Access to Part C, Early Intervention for children younger than 4?years evaluated for autism spectrum disorder / Adriana I. MENDEZ in Autism, 28-6 (June 2024)  

Public ISBD [article]  inAutism > 28-6 (June 2024) . - p.1431-1440 Titre : Access to Part C, Early Intervention for children younger than 4?years evaluated for autism spectrum disorder Type de document : texte imprimé Auteurs : Adriana I. MENDEZ, Auteur ; Emma MCQUEEN, Auteur ; Scott E. GILLESPIE, Auteur ; Ami KLIN, Auteur ; Cheryl KLAIMAN, Auteur ; Katherine PICKARD, Auteur Article en page(s) : p.1431-1440 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  disparities  early intervention  service access Index. décimale : PER Périodiques Résumé : Despite consensus on the importance of early detection and intervention for autistic children, health disparities exist, limiting access to timely services. One specific service type in the United States is Individuals with Disabilities Education Act, Part C Early Intervention programs, which are federally funded interventions for children birth-to-three with developmental delays. This study aimed to assess access to Part C, Early Intervention services for children who were evaluated for autism spectrum disorder and to examine factors that predicted parent-reported access to these services. This study extracted sociodemographic and service access data from the medical records of 709 children aged 12-40 months who were evaluated for autism spectrum disorder. Results showed that only 50% of the sample had reportedly accessed Part C, Early Intervention services. Those who identified as Black had decreased odds of having accessed Part C, Early Intervention, relative to those who identified as White, while those with a lower age of first parent concern had increased odds of having accessed Part C, Early Intervention. When inputting the independently significant variables into the model, both variables, identifying as Black and a lower age of first concern, remained significantly associated with accessing Part C, Early Intervention. Future work should investigate how these disparities come to be. Lay abstract Health disparities are defined as preventable differences in the opportunities to achieve optimal health outcomes experienced by marginalized and underrepresented communities. For families with autistic children, health disparities limit accessing early intervention services-which have been found to improve quality of life and other outcomes. One specific early intervention service in the United States is Individuals with Disabilities Education Act, Part C Early Intervention programs, which are federally funded interventions for children birth-to-three with developmental delays. This study adds to this topic by examining which factors impact accessing Part C, Early Intervention services for children who were evaluated for autism. Results showed that only half of the sample received these services despite there being concerns about development for all children. In addition, results showed that those who identified as Black had decreased odds of having accessed Part C, Early Intervention compared to those who identified as White. These results suggest that there are disparities when it comes to accessing important early intervention services that may be negatively impacting the Black autistic community. En ligne : https://dx.doi.org/10.1177/13623613241229150 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Access to Part C, Early Intervention for children younger than 4?years evaluated for autism spectrum disorder [texte imprimé] / Adriana I. MENDEZ, Auteur ; Emma MCQUEEN, Auteur ; Scott E. GILLESPIE, Auteur ; Ami KLIN, Auteur ; Cheryl KLAIMAN, Auteur ; Katherine PICKARD, Auteur . - p.1431-1440. Langues : Anglais (eng) in Autism > 28-6 (June 2024) . - p.1431-1440 Mots-clés : autism spectrum disorder  disparities  early intervention  service access Index. décimale : PER Périodiques Résumé : Despite consensus on the importance of early detection and intervention for autistic children, health disparities exist, limiting access to timely services. One specific service type in the United States is Individuals with Disabilities Education Act, Part C Early Intervention programs, which are federally funded interventions for children birth-to-three with developmental delays. This study aimed to assess access to Part C, Early Intervention services for children who were evaluated for autism spectrum disorder and to examine factors that predicted parent-reported access to these services. This study extracted sociodemographic and service access data from the medical records of 709 children aged 12-40 months who were evaluated for autism spectrum disorder. Results showed that only 50% of the sample had reportedly accessed Part C, Early Intervention services. Those who identified as Black had decreased odds of having accessed Part C, Early Intervention, relative to those who identified as White, while those with a lower age of first parent concern had increased odds of having accessed Part C, Early Intervention. When inputting the independently significant variables into the model, both variables, identifying as Black and a lower age of first concern, remained significantly associated with accessing Part C, Early Intervention. Future work should investigate how these disparities come to be. Lay abstract Health disparities are defined as preventable differences in the opportunities to achieve optimal health outcomes experienced by marginalized and underrepresented communities. For families with autistic children, health disparities limit accessing early intervention services-which have been found to improve quality of life and other outcomes. One specific early intervention service in the United States is Individuals with Disabilities Education Act, Part C Early Intervention programs, which are federally funded interventions for children birth-to-three with developmental delays. This study adds to this topic by examining which factors impact accessing Part C, Early Intervention services for children who were evaluated for autism. Results showed that only half of the sample received these services despite there being concerns about development for all children. In addition, results showed that those who identified as Black had decreased odds of having accessed Part C, Early Intervention compared to those who identified as White. These results suggest that there are disparities when it comes to accessing important early intervention services that may be negatively impacting the Black autistic community. En ligne : https://dx.doi.org/10.1177/13623613241229150 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Addressing disruptive behaviors within naturalistic developmental behavioral interventions: Clinical decision-making, intervention outcomes, and implications for practice / Elizabeth H. KUSHNER in Autism, 28-6 (June 2024)  

