Factors related to parental therapeutic self-efficacy in a parent-mediated intervention for children with autism spectrum disorder: A mixed methods study / Kaylin M. RUSSELL in Autism, 25-4 (May 2021)  

Public ISBD [article]  inAutism > 25-4 (May 2021) . - p.971-981 Titre : Factors related to parental therapeutic self-efficacy in a parent-mediated intervention for children with autism spectrum disorder: A mixed methods study Type de document : texte imprimé Auteurs : Kaylin M. RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.971-981 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  interventions—psychosocial/behavioral  mixed methods research  parent-mediated intervention Index. décimale : PER Périodiques Résumé : Parental self-efficacy refers to parents' beliefs in their ability to successfully parent their child. Parental self-efficacy plays an important role in family outcomes when a child has autism spectrum disorder. It is important to consider therapeutic self-efficacy, one's feelings of self-efficacy regarding their implementation of an intervention, within parent-mediated interventions. The goal of this mixed methods study was to better understand factors that relate to parents' therapeutic self-efficacy when using a telehealth-based parent-mediated intervention. Participants were 51 parents of children with autism spectrum disorder between 17 and 83 months old. Parents had generally high therapeutic self-efficacy, and global parental self-efficacy was significantly related therapeutic self-efficacy. Parents' written reflections revealed four themes that related to their therapeutic self-efficacy: the importance of a good fit between the child's skills and the intervention, the importance of a good fit between the parent's interaction style and the intervention, environmental factors support intervention use, and the importance of the child's response to the intervention. Several themes differed for parents with higher and lower therapeutic self-efficacy. Findings suggest that global parental self-efficacy plays an important role in parental therapeutic self-efficacy in parent-mediated interventions. To support parents in learning, coaches should ask about the child's skills, parent's interaction style, environmental challenges, and child's response. En ligne : http://dx.doi.org/10.1177/1362361320974233 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Factors related to parental therapeutic self-efficacy in a parent-mediated intervention for children with autism spectrum disorder: A mixed methods study [texte imprimé] / Kaylin M. RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur . - p.971-981. Langues : Anglais (eng) in Autism > 25-4 (May 2021) . - p.971-981 Mots-clés : autism spectrum disorders  interventions—psychosocial/behavioral  mixed methods research  parent-mediated intervention Index. décimale : PER Périodiques Résumé : Parental self-efficacy refers to parents' beliefs in their ability to successfully parent their child. Parental self-efficacy plays an important role in family outcomes when a child has autism spectrum disorder. It is important to consider therapeutic self-efficacy, one's feelings of self-efficacy regarding their implementation of an intervention, within parent-mediated interventions. The goal of this mixed methods study was to better understand factors that relate to parents' therapeutic self-efficacy when using a telehealth-based parent-mediated intervention. Participants were 51 parents of children with autism spectrum disorder between 17 and 83 months old. Parents had generally high therapeutic self-efficacy, and global parental self-efficacy was significantly related therapeutic self-efficacy. Parents' written reflections revealed four themes that related to their therapeutic self-efficacy: the importance of a good fit between the child's skills and the intervention, the importance of a good fit between the parent's interaction style and the intervention, environmental factors support intervention use, and the importance of the child's response to the intervention. Several themes differed for parents with higher and lower therapeutic self-efficacy. Findings suggest that global parental self-efficacy plays an important role in parental therapeutic self-efficacy in parent-mediated interventions. To support parents in learning, coaches should ask about the child's skills, parent's interaction style, environmental challenges, and child's response. En ligne : http://dx.doi.org/10.1177/1362361320974233 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Measuring child social communication across contexts: Similarities and differences across play and snack routines / Kyle M. FROST in Autism Research, 12-4 (April 2019)  

