Characterizing Available Tools for Synchronous Virtual Assessment of Toddlers with Suspected Autism Spectrum Disorder: A Brief Report / Natalie I. BERGER in Journal of Autism and Developmental Disorders, 52-1 (January 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.423-434 Titre : Characterizing Available Tools for Synchronous Virtual Assessment of Toddlers with Suspected Autism Spectrum Disorder: A Brief Report Type de document : Texte imprimé et/ou numérique Auteurs : Natalie I. BERGER, Auteur ; Allison L. WAINER, Auteur ; J. KUHN, Auteur ; Karen E. BEARSS, Auteur ; S. ATTAR, Auteur ; Alice S. CARTER, Auteur ; L. V. IBANEZ, Auteur ; Brooke R. INGERSOLL, Auteur ; H. NEIDERMAN, Auteur ; S. SCOTT, Auteur ; W. L. STONE, Auteur Article en page(s) : p.423-434 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/epidemiology  Covid-19  Caregivers  Child, Preschool  Humans  Pandemics  SARS-CoV-2  Assessment  Autism  Autism spectrum disorder (ASD)  Diagnosis  Remote assessment  Telehealth  Toddlers  Virtual Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic, and associated social distancing mandates, has placed significant limitations on in-person health services, requiring creative solutions for supporting clinicians engaged in the diagnosis of autism spectrum disorder (ASD). This report describes the five virtual instruments available at the time of manuscript development for use by experienced clinicians making diagnostic determinations of ASD for toddlers across the 12- to 36-months age range. We focus on synchronous virtual assessments in which clinicians guide the child's caregiver through a range of assessment activities and observe spontaneous and elicited behaviors. Assessments are compared on dimensions of targeted behavioral domains, specific activities and presses employed, scoring approaches, and other key logistical considerations to guide instrument selection for use in varied clinical and research contexts. En ligne : http://dx.doi.org/10.1007/s10803-021-04911-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Characterizing Available Tools for Synchronous Virtual Assessment of Toddlers with Suspected Autism Spectrum Disorder: A Brief Report [Texte imprimé et/ou numérique] / Natalie I. BERGER, Auteur ; Allison L. WAINER, Auteur ; J. KUHN, Auteur ; Karen E. BEARSS, Auteur ; S. ATTAR, Auteur ; Alice S. CARTER, Auteur ; L. V. IBANEZ, Auteur ; Brooke R. INGERSOLL, Auteur ; H. NEIDERMAN, Auteur ; S. SCOTT, Auteur ; W. L. STONE, Auteur . - p.423-434. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.423-434 Mots-clés : Autism Spectrum Disorder/diagnosis/epidemiology  Covid-19  Caregivers  Child, Preschool  Humans  Pandemics  SARS-CoV-2  Assessment  Autism  Autism spectrum disorder (ASD)  Diagnosis  Remote assessment  Telehealth  Toddlers  Virtual Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic, and associated social distancing mandates, has placed significant limitations on in-person health services, requiring creative solutions for supporting clinicians engaged in the diagnosis of autism spectrum disorder (ASD). This report describes the five virtual instruments available at the time of manuscript development for use by experienced clinicians making diagnostic determinations of ASD for toddlers across the 12- to 36-months age range. We focus on synchronous virtual assessments in which clinicians guide the child's caregiver through a range of assessment activities and observe spontaneous and elicited behaviors. Assessments are compared on dimensions of targeted behavioral domains, specific activities and presses employed, scoring approaches, and other key logistical considerations to guide instrument selection for use in varied clinical and research contexts. En ligne : http://dx.doi.org/10.1007/s10803-021-04911-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

Enhancing interactions during daily routines: A randomized controlled trial of a web-based tutorial for parents of young children with ASD / L. V. IBANEZ in Autism Research, 11-4 (April 2018)  

