Collateral Effects of the Tell Me MORE! Intervention on the Joint Reminiscing of Mothers of Children with Autism Spectrum Disorder / Naima BHANA LOPEZ in Journal of Autism and Developmental Disorders, 54-10 (October 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3745-3758 Titre : Collateral Effects of the Tell Me MORE! Intervention on the Joint Reminiscing of Mothers of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Naima BHANA LOPEZ, Auteur ; Tracy J. RAULSTON, Auteur ; Christina S. GILHUBER, Auteur Article en page(s) : p.3745-3758 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to analyze secondary data from three mother-child dyads in order to evaluate how family photographs and training in naturalistic strategies affected the way mothers reminisce with their children with autism spectrum disorders. En ligne : https://doi.org/10.1007/s10803-023-06103-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Collateral Effects of the Tell Me MORE! Intervention on the Joint Reminiscing of Mothers of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Naima BHANA LOPEZ, Auteur ; Tracy J. RAULSTON, Auteur ; Christina S. GILHUBER, Auteur . - p.3745-3758. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3745-3758 Index. décimale : PER Périodiques Résumé : The purpose of this study was to analyze secondary data from three mother-child dyads in order to evaluate how family photographs and training in naturalistic strategies affected the way mothers reminisce with their children with autism spectrum disorders. En ligne : https://doi.org/10.1007/s10803-023-06103-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Evaluation of an online training program to improve family routines, parental well-being, and the behavior of children with autism / Jordan PENNEFATHER in Research in Autism Spectrum Disorders, 54 (October 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 54 (October 2018) . - p.21-26 Titre : Evaluation of an online training program to improve family routines, parental well-being, and the behavior of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jordan PENNEFATHER, Auteur ; Meme HIENEMAN, Auteur ; Tracy J. RAULSTON, Auteur ; Nell CARAWAY, Auteur Article en page(s) : p.21-26 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Parent training  Applied behavior analysis  Acceptance and commitment training  Online training Index. décimale : PER Périodiques Résumé : Background Parents of children with autism spectrum disorder (ASD) are at an increased risk for stress, and their children often display high rates of problem behavior. There is a robust literature base showing that training parents to implement applied behavior analytic (ABA) interventions helps reduce their child’s challenging behavior. However, some parents continue to report high rates of stress that may interfere with implementation. Adding cognitive-affective strategies such as ACT and optimism training to ABA may be beneficial. Telehealth models have the potential to reach parents who may not otherwise be able to access parent training, making evidence-based programs more readily available. Method Twenty-three parents (with 16 completing posttest assessments) of children with autism (ages four to eight) participated in a three-week online training program. Topics covered included instruction in ABA principles as well as stress reduction strategies and mediation practice based on ACT principles. The intervention included weekly synchronous online meetings with other parents and two parent educators, as well as supplemental assignments completed between sessions. Results We found that after the intervention parents reported: (1) decreases in parental stress, (2) increases in relevant knowledge, (3) increases in child prosocial behavior, (4) decreases in hyperactive behaviors, and (5) high levels of satisfaction with the intervention. Conclusions This online program, combining ABA and stress reduction practices, resulted in positive outcomes for children with autism and their families. Although this was a small sample size, this early investigation offers promise for delivering this combined intervention approach effectively online. Training small groups of parents in an online format may be a feasible, efficient service delivery method. En ligne : https://doi.org/10.1016/j.rasd.2018.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Evaluation of an online training program to improve family routines, parental well-being, and the behavior of children with autism [Texte imprimé et/ou numérique] / Jordan PENNEFATHER, Auteur ; Meme HIENEMAN, Auteur ; Tracy J. RAULSTON, Auteur ; Nell CARAWAY, Auteur . - p.21-26. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 54 (October 2018) . - p.21-26 Mots-clés : Autism spectrum disorder  Parent training  Applied behavior analysis  Acceptance and commitment training  Online training Index. décimale : PER Périodiques Résumé : Background Parents of children with autism spectrum disorder (ASD) are at an increased risk for stress, and their children often display high rates of problem behavior. There is a robust literature base showing that training parents to implement applied behavior analytic (ABA) interventions helps reduce their child’s challenging behavior. However, some parents continue to report high rates of stress that may interfere with implementation. Adding cognitive-affective strategies such as ACT and optimism training to ABA may be beneficial. Telehealth models have the potential to reach parents who may not otherwise be able to access parent training, making evidence-based programs more readily available. Method Twenty-three parents (with 16 completing posttest assessments) of children with autism (ages four to eight) participated in a three-week online training program. Topics covered included instruction in ABA principles as well as stress reduction strategies