Public ISBD [article]  inAutism Research > 12-4 (April 2019) . - p.636-644 Titre : Measuring child social communication across contexts: Similarities and differences across play and snack routines Type de document : texte imprimé Auteurs : Kyle M. FROST, Auteur ; Genna N. KOEHN, Auteur ; Kaylin M. RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.636-644 Langues : Anglais (eng) Mots-clés : Asd  Psychology  measurement  social communication Index. décimale : PER Périodiques Résumé : Improving measurement of outcomes in randomized controlled trials of early interventions for autism spectrum disorder (ASD) has been identified as a priority in the field. In addition, the importance of measurement across contexts has been indicated by researchers and community stakeholders alike [Lord et al., ; McConachie et al., ; Schreibman et al., ]. The Brief Observation of Social Communication Change (BOSCC; Grzadzinski et al., ), an observational rating scheme of brief play interactions, was developed to address a need for measures that are reliable, sensitive to change, and valid for use in research settings. The goal of this study was to examine the feasibility and utility of applying the BOSCC to a new context: a home snack routine. Results suggest that rating the BOSCC on home snack routines is feasible and psychometrically sound, and captures change in child social communication behaviors. However, the utility of the BOSCC for measuring restricted and repetitive behaviors (RRBs) is less clear. Nonetheless, differences in RRBs across play and snack lend support for the claim that measurement across contexts is essential. Application of the BOSCC across contexts may allow researchers to obtain a more accurate estimate of intervention response and help capture context-specific changes in social communication. It may also provide a method for researchers to evaluate the effect of context on child social communication more broadly. Autism Res 2019, 12: 636-644. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Improving measurement of outcomes in studies of early interventions for autism spectrum disorder (ASD) has been identified as a priority in the field. The importance of measurement across contexts has also been indicated by researchers and community stakeholders. The goal of this study was to determine whether an existing observational rating scheme, the Brief Observation of Social Communication Change (BOSCC), could be applied to a new activity: a home snack routine. Results suggest that rating the BOSCC on home snack routines is feasible and promising for capturing change over time. In addition, some child behaviors differed across play and snack, lending further support for the claim that measurement across activities is essential. En ligne : https://dx.doi.org/10.1002/aur.2077 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] Measuring child social communication across contexts: Similarities and differences across play and snack routines [texte imprimé] / Kyle M. FROST, Auteur ; Genna N. KOEHN, Auteur ; Kaylin M. RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur . - p.636-644. Langues : Anglais (eng) in Autism Research > 12-4 (April 2019) . - p.636-644 Mots-clés : Asd  Psychology  measurement  social communication Index. décimale : PER Périodiques Résumé : Improving measurement of outcomes in randomized controlled trials of early interventions for autism spectrum disorder (ASD) has been identified as a priority in the field. In addition, the importance of measurement across contexts has been indicated by researchers and community stakeholders alike [Lord et al., ; McConachie et al., ; Schreibman et al., ]. The Brief Observation of Social Communication Change (BOSCC; Grzadzinski et al., ), an observational rating scheme of brief play interactions, was developed to address a need for measures that are reliable, sensitive to change, and valid for use in research settings. The goal of this study was to examine the feasibility and utility of applying the BOSCC to a new context: a home snack routine. Results suggest that rating the BOSCC on home snack routines is feasible and psychometrically sound, and captures change in child social communication behaviors. However, the utility of the BOSCC for measuring restricted and repetitive behaviors (RRBs) is less clear. Nonetheless, differences in RRBs across play and snack lend support for the claim that measurement across contexts is essential. Application of the BOSCC across contexts may allow researchers to obtain a more accurate estimate of intervention response and help capture context-specific changes in social communication. It may also provide a method for researchers to evaluate the effect of context on child social communication more broadly. Autism Res 2019, 12: 636-644. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Improving measurement of outcomes in studies of early interventions for autism spectrum disorder (ASD) has been identified as a priority in the field. The importance of measurement across contexts has also been indicated by researchers and community stakeholders. The goal of this study was to determine whether an existing observational rating scheme, the Brief Observation of Social Communication Change (BOSCC), could be applied to a new activity: a home snack routine. Results suggest that rating the BOSCC on home snack routines is feasible and promising for capturing change over time. In addition, some child behaviors differed across play and snack, lending further support for the claim that measurement across activities is essential. En ligne : https://dx.doi.org/10.1002/aur.2077 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

