Effects of Caregiver-Focused Programs on Psychosocial Outcomes in Caregivers of Individuals with ASD: A Meta-analysis / Y. YU in Journal of Autism and Developmental Disorders, 49-12 (December 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4761-4779 Titre : Effects of Caregiver-Focused Programs on Psychosocial Outcomes in Caregivers of Individuals with ASD: A Meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Y. YU, Auteur ; J. H. MCGREW, Auteur ; J. BOLOOR, Auteur Article en page(s) : p.4761-4779 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Caregiver  Intervention  Meta-analysis  Parents  Psychosocial outcomes Index. décimale : PER Périodiques Résumé : The current meta-analysis comprehensively reviewed group-design studies of interventions designed to improve ASD caregiver psychosocial outcomes and explored potential moderators of effectiveness. Forty-one unique studies targeting 1771 caregivers met inclusion criteria. Overall, the interventions had a small positive effect in improving psychosocial outcomes in caregivers of individuals with ASD (within-subjects: Hedges' g = .44; between-subjects: Hedges' g = .28). Most intervention approaches demonstrated some evidence of effectiveness. Acceptance and commitment therapy, mindfulness-based interventions, and cognitive behavioral treatments demonstrated the strongest impact in improving caregiver psychosocial outcomes in pre-post comparisons. Although the results provide preliminary support for the effectiveness of caregiver-focused interventions, more studies with larger sample sizes, rigorous research designs, and long-term follow-up assessments are needed. En ligne : http://dx.doi.org/10.1007/s10803-019-04181-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411 [article] Effects of Caregiver-Focused Programs on Psychosocial Outcomes in Caregivers of Individuals with ASD: A Meta-analysis [Texte imprimé et/ou numérique] / Y. YU, Auteur ; J. H. MCGREW, Auteur ; J. BOLOOR, Auteur . - p.4761-4779. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4761-4779 Mots-clés : Autism spectrum disorder  Caregiver  Intervention  Meta-analysis  Parents  Psychosocial outcomes Index. décimale : PER Périodiques Résumé : The current meta-analysis comprehensively reviewed group-design studies of interventions designed to improve ASD caregiver psychosocial outcomes and explored potential moderators of effectiveness. Forty-one unique studies targeting 1771 caregivers met inclusion criteria. Overall, the interventions had a small positive effect in improving psychosocial outcomes in caregivers of individuals with ASD (within-subjects: Hedges' g = .44; between-subjects: Hedges' g = .28). Most intervention approaches demonstrated some evidence of effectiveness. Acceptance and commitment therapy, mindfulness-based interventions, and cognitive behavioral treatments demonstrated the strongest impact in improving caregiver psychosocial outcomes in pre-post comparisons. Although the results provide preliminary support for the effectiveness of caregiver-focused interventions, more studies with larger sample sizes, rigorous research designs, and long-term follow-up assessments are needed. En ligne : http://dx.doi.org/10.1007/s10803-019-04181-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411

A Preliminary Study of Parent Activation, Parent-Teacher Alliance, Transition Planning Quality, and IEP and Postsecondary Goal Attainment of Students with ASD / L. RUBLE in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3231-3243 Titre : A Preliminary Study of Parent Activation, Parent-Teacher Alliance, Transition Planning Quality, and IEP and Postsecondary Goal Attainment of Students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : L. RUBLE, Auteur ; J. H. MCGREW, Auteur ; V. WONG, Auteur ; Medina ADAMS, Auteur ; Y. YU, Auteur Article en page(s) : p.3231-3243 Langues : Anglais (eng) Mots-clés : ASD transition  Compass  Parent activation  Parent-teacher alliance  Transition planning quality Index. décimale : PER Périodiques Résumé : The school, student and family factors underlying poor postsecondary outcomes of students with autism spectrum disorder (ASD) are not well understood. The potential impact of school [e.g., transition planning quality (TPQ)], family (e.g., parent activation), and student factors (e.g., adaptive functioning) and their interaction (e.g., parent-teacher alliance) on student outcomes were examined. Student IQ and adaptive behavior, TPQ, and alliance correlated with IEP progress, with postsecondary goal attainment generally and with student participation in training/education, specifically. However, only parent activation and student externalizing behavior correlated with employment. Families and students, rather than school personnel, were the primary persons in charge and in control of the implementation of postsecondary plans and required help across multiple coaching sessions to implement plans fully. En ligne : http://dx.doi.org/10.1007/s10803-019-04047-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] A Preliminary Study of Parent Activation, Parent-Teacher Alliance, Transition Planning Quality, and IEP and Postsecondary Goal Attainment of Students with ASD [Texte imprimé et/ou numérique] / L. RUBLE, Auteur ; J. H. MCGREW, Auteur ; V. WONG, Auteur ; Medina ADAMS, Auteur ; Y. YU, Auteur . - p.3231-3243. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3231-3243 Mots-clés : ASD transition  Compass  Parent activation  Parent-teacher alliance  Transition planning quality Index. décimale : PER Périodiques Résumé : The school, student and family factors underlying poor postsecondary outcomes of students with autism spectrum disorder (ASD) are not well understood. The potential impact of school [e.g., transition planning quality (TPQ)], family (e.g., parent activation), and student factors (e.g., adaptive functioning) and their interaction (e.g., parent-teacher alliance) on student outcomes were examined. Student IQ and adaptive behavior, TPQ, and alliance correlated with IEP progress, with postsecondary goal attainment generally and with student participation in training/education, specifically. However, only parent activation and student externalizing behavior correlated with employment. Families and students, rather than school personnel, were the primary persons in charge and in control of the implementation of postsecondary plans and required help across multiple coaching sessions to implement plans fully. En ligne : http://dx.doi.org/10.1007/s10803-019-04047-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder / L. A. RUBLE in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3586-3595 Titre : Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : L. A. RUBLE, Auteur ; J. H. MCGREW, Auteur ; M. TOLAND, Auteur ; Nancy DALRYMPLE, Auteur ; Medina ADAMS, Auteur ; C. SNELL-ROOD, Auteur Article en page(s) : p.3586-3595 Langues : Anglais (eng) Mots-clés : Autism  Compass  IEP outcomes  Rct  Transition Index. décimale : PER Périodiques Résumé : The postsecondary outcomes of individuals with autism spectrum disorder (ASD) are significantly worse than peers with other disabilities. One problem is the lack of empirically-supported transition planning interventions to guide services and help produce better outcomes. We applied an implementation science approach to adapt and modify an evidence-based consultation intervention originally tested with young children called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble et al., The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) and evaluate it for efficacy in a randomized controlled trial for transition-age youth. Results replicated findings with younger students with ASD that IEP outcomes were higher for COMPASS compared to the placebo control group (d = 2.1). Consultant fidelity was high and teacher adherence improved over time, replicating the importance of ongoing teacher coaching. En ligne : http://dx.doi.org/10.1007/s10803-018-3623-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / L. A. RUBLE, Auteur ; J. H. MCGREW, Auteur ; M. TOLAND, Auteur ; Nancy DALRYMPLE, Auteur ; Medina ADAMS, Auteur ; C. SNELL-ROOD, Auteur . - p.3586-3595. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3586-3595 Mots-clés : Autism  Compass  IEP outcomes  Rct  Transition Index. décimale : PER Périodiques Résumé : The postsecondary outcomes of individuals with autism spectrum disorder (ASD) are significantly worse than peers with other disabilities. One problem is the lack of empirically-supported transition planning interventions to guide services and help produce better outcomes. We applied an implementation science approach to adapt and modify an evidence-based consultation intervention originally tested with young children called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble et al., The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) and evaluate it for efficacy in a randomized controlled trial for transition-age youth. Results replicated findings with younger students with ASD that IEP outcomes were higher for COMPASS compared to the placebo control group (d = 2.1). Consultant fidelity was high and teacher adherence improved over time, replicating the importance of ongoing teacher coaching. En ligne : http://dx.doi.org/10.1007/s10803-018-3623-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

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