Public ISBD [article]  inAutism Research > 11-4 (April 2018) . - p.667-678 Titre : Enhancing interactions during daily routines: A randomized controlled trial of a web-based tutorial for parents of young children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : L. V. IBANEZ, Auteur ; K. KOBAK, Auteur ; A. SWANSON, Auteur ; L. WALLACE, Auteur ; Zachary WARREN, Auteur ; W. L. STONE, Auteur Article en page(s) : p.667-678 Langues : Anglais (eng) Mots-clés : daily routines  parent training/coaching  parenting efficacy  parenting stress  randomized control trial  social communication Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) often experience difficulty participating in everyday home routines, such as bed time or bath time. This randomized controlled trial examined the efficacy of an interactive, web-based parenting tutorial for improving children's engagement in daily routines (i.e., proximal outcomes) as well improving children's social communication and parenting efficacy and stress (i.e., broad outcomes). Parents of children with ASD between 18 and 60 months were randomly assigned to the Tutorial group (n = 52) or the Control group (n = 52). All parents completed questionnaires at baseline (T1), 1 month after T1 (T2; post-tutorial completion), and 2 months after T1 (T3). Relative to the Control group, parents in the Tutorial group reported significantly higher use of evidence-based instructional strategies and higher levels of child engagement during routines at T2 and T3. In addition, parents in the Tutorial group reported significantly lower parenting stress and higher parenting efficacy at T3, as well as higher ratings of child social communication at T2 and T3, compared to the Control group. Parents reported being highly satisfied with both the clinical content and technical aspects of the tutorial. These improvements in both proximal and broad parent-child outcomes suggest that this tutorial may be a promising and accessible way for empowering some parents and improving parent-child interactions. Autism Res 2018, 11: 667-678. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This web-based tutorial helped parents of children with ASD use proven strategies to improve their child's participation in daily routines at home. Parents who used the tutorial reported less parenting stress, felt better about their parenting skills, and reported better child social interactions compared to parents who did not use the tutorial. This tutorial may be especially helpful for families who have limited access to services, as it can be completed at home. En ligne : http://dx.doi.org/10.1002/aur.1919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 [article] Enhancing interactions during daily routines: A randomized controlled trial of a web-based tutorial for parents of young children with ASD [Texte imprimé et/ou numérique] / L. V. IBANEZ, Auteur ; K. KOBAK, Auteur ; A. SWANSON, Auteur ; L. WALLACE, Auteur ; Zachary WARREN, Auteur ; W. L. STONE, Auteur . - p.667-678. Langues : Anglais (eng) in Autism Research > 11-4 (April 2018) . - p.667-678 Mots-clés : daily routines  parent training/coaching  parenting efficacy  parenting stress  randomized control trial  social communication Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) often experience difficulty participating in everyday home routines, such as bed time or bath time. This randomized controlled trial examined the efficacy of an interactive, web-based parenting tutorial for improving children's engagement in daily routines (i.e., proximal outcomes) as well improving children's social communication and parenting efficacy and stress (i.e., broad outcomes). Parents of children with ASD between 18 and 60 months were randomly assigned to the Tutorial group (n = 52) or the Control group (n = 52). All parents completed questionnaires at baseline (T1), 1 month after T1 (T2; post-tutorial completion), and 2 months after T1 (T3). Relative to the Control group, parents in the Tutorial group reported significantly higher use of evidence-based instructional strategies and higher levels of child engagement during routines at T2 and T3. In addition, parents in the Tutorial group reported significantly lower parenting stress and higher parenting efficacy at T3, as well as higher ratings of child social communication at T2 and T3, compared to the Control group. Parents reported being highly satisfied with both the clinical content and technical aspects of the tutorial. These improvements in both proximal and broad parent-child outcomes suggest that this tutorial may be a promising and accessible way for empowering some parents and improving parent-child interactions. Autism Res 2018, 11: 667-678. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This web-based tutorial helped parents of children with ASD use proven strategies to improve their child's participation in daily routines at home. Parents who used the tutorial reported less parenting stress, felt better about their parenting skills, and reported better child social interactions compared to parents who did not use the tutorial. This tutorial may be especially helpful for families who have limited access to services, as it can be completed at home. En ligne : http://dx.doi.org/10.1002/aur.1919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358

The implementation of reciprocal imitation training in a Part C early intervention setting: A stepped-wedge pragmatic trial / L. V. IBANEZ in Autism Research, 14-8 (August 2021)  