The relationship between subtypes of repetitive behaviors and anxiety in children with autism spectrum disorder / Kaylin M. RUSSELL in Research in Autism Spectrum Disorders, 62 (June 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.48-54 Titre : The relationship between subtypes of repetitive behaviors and anxiety in children with autism spectrum disorder Type de document : texte imprimé Auteurs : Kaylin M. RUSSELL, Auteur ; Kyle M. FROST, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.48-54 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Anxiety  Repetitive behaviors  Insistence on sameness  Self-injury Index. décimale : PER Périodiques Résumé : Background Many children with autism spectrum disorder (ASD) experience comorbid anxiety problems. Research suggests that anxiety symptoms are related to restricted and repetitive behaviors (RRBs) in general, and insistence on sameness behaviors, in particular. However, the extent to which other subtypes of RRBs are related to anxiety is less clear. Method This study evaluated the relationship between anxiety symptoms and subtypes of restricted and repetitive behaviors (RRBs) using the Repetitive Behavior Scale-Revised (RBS-R) in a large sample of children ages 68 months to 18 years-old with autism spectrum disorder (ASD) from the Simons Simplex Collection (N = 2093). Results An exploratory factor analysis suggested a four-factor solution to the RBS-R. All four factors were significantly correlated with each other and with anxiety symptoms (ps≤0.001). A hierarchical regression controlling for age and IQ indicated that the Sameness and Self-Injury factors accounted for unique variance in anxiety. There were no interactions between IQ and any of the RRB factors in predicting anxiety. Conclusions Results suggest that researchers and clinicians should consider the role of anxiety when understanding and treating RRBs in children with ASD. High endorsement of items that load on the Sameness and Self-Injury subscales of the RBS-R might be used to identify children who are at risk for anxiety but who may not show overt symptoms. En ligne : https://doi.org/10.1016/j.rasd.2019.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] The relationship between subtypes of repetitive behaviors and anxiety in children with autism spectrum disorder [texte imprimé] / Kaylin M. RUSSELL, Auteur ; Kyle M. FROST, Auteur ; Brooke R. INGERSOLL, Auteur . - p.48-54. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.48-54 Mots-clés : Autism spectrum disorder  Anxiety  Repetitive behaviors  Insistence on sameness  Self-injury Index. décimale : PER Périodiques Résumé : Background Many children with autism spectrum disorder (ASD) experience comorbid anxiety problems. Research suggests that anxiety symptoms are related to restricted and repetitive behaviors (RRBs) in general, and insistence on sameness behaviors, in particular. However, the extent to which other subtypes of RRBs are related to anxiety is less clear. Method This study evaluated the relationship between anxiety symptoms and subtypes of restricted and repetitive behaviors (RRBs) using the Repetitive Behavior Scale-Revised (RBS-R) in a large sample of children ages 68 months to 18 years-old with autism spectrum disorder (ASD) from the Simons Simplex Collection (N = 2093). Results An exploratory factor analysis suggested a four-factor solution to the RBS-R. All four factors were significantly correlated with each other and with anxiety symptoms (ps≤0.001). A hierarchical regression controlling for age and IQ indicated that the Sameness and Self-Injury factors accounted for unique variance in anxiety. There were no interactions between IQ and any of the RRB factors in predicting anxiety. Conclusions Results suggest that researchers and clinicians should consider the role of anxiety when understanding and treating RRBs in children with ASD. High endorsement of items that load on the Sameness and Self-Injury subscales of the RBS-R might be used to identify children who are at risk for anxiety but who may not show overt symptoms. En ligne : https://doi.org/10.1016/j.rasd.2019.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