and mediation practice based on ACT principles. The intervention included weekly synchronous online meetings with other parents and two parent educators, as well as supplemental assignments completed between sessions. Results We found that after the intervention parents reported: (1) decreases in parental stress, (2) increases in relevant knowledge, (3) increases in child prosocial behavior, (4) decreases in hyperactive behaviors, and (5) high levels of satisfaction with the intervention. Conclusions This online program, combining ABA and stress reduction practices, resulted in positive outcomes for children with autism and their families. Although this was a small sample size, this early investigation offers promise for delivering this combined intervention approach effectively online. Training small groups of parents in an online format may be a feasible, efficient service delivery method. En ligne : https://doi.org/10.1016/j.rasd.2018.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

Telecoaching for Parents of Young Autistic Children Using Strength-Based Video Feedback / Ciara L. Ousley ; Tracy J. RAULSTON ; Christina S. GILHUBER in Journal of Autism and Developmental Disorders, 55-1 (January 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.14-29 Titre : Telecoaching for Parents of Young Autistic Children Using Strength-Based Video Feedback : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ciara L. Ousley, Auteur ; Tracy J. RAULSTON, Auteur ; Christina S. GILHUBER, Auteur Article en page(s) : p.14-29 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parent-implemented Naturalistic Developmental Behavioral Interventions (NDBIs), rooted from applied behavioral and developmental sciences, focus on empowering families by training and coaching natural change agents to embed evidence-based strategies during regular events or contexts (e.g., play time). No research, however, has relied on strength-based video feedback coaching within parent-implemented NDBIs while providing flexibility with self-recorded sessions. We conducted a single case multiple-baseline design across five parent-child dyads to evaluate the effects of a telepractice-based parent-training on five NDBI strategies (i.e., Follow and Imitate, Model Language, Arrange Environment, Wait Time, Reward and Expand), utilizing strength-based video feedback coaching with parents (i.e., two mothers and three fathers) of young autistic children (i.e., ages 2 to 5) on parent strategy use and child social communication. An additional coaching package (i.e., parent self-reflections, goal setting, and joint discussions) was introduced to parents who did not meet a predetermined criterion. Maintenance data were collected 2-, 4-, and 6-weeks after intervention concluded. Visual analyses, nonoverlap calculations, and standardized mean difference effect sizes indicate strong effects for parent strategy use and small, varied effects on child social communication. Maintenance of parent strategy use and child social communication varied, with most remaining at equivalent or higher levels. Parent-implemented interventions that are delivered via telepractice may continue to be successful when coaching is focused on the parents' strengths, all coaching feedback is provided asynchronously, and families can flexibly record sessions based upon their week?s schedules rather than relying on regularly scheduled meeting times with a coach. En ligne : https://doi.org/10.1007/s10803-023-06199-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Telecoaching for Parents of Young Autistic Children Using Strength-Based Video Feedback : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Ciara L. Ousley, Auteur ; Tracy J. RAULSTON, Auteur ; Christina S. GILHUBER, Auteur . - p.14-29. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.14-29 Index. décimale : PER Périodiques Résumé : Parent-implemented Naturalistic Developmental Behavioral Interventions (NDBIs), rooted from applied behavioral and developmental sciences, focus on empowering families by training and coaching natural change agents to embed evidence-based strategies during regular events or contexts (e.g., play time). No research, however, has relied on strength-based video feedback coaching within parent-implemented NDBIs while providing flexibility with self-recorded sessions. We conducted a single case multiple-baseline design across five parent-child dyads to evaluate the effects of a telepractice-based parent-training on five NDBI strategies (i.e., Follow and Imitate, Model Language, Arrange Environment, Wait Time, Reward and Expand), utilizing strength-based video feedback coaching with parents (i.e., two mothers and three fathers) of young autistic children (i.e., ages 2 to 5) on parent strategy use and child social communication. An additional coaching package (i.e., parent self-reflections, goal setting, and joint discussions) was introduced to parents who did not meet a predetermined criterion. Maintenance data were collected 2-, 4-, and 6-weeks after intervention concluded. Visual analyses, nonoverlap calculations, and standardized mean difference effect sizes indicate strong effects for parent strategy use and small, varied effects on child social communication. Maintenance of parent strategy use and child social communication varied, with most remaining at equivalent or higher levels. Parent-implemented interventions that are delivered via telepractice may continue to be successful when coaching is focused on the parents' strengths, all coaching feedback is provided asynchronously, and families can flexibly record sessions based upon their week?s schedules rather than relying on regularly scheduled meeting times with a coach. En ligne : https://doi.org/10.1007/s10803-023-06199-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

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