Public ISBD [article]  inAutism Research > 14-8 (August 2021) . - p.1777-1788 Titre : The implementation of reciprocal imitation training in a Part C early intervention setting: A stepped-wedge pragmatic trial Type de document : Texte imprimé et/ou numérique Auteurs : L. V. IBANEZ, Auteur ; S. SCOTT, Auteur ; W. L. STONE, Auteur Article en page(s) : p.1777-1788 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Behavior Therapy  Early Intervention, Educational  Humans  Imitative Behavior  Social Behavior  Part C early intervention  community-based setting  implementation science  motor imitation  reciprocal imitation training  social communication Index. décimale : PER Périodiques Résumé : Despite the development of several evidence-based Naturalistic Developmental Behavioral Interventions (NDBIs), very few have been adapted for use in community-based settings. This study examines the implementation of Reciprocal Imitation Training (RIT)-an NDBI-by community Early Intervention (EI; IDEA Part C) providers serving toddlers from birth to 3?years. Of the 87 EI providers enrolled from 9 agencies in 4 counties across Washington State, 66 were included in the current sample. A stepped-wedge design was used to randomly assign counties to the timing of RIT training workshops. Self-report measures of practice and self-efficacy regarding ASD care were collected at baseline (T1, T2) and 6-months and 12-months post-training (T3, T4). At T3 and T4, providers reported on RIT adoption and rated items about RIT feasibility and perceived RIT effectiveness; at T4, they also reported on child characteristics that led to RIT use and modifications. From pre-training to post-training, there were significant increases in providers' self-efficacy in providing services to children with ASD or suspected ASD. At T3 and T4, provider ratings indicated high levels of RIT adoption, feasibility, and perceived RIT effectiveness. At T4, providers indicated that they most commonly: (a) initiated RIT when there were social-communication or motor imitation delays, or an ASD diagnosis; and (b) made modifications to RIT by repeating elements, blending it with other therapies, and loosening its structure. While additional research is needed, RIT may help families get an early start on accessing specialized treatment within an established infrastructure available across the United States. LAY SUMMARY: Reciprocal imitation training (RIT) is an evidence-based treatment for ASD that might be a good fit for use by intervention providers in widely accessible community-based settings. After attending an educational workshop on RIT, providers reported feeling more comfortable providing services to families with ASD concerns, used RIT with over 400 families, and believed that RIT improved important social communication behaviors. En ligne : http://dx.doi.org/10.1002/aur.2522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] The implementation of reciprocal imitation training in a Part C early intervention setting: A stepped-wedge pragmatic trial [Texte imprimé et/ou numérique] / L. V. IBANEZ, Auteur ; S. SCOTT, Auteur ; W. L. STONE, Auteur . - p.1777-1788. Langues : Anglais (eng) in Autism Research > 14-8 (August 2021) . - p.1777-1788 Mots-clés : Autism Spectrum Disorder  Behavior Therapy  Early Intervention, Educational  Humans  Imitative Behavior  Social Behavior  Part C early intervention  community-based setting  implementation science  motor imitation  reciprocal imitation training  social communication Index. décimale : PER Périodiques Résumé : Despite the development of several evidence-based Naturalistic Developmental Behavioral Interventions (NDBIs), very few have been adapted for use in community-based settings. This study examines the implementation of Reciprocal Imitation Training (RIT)-an NDBI-by community Early Intervention (EI; IDEA Part C) providers serving toddlers from birth to 3?years. Of the 87 EI providers enrolled from 9 agencies in 4 counties across Washington State, 66 were included in the current sample. A stepped-wedge design was used to randomly assign counties to the timing of RIT training workshops. Self-report measures of practice and self-efficacy regarding ASD care were collected at baseline (T1, T2) and 6-months and 12-months post-training (T3, T4). At T3 and T4, providers reported on RIT adoption and rated items about RIT feasibility and perceived RIT effectiveness; at T4, they also reported on child characteristics that led to RIT use and modifications. From pre-training to post-training, there were significant increases in providers' self-efficacy in providing services to children with ASD or suspected ASD. At T3 and T4, provider ratings indicated high levels of RIT adoption, feasibility, and perceived RIT effectiveness. At T4, providers indicated that they most commonly: (a) initiated RIT when there were social-communication or motor imitation delays, or an ASD diagnosis; and (b) made modifications to RIT by repeating elements, blending it with other therapies, and loosening its structure. While additional research is needed, RIT may help families get an early start on accessing specialized treatment within an established infrastructure available across the United States. LAY SUMMARY: Reciprocal imitation training (RIT) is an evidence-based treatment for ASD that might be a good fit for use by intervention providers in widely accessible community-based settings. After attending an educational workshop on RIT, providers reported feeling more comfortable providing services to families with ASD concerns, used RIT with over 400 families, and believed that RIT improved important social communication behaviors. En ligne : http://dx.doi.org/10.1002/aur.2522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

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