Public ISBD [article]  inAutism > 28-6 (June 2024) . - p.1441-1456 Titre : Addressing disruptive behaviors within naturalistic developmental behavioral interventions: Clinical decision-making, intervention outcomes, and implications for practice Type de document : texte imprimé Auteurs : Elizabeth H. KUSHNER, Auteur ; Nicole HENDRIX, Auteur ; Nailah ISLAM, Auteur ; Katherine PICKARD, Auteur Article en page(s) : p.1441-1456 Langues : Anglais (eng) Mots-clés : disruptive behaviors  implementation science  interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral interventions are an empirically supported intervention approach for young autistic children. Despite the prevalence of disruptive behaviors among autistic children, most manualized caregiver-mediated naturalistic developmental behavioral interventions include limited formal guidance on when and how to manage disruptive behavior. The present study sought to characterize how clinicians address disruptive behaviors within the caregiver-mediated naturalistic developmental behavioral intervention, Project ImPACT, the effect of disruptive behavior on Project ImPACT delivery, and the extent to which disruptive behavior impacts social communication outcomes. Data collection was embedded within outpatient early intervention services and included clinicians' report of adaptations to address behavior within the electronic medical record, child social communication outcomes from 124 children and their caregivers, and interviews with certified Project ImPACT coaches and trainers. Results indicate that close to one-third of Project ImPACT sessions included adaptations made to address behavior and regulation. Furthermore, adaptations made to address disruptive behavior were associated with more adaptations to Project ImPACT overall, although behavior adaptations were not associated with child social communication outcomes. Qualitatively, clinicians described using a flexible approach to integrate content and coaching related to behavior and regulation. The present study indicates several future directions for supporting clinicians in addressing behavior and regulation within the naturalistic developmental behavioral intervention framework. Lay Abstract Naturalistic developmental behavioral interventions are a common and well-researched type of intervention for young autistic children that focus on supporting social communication. These interventions often do not include formal guidelines on how to address disruptive behaviors, even though they are common among autistic children. This study measured how often clinicians delivering a specific naturalistic developmental behavioral intervention, Project ImPACT, adapted how they delivered the program to address disruptive behavior, and how these adaptations related to children s social communication outcomes at the end of their participation in the intervention. We also spoke with clinicians about how they address disruptive behavior and emotion regulation during their sessions. In this study, clinicians adapted Project ImPACT to address disruptive behaviors in about one-third of all sessions. These adaptations did not affect children s social communication outcomes. Clinicians discussed how they felt social communication, disruptive behavior, and emotion regulation are linked to one another and that they often try to integrate intervention strategies to address each of these areas. However, they note that a clinicians' approach to addressing disruptive behavior might vary depending on their level of training and experience. These results indicate several future directions for supporting clinicians in addressing behavior and regulation effectively within these types of interventions. En ligne : https://dx.doi.org/10.1177/13623613231203308 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Addressing disruptive behaviors within naturalistic developmental behavioral interventions: Clinical decision-making, intervention outcomes, and implications for practice [texte imprimé] / Elizabeth H. KUSHNER, Auteur ; Nicole HENDRIX, Auteur ; Nailah ISLAM, Auteur ; Katherine PICKARD, Auteur . - p.1441-1456. Langues : Anglais (eng) in Autism > 28-6 (June 2024) . - p.1441-1456 Mots-clés : disruptive behaviors  implementation science  interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral interventions are an empirically supported intervention approach for young autistic children. Despite the prevalence of disruptive behaviors among autistic children, most manualized caregiver-mediated naturalistic developmental behavioral interventions include limited formal guidance on when and how to manage disruptive behavior. The present study sought to characterize how clinicians address disruptive behaviors within the caregiver-mediated naturalistic developmental behavioral intervention, Project ImPACT, the effect of disruptive behavior on Project ImPACT delivery, and the extent to which disruptive behavior impacts social communication outcomes. Data collection was embedded within outpatient early intervention services and included clinicians' report of adaptations to address behavior within the electronic medical record, child social communication outcomes from 124 children and their caregivers, and interviews with certified Project ImPACT coaches and trainers. Results indicate that close to one-third of Project ImPACT sessions included adaptations made to address behavior and regulation. Furthermore, adaptations made to address disruptive behavior were associated with more adaptations to Project ImPACT overall, although behavior adaptations were not associated with child social communication outcomes. Qualitatively, clinicians described using a flexible approach to integrate content and coaching related to behavior and regulation. The present study indicates several future directions for supporting clinicians in addressing behavior and regulation within the naturalistic developmental behavioral intervention framework. Lay Abstract Naturalistic developmental behavioral interventions are a common and well-researched type of intervention for young autistic children that focus on supporting social communication. These interventions often do not include formal guidelines on how to address disruptive behaviors, even though they are common among autistic children. This study measured how often clinicians delivering a specific naturalistic developmental behavioral intervention, Project ImPACT, adapted how they delivered the program to address disruptive behavior, and how these adaptations related to children s social communication outcomes at the end of their participation in the intervention. We also spoke with clinicians about how they address disruptive behavior and emotion regulation during their sessions. In this study, clinicians adapted Project ImPACT to address disruptive behaviors in about one-third of all sessions. These adaptations did not affect children s social communication outcomes. Clinicians discussed how they felt social communication, disruptive behavior, and emotion regulation are linked to one another and that they often try to integrate intervention strategies to address each of these areas. However, they note that a clinicians' approach to addressing disruptive behavior might vary depending on their level of training and experience. These results indicate several future directions for supporting clinicians in addressing behavior and regulation effectively within these types of interventions. En ligne : https://dx.doi.org/10.1177/13623613231203308 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Brief Report: High and Low Level Initiations of Joint Attention, and Response to Joint Attention: Differential Relationships with Language and Imitation / Katherine PICKARD in Journal of Autism and Developmental Disorders, 45-1 (January 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.262-268 Titre : Brief Report: High and Low Level Initiations of Joint Attention, and Response to Joint Attention: Differential Relationships with Language and Imitation Type de document : texte imprimé Auteurs : Katherine PICKARD, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.262-268 Langues : Anglais (eng) Mots-clés : Joint attention  Autism spectrum disorder  Imitation  Language  ESCS Index. décimale : PER Périodiques Résumé : Frequency of high-level (showing/pointing) and low-level (coordinated gaze shifts) behaviors on the Early Social Communication Scales are often used as a measure of joint attention initiations (IJA). This study examined the degree to which these skills and response to joint attention (RJA; e.g. gaze following) were differentially related to measures of language and imitation in 53 children with autism spectrum disorder between the ages of 22 and 93 months. High-level and low-level IJA were not associated with each other, and only high-level IJA was associated with RJA, and language and imitation measures. High-level IJA and RJA were unique predictors of imitation, while RJA was a unique predictor of language. Findings indicate that IJA involves distinct skills, with high-level behaviors more closely related to social-communication skills. En ligne : http://dx.doi.org/10.1007/s10803-014-2193-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Brief Report: High and Low Level Initiations of Joint Attention, and Response to Joint Attention: Differential Relationships with Language and Imitation [texte imprimé] / Katherine PICKARD, Auteur ; Brooke R. INGERSOLL, Auteur . - p.262-268. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.262-268 Mots-clés : Joint attention  Autism spectrum disorder  Imitation  Language  ESCS Index. décimale : PER Périodiques Résumé : Frequency of high-level (showing/pointing) and low-level (coordinated gaze shifts) behaviors on the Early Social Communication Scales are often used as a measure of joint attention initiations (IJA). This study examined the degree to which these skills and response to joint attention (RJA; e.g. gaze following) were differentially related to measures of language and imitation in 53 children with autism spectrum disorder between the ages of 22 and 93 months. High-level and low-level IJA were not associated with each other, and only high-level IJA was associated with RJA, and language and imitation measures. High-level IJA and RJA were unique predictors of imitation, while RJA was a unique predictor of language. Findings indicate that IJA involves distinct skills, with high-level behaviors more closely related to social-communication skills. En ligne : http://dx.doi.org/10.1007/s10803-014-2193-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