Toward improved understanding and treatment of self-injurious behaviors in autistic individuals with profound intellectual disability / Emily F. FERGUSON ; Kaylin M. RUSSELL ; Sarely J. LICONA ; Ru Ying CAI ; Thomas W. FRAZIER ; Giacomo VIVANTI ; Grace W. GENGOUX ; Antonio Y. HARDAN ; Mirko ULJAREVIĆ in Autism Research, 18-2 (February 2025)  

Public ISBD [article]  inAutism Research > 18-2 (February 2025) . - p.261-272 Titre : Toward improved understanding and treatment of self-injurious behaviors in autistic individuals with profound intellectual disability : Autism Research Type de document : texte imprimé Auteurs : Emily F. FERGUSON, Auteur ; Kaylin M. RUSSELL, Auteur ; Sarely J. LICONA, Auteur ; Ru Ying CAI, Auteur ; Thomas W. FRAZIER, Auteur ; Giacomo VIVANTI, Auteur ; Grace W. GENGOUX, Auteur ; Antonio Y. HARDAN, Auteur ; Mirko ULJAREVIĆ, Auteur Article en page(s) : p.261-272 Langues : Anglais (eng) Mots-clés : autism challenging behaviors emotion regulation externalizing intellectual disability self-harm self-injury Index. décimale : PER Périodiques Résumé : Abstract Self-injurious behaviors (SIB) commonly occur in autism spectrum disorder (ASD) and span diverse topographies of self-inflicted behaviors ranging from head banging to hitting oneself against hard objects. Despite the high rates of SIB in autistic individuals, relatively little research has focused on psychological factors associated with the development and maintenance of SIB in individuals with autism and moderate-profound intellectual disability (ID). This commentary synthesizes existing literature on SIB and highlights the need for more research focused on psychological correlates and mechanisms in autistic individuals with moderate-profound ID. We highlight the key role of difficulties in emotion regulation (ER) and co-occurring internalizing symptoms in the manifestation of self-harm behaviors in clinical samples and autism. Furthermore, this commentary proposes a framework for understanding the interplay between poor ER and internalizing symptoms in the development and maintenance of SIB in autistic individuals with moderate-profound ID. Specifically, we explore the emergence of SIB in the context of precipitating cues that trigger strong emotions, ER processes and strategy deployment, and co-occurring internalizing symptoms. Future directions and implications for longitudinal research, measurement development, and clinical treatments are discussed. En ligne : https://doi.org/10.1002/aur.3289 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] Toward improved understanding and treatment of self-injurious behaviors in autistic individuals with profound intellectual disability : Autism Research [texte imprimé] / Emily F. FERGUSON, Auteur ; Kaylin M. RUSSELL, Auteur ; Sarely J. LICONA, Auteur ; Ru Ying CAI, Auteur ; Thomas W. FRAZIER, Auteur ; Giacomo VIVANTI, Auteur ; Grace W. GENGOUX, Auteur ; Antonio Y. HARDAN, Auteur ; Mirko ULJAREVIĆ, Auteur . - p.261-272. Langues : Anglais (eng) in Autism Research > 18-2 (February 2025) . - p.261-272 Mots-clés : autism challenging behaviors emotion regulation externalizing intellectual disability self-harm self-injury Index. décimale : PER Périodiques Résumé : Abstract Self-injurious behaviors (SIB) commonly occur in autism spectrum disorder (ASD) and span diverse topographies of self-inflicted behaviors ranging from head banging to hitting oneself against hard objects. Despite the high rates of SIB in autistic individuals, relatively little research has focused on psychological factors associated with the development and maintenance of SIB in individuals with autism and moderate-profound intellectual disability (ID). This commentary synthesizes existing literature on SIB and highlights the need for more research focused on psychological correlates and mechanisms in autistic individuals with moderate-profound ID. We highlight the key role of difficulties in emotion regulation (ER) and co-occurring internalizing symptoms in the manifestation of self-harm behaviors in clinical samples and autism. Furthermore, this commentary proposes a framework for understanding the interplay between poor ER and internalizing symptoms in the development and maintenance of SIB in autistic individuals with moderate-profound ID. Specifically, we explore the emergence of SIB in the context of precipitating cues that trigger strong emotions, ER processes and strategy deployment, and co-occurring internalizing symptoms. Future directions and implications for longitudinal research, measurement development, and clinical treatments are discussed. En ligne : https://doi.org/10.1002/aur.3289 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

