% of children with Autism Spectrum Disorder (ASD) who remain minimally verbal when they enter school. Restricted and repetitive behaviors (RRBs) are well-characterized in younger, preschool, and toddler samples. However, the prevalence and impact of RRBs has not been characterized in older, minimally verbal children. The goal of this study was to characterize this core diagnostic feature in minimally verbal children with ASD ages 5-8?years over a 9-month period to better understand how these behaviors manifest in this crucially understudied population. RRBs were coded from caregiver-child interactions (CCX) at four timepoints. Upon entry into the study, children demonstrated an average of 17 RRBs during a 10-min CCX. The most common category was Verbal. RRBs remained constant over 6?months; however, a slight reduction was observed at the final timepoint. Compared to prior literature on younger samples, minimally verbal children with ASD demonstrated higher rates of RRBs and higher rates of verbal RRBs. Further work is required to understand the function and impact of RRBs in minimally verbal children. LAY ABSTRACT: Approximately one-third of children with autism spectrum disorder (ASD) remain minimally verbal at the time of school entry. In this study, we sought to characterize the presence of restricted and repetitive behaviors (RRBs) in school-aged children (5-8) who were minimally verbal. Compared to prior studies, minimally verbal children with ASD had higher frequencies of RRBs and demonstrated a different profile of behaviors, including more verbal RRBs. En ligne : http://dx.doi.org/10.1002/aur.2528 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

Sustained Community Implementation of JASPER Intervention with Toddlers with Autism / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 49-5 (May 2019)  

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Symbolic Play in School-Aged Minimally Verbal Children with Autism Spectrum Disorder / Y. C. CHANG in Journal of Autism and Developmental Disorders, 48-5 (May 2018)  

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The impact of implementation support on the use of a social engagement intervention for children with autism in public schools / J. LOCKE in Autism, 23-4 (May 2019)  

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