Comparison of a Self-Directed and Therapist-Assisted Telehealth Parent-Mediated Intervention for Children with ASD: A Pilot RCT / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 46-7 (July 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2275-2284 Titre : Comparison of a Self-Directed and Therapist-Assisted Telehealth Parent-Mediated Intervention for Children with ASD: A Pilot RCT Type de document : texte imprimé Auteurs : Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Natalie I. BERGER, Auteur ; Katherine PICKARD, Auteur ; Nicole BONTER, Auteur Article en page(s) : p.2275-2284 Langues : Anglais (eng) Mots-clés : Autism  Parent training  Telehealth Index. décimale : PER Périodiques Résumé : This pilot RCT compared the effect of a self-directed and therapist-assisted telehealth-based parent-mediated intervention for young children with ASD. Families were randomly assigned to a self-directed or therapist-assisted program. Parents in both groups improved their intervention fidelity, self-efficacy, stress, and positive perceptions of their child; however, the therapist-assisted group had greater gains in parent fidelity and positive perceptions of child. Children in both groups improved on language measures, with a trend towards greater gains during a parent–child interaction for the therapist-assisted group. Only the children in the therapist-assisted group improved in social skills. Both models show promise for delivering parent-mediated intervention; however, therapist assistance provided an added benefit for some outcomes. A full-scale comparative efficacy trial is warranted. En ligne : http://dx.doi.org/10.1007/s10803-016-2755-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Comparison of a Self-Directed and Therapist-Assisted Telehealth Parent-Mediated Intervention for Children with ASD: A Pilot RCT [texte imprimé] / Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Natalie I. BERGER, Auteur ; Katherine PICKARD, Auteur ; Nicole BONTER, Auteur . - p.2275-2284. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2275-2284 Mots-clés : Autism  Parent training  Telehealth Index. décimale : PER Périodiques Résumé : This pilot RCT compared the effect of a self-directed and therapist-assisted telehealth-based parent-mediated intervention for young children with ASD. Families were randomly assigned to a self-directed or therapist-assisted program. Parents in both groups improved their intervention fidelity, self-efficacy, stress, and positive perceptions of their child; however, the therapist-assisted group had greater gains in parent fidelity and positive perceptions of child. Children in both groups improved on language measures, with a trend towards greater gains during a parent–child interaction for the therapist-assisted group. Only the children in the therapist-assisted group improved in social skills. Both models show promise for delivering parent-mediated intervention; however, therapist assistance provided an added benefit for some outcomes. A full-scale comparative efficacy trial is warranted. En ligne : http://dx.doi.org/10.1007/s10803-016-2755-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Considerations for effective dissemination of evidence-based early intervention approaches / Sophia R. D’AGOSTINO in Autism, 28-11 (November 2024)  