Using qualitative content analysis to understand the active ingredients of a parent-mediated naturalistic developmental behavioral intervention / Kyle M. FROST in Autism, 25-7 (October 2021)  

Public ISBD [article]  inAutism > 25-7 (October 2021) . - p.1935-1945 Titre : Using qualitative content analysis to understand the active ingredients of a parent-mediated naturalistic developmental behavioral intervention Type de document : texte imprimé Auteurs : Kyle M. FROST, Auteur ; Kaylin M. RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.1935-1945 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Behavior Therapy  Caregivers  Child  Child Development Disorders, Pervasive  Humans  Parents  active ingredients  autism  early intervention  qualitative methods Index. décimale : PER Périodiques Résumé : Although naturalistic developmental behavioral interventions are supported by research for supporting the development of children on the autism spectrum, how they work is not well understood. This study reviewed parent reflection comments in a systematic way to better how one such treatment worked, when delivered by caregivers. Caregivers completed weekly written reflection responses as they learned how to use the treatment techniques. We studied these responses to understand caregiver perspectives on how their children responded to the techniques. The responses were then compared to a theory of how the treatment works. Many responses were consistent with the treatment theory; however, others were not. We found that individual techniques were associated with different child responses, suggesting that general measures of social communication may not measure these specific short-term changes. Our findings point to specific behaviors that may be useful to measure in future research, or useful as indicators of treatment response in clinical practice settings. Overall, qualitative methods may be useful for understanding complex treatment processes. En ligne : http://dx.doi.org/10.1177/13623613211003747 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Using qualitative content analysis to understand the active ingredients of a parent-mediated naturalistic developmental behavioral intervention [texte imprimé] / Kyle M. FROST, Auteur ; Kaylin M. RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur . - p.1935-1945. Langues : Anglais (eng) in Autism > 25-7 (October 2021) . - p.1935-1945 Mots-clés : Autism Spectrum Disorder/therapy  Behavior Therapy  Caregivers  Child  Child Development Disorders, Pervasive  Humans  Parents  active ingredients  autism  early intervention  qualitative methods Index. décimale : PER Périodiques Résumé : Although naturalistic developmental behavioral interventions are supported by research for supporting the development of children on the autism spectrum, how they work is not well understood. This study reviewed parent reflection comments in a systematic way to better how one such treatment worked, when delivered by caregivers. Caregivers completed weekly written reflection responses as they learned how to use the treatment techniques. We studied these responses to understand caregiver perspectives on how their children responded to the techniques. The responses were then compared to a theory of how the treatment works. Many responses were consistent with the treatment theory; however, others were not. We found that individual techniques were associated with different child responses, suggesting that general measures of social communication may not measure these specific short-term changes. Our findings point to specific behaviors that may be useful to measure in future research, or useful as indicators of treatment response in clinical practice settings. Overall, qualitative methods may be useful for understanding complex treatment processes. En ligne : http://dx.doi.org/10.1177/13623613211003747 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Using qualitative content analysis to understand the active ingredients of a parent-mediated naturalistic developmental behavioral intervention / Kyle M. FROST in Autism, 26-7 (October 2022)  

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Using thin-slice ratings to measure social communication in children with autism spectrum disorder / Kyle M. FROST in Research in Autism Spectrum Disorders, 74 (June 2020)  

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