Public ISBD [article]  inAutism > 28-11 (November 2024) . - p.2943 - 2945 Titre : Considerations for effective dissemination of evidence-based early intervention approaches Type de document : texte imprimé Auteurs : Sophia R. D’AGOSTINO, Auteur ; Kyle M. FROST, Auteur ; Katherine PICKARD, Auteur Article en page(s) : p.2943 - 2945 Langues : Anglais (eng) Mots-clés : dissemination  early childhood  early intervention  naturalistic developmental behavior interventions Index. décimale : PER Périodiques Résumé : Dissemination efforts play an important role in bridging the gap between research and practice. Many evidence-based early intervention programs for young autistic children have yet to be widely disseminated to the early childhood workforce. The purpose of this letter is to discuss how packaging and branding early intervention approaches may facilitate or hinder widespread dissemination to community-based early childhood settings. To disseminate early interventions more effectively, we argue that it will be important to account for factors that are known to impact the widespread uptake within community settings. Lay abstract Dissemination, or the widespread sharing of information, is important for moving research evidence into community practice. Early intervention programs for young autistic children have not yet been widely disseminated to the early childhood workforce. This letter describes factors that may support or prevent dissemination to community-based settings, such as packaging and branding early intervention approaches. We argue that an increased focus on dissemination research is needed. En ligne : https://dx.doi.org/10.1177/13623613241253117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 [article] Considerations for effective dissemination of evidence-based early intervention approaches [texte imprimé] / Sophia R. D’AGOSTINO, Auteur ; Kyle M. FROST, Auteur ; Katherine PICKARD, Auteur . - p.2943 - 2945. Langues : Anglais (eng) in Autism > 28-11 (November 2024) . - p.2943 - 2945 Mots-clés : dissemination  early childhood  early intervention  naturalistic developmental behavior interventions Index. décimale : PER Périodiques Résumé : Dissemination efforts play an important role in bridging the gap between research and practice. Many evidence-based early intervention programs for young autistic children have yet to be widely disseminated to the early childhood workforce. The purpose of this letter is to discuss how packaging and branding early intervention approaches may facilitate or hinder widespread dissemination to community-based early childhood settings. To disseminate early interventions more effectively, we argue that it will be important to account for factors that are known to impact the widespread uptake within community settings. Lay abstract Dissemination, or the widespread sharing of information, is important for moving research evidence into community practice. Early intervention programs for young autistic children have not yet been widely disseminated to the early childhood workforce. This letter describes factors that may support or prevent dissemination to community-based settings, such as packaging and branding early intervention approaches. We argue that an increased focus on dissemination research is needed. En ligne : https://dx.doi.org/10.1177/13623613241253117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537

Correction: A Survey of Community Providers on Feeding Problems in Autism Spectrum Disorder / Teresa Lindsey BURRELL in Journal of Autism and Developmental Disorders, 53-11 (November 2023)  

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Early Intervention Provider-Reported NDBI Use and Relationships with Provider- to System-Level Implementation Determinants / Nicole HENDRIX ; Emma CHATSON ; Hannah DAVIES ; Brooke DEMETRI ; Yijin XIANG ; Millena YOHANNES ; Ainsley BUCK ; Shannon HARPER ; Jennifer STAPEL-WAX ; Katherine PICKARD in Journal of Autism and Developmental Disorders, 55-1 (January 2025)  

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Emotion regulation and behavior concerns: An examination of outcomes for a school-based CBT intervention for anxiety in students with autism or suspected autism / Allison T. MEYER in Research in Autism, 128 (October 2025)  

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Examining adaptations necessary to support the implementation of a parent-mediated intervention for children with autism spectrum disorder and moderate feeding problems / Katherine PICKARD in Autism, 27-8 (November 2023)  

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Examining provider decisions around the delivery and adaptation of a parent-mediated intervention within an Early Intervention system / Katherine PICKARD in Autism, 27-8 (November 2023)  

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Examining the inclusion of diverse participants in cognitive behavior therapy research for youth with autism spectrum disorder and anxiety / Katherine PICKARD in Autism, 23-4 (May 2019)  

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Examining the sustained use of a cognitive behavioral therapy program for youth with autism spectrum disorder and co-occurring anxiety / Katherine PICKARD in Research in Autism Spectrum Disorders, 73 (May 2019)  

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Implementing school-based cognitive behavior therapy for anxiety in students with autism or suspected autism via a train-the-trainer approach: Results from a clustered randomized trial / Katherine PICKARD ; Allison T. MEYER ; Lisa HAYUTIN ; Caitlin MIDDLETON ; Nuri M. REYES ; Tanea TANDA ; Aubyn STAHMER ; Audrey BLAKELEY-SMITH ; Richard BOLES in Autism, 28-2 (February 2024)  

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A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example / Sarah R. EDMUNDS in Autism, 26-3 (April 2022)  

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A mixed-method evaluation of the feasibility and acceptability of a telehealth-based parent-mediated intervention for children with autism spectrum disorder / Katherine PICKARD in Autism, 20-7 (October 2016)  

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