Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation / Kara HUME in Journal of Autism and Developmental Disorders, 53-1 (January 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.514-514 Titre : Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Type de document : texte imprimé Auteurs : Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Samuel L. ODOM, Auteur ; Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Brianne TOMASZEWSKI, Auteur ; Susan SZENDREY, Auteur ; Nancy S. MCINTYRE, Auteur ; Serife YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur Article en page(s) : p.514-514 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05438-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation [texte imprimé] / Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Samuel L. ODOM, Auteur ; Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Brianne TOMASZEWSKI, Auteur ; Susan SZENDREY, Auteur ; Nancy S. MCINTYRE, Auteur ; Serife YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur . - p.514-514. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.514-514 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05438-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

Educational Interventions for Children and Youth with Autism: A 40-Year Perspective / Samuel L. ODOM in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4354-4369 Titre : Educational Interventions for Children and Youth with Autism: A 40-Year Perspective Type de document : texte imprimé Auteurs : Samuel L. ODOM, Auteur ; Laura J. HALL, Auteur ; Kristi L. MORIN, Auteur ; Bonnie KRAEMER, Auteur ; Kara HUME, Auteur ; Nancy C. MCINTYRE, Auteur ; Sallie W. NOWELL, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.4354-4369 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder/diagnosis/therapy  Autistic Disorder/therapy  Child  Humans  Schools  Educational Interventions  Human Subjects Research committee was not required. The authors have no conflict of  interests to disclose related to this paper. Index. décimale : PER Périodiques Résumé : Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the "iSciences" for closing the research to practice gap in the future. En ligne : http://dx.doi.org/10.1007/s10803-021-04990-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Educational Interventions for Children and Youth with Autism: A 40-Year Perspective [texte imprimé] / Samuel L. ODOM, Auteur ; Laura J. HALL, Auteur ; Kristi L. MORIN, Auteur ; Bonnie KRAEMER, Auteur ; Kara HUME, Auteur ; Nancy C. MCINTYRE, Auteur ; Sallie W. NOWELL, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Leann S. DAWALT, Auteur . - p.4354-4369. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4354-4369 Mots-clés : Adolescent  Autism Spectrum Disorder/diagnosis/therapy  Autistic Disorder/therapy  Child  Humans  Schools  Educational Interventions  Human Subjects Research committee was not required. The authors have no conflict of  interests to disclose related to this paper. Index. décimale : PER Périodiques Résumé : Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the "iSciences" for closing the research to practice gap in the future. En ligne : http://dx.doi.org/10.1007/s10803-021-04990-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review / Kara HUME in Journal of Autism and Developmental Disorders, 51-11 (November 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4013-4032 Titre : Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review Type de document : texte imprimé Auteurs : Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Samuel L. ODOM, Auteur ; Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Brianne TOMASZEWSKI, Auteur ; Susan SZENDREY, Auteur ; Nancy C. MCINTYRE, Auteur ; Serife YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur Article en page(s) : p.4013-4032 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder/diagnosis/therapy  Child  Evidence-Based Practice  Humans  Schools  Young Adult  Autism spectrum disorder  Children and youth  Focused intervention Index. décimale : PER Périodiques Résumé : This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425-436, 2010a; Prevent School Fail 54(4):275-282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf ; J Autism Dev Disorders 45(7):1951-1966, 2015), extending coverage to articles published between 1990 and 2017. A search initially yielded 31,779 articles, and the subsequent screening and evaluation process found 567 studies to include. Combined with the previous review, 972 articles were synthesized, from which the authors found 28 focused intervention practices that met the criteria for evidence-based practice (EBP). Former EBPs were recategorized and some manualized interventions were distinguished as meeting EBP criteria. The authors discuss implications for current practices and future research. En ligne : http://dx.doi.org/10.1007/s10803-020-04844-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review [texte imprimé] / Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Samuel L. ODOM, Auteur ; Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Brianne TOMASZEWSKI, Auteur ; Susan SZENDREY, Auteur ; Nancy C. MCINTYRE, Auteur ; Serife YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur . - p.4013-4032. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4013-4032 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder/diagnosis/therapy  Child  Evidence-Based Practice  Humans  Schools  Young Adult  Autism spectrum disorder  Children and youth  Focused intervention Index. décimale : PER Périodiques Résumé : This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425-436, 2010a; Prevent School Fail 54(4):275-282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf ; J Autism Dev Disorders 45(7):1951-1966, 2015), extending coverage to articles published between 1990 and 2017. A search initially yielded 31,779 articles, and the subsequent screening and evaluation process found 567 studies to include. Combined with the previous review, 972 articles were synthesized, from which the authors found 28 focused intervention practices that met the criteria for evidence-based practice (EBP). Former EBPs were recategorized and some manualized interventions were distinguished as meeting EBP criteria. The authors discuss implications for current practices and future research. En ligne : http://dx.doi.org/10.1007/s10803-020-04844-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Implementation of a multi-family autism transition program in the high school setting / Jocelyn KUHN in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.615-627 Titre : Implementation of a multi-family autism transition program in the high school setting Type de document : texte imprimé Auteurs : Jocelyn KUHN, Auteur ; Kate SZIDON, Auteur ; Bonnie KRAEMER, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Kara HUME, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.615-627 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/therapy  Autistic Disorder  Humans  Problem Solving  Schools  autism spectrum disorders  barriers  facilitators  families  high schools  intervention implementation  transition to adulthood Index. décimale : PER Périodiques Résumé : Transitioning Together is an intervention that supports families of adolescents on the autism spectrum as they prepare for the transition to adulthood. While it has been delivered successfully and shown to result in positive outcomes for families in the university setting, questions remain about whether and how well it can be widely provided to families in real-world settings such as high schools. In this study, we analyzed predictors, facilitators, and barriers to providing Transitioning Together to families at 30 high schools across three US states, all of which received training from a team of researchers to deliver this intervention. Our findings highlight struggles and successes with real-world use of the intervention. Seventeen of the 30 schools were successful in providing Transitioning Together to families. Schools who had higher community socioeconomic status, higher quality family involvement, and higher quality transition planning programming before changing anything for this study were much more likely to provide this new intervention to families. Schools who used the intervention were mostly able to deliver it as designed and received positive feedback from families who participated. Common parts of the intervention that schools struggled with most included following the structure of the sessions, including group problem-solving and dialogue in the sessions, and collecting feedback from families. Future research is needed to learn how to make it even easier for public high schools and other service systems to provide this intervention to families, in a way that also maximizes its effectiveness and accessibility for historically underserved autism spectrum populations. En ligne : https://dx.doi.org/10.1177/13623613211065533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Implementation of a multi-family autism transition program in the high school setting [texte imprimé] / Jocelyn KUHN, Auteur ; Kate SZIDON, Auteur ; Bonnie KRAEMER, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Kara HUME, Auteur ; Leann S. DAWALT, Auteur . - p.615-627. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.615-627 Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/therapy  Autistic Disorder  Humans  Problem Solving  Schools  autism spectrum disorders  barriers  facilitators  families  high schools  intervention implementation  transition to adulthood Index. décimale : PER Périodiques Résumé : Transitioning Together is an intervention that supports families of adolescents on the autism spectrum as they prepare for the transition to adulthood. While it has been delivered successfully and shown to result in positive outcomes for families in the university setting, questions remain about whether and how well it can be widely provided to families in real-world settings such as high schools. In this study, we analyzed predictors, facilitators, and barriers to providing Transitioning Together to families at 30 high schools across three US states, all of which received training from a team of researchers to deliver this intervention. Our findings highlight struggles and successes with real-world use of the intervention. Seventeen of the 30 schools were successful in providing Transitioning Together to families. Schools who had higher community socioeconomic status, higher quality family involvement, and higher quality transition planning programming before changing anything for this study were much more likely to provide this new intervention to families. Schools who used the intervention were mostly able to deliver it as designed and received positive feedback from families who participated. Common parts of the intervention that schools struggled with most included following the structure of the sessions, including group problem-solving and dialogue in the sessions, and collecting feedback from families. Future research is needed to learn how to make it even easier for public high schools and other service systems to provide this intervention to families, in a way that also maximizes its effectiveness and accessibility for historically underserved autism spectrum populations. En ligne : https://dx.doi.org/10.1177/13623613211065533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices / Jessica R. STEINBRENNER in Autism, 26-8 (November 2022)  

Public ISBD [article]  inAutism > 26-8 (November 2022) . - p.2026-2040 Titre : Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices Type de document : texte imprimé Auteurs : Jessica R. STEINBRENNER, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay F. RENTSCHLER, Auteur ; Jamie N. PEARSON, Auteur ; Paul LUELMO, Auteur ; Maria Elizabeth JARAMILLO, Auteur ; Brian A. BOYD, Auteur ; Connie S. WONG, Auteur ; Sallie W. NOWELL, Auteur ; Samuel L. ODOM, Auteur ; Kara HUME, Auteur Article en page(s) : p.2026-2040 Langues : Anglais (eng) Mots-clés : Child  Humans  Asian People  Autism Spectrum Disorder  Autistic Disorder  Ethnicity  Evidence-Based Practice  Systematic Reviews as Topic  autism  interventions —psychosocial/behavioral  race  systematic review  research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Researchers who study autism-related interventions do a poor job reporting data related to the race and ethnicity of autistic individuals who participate in their studies, and of those who do report these data, the participants are overwhelmingly White. This is problematic for many reasons, as we know little about how interventions are meeting the needs of culturally and linguistically diverse populations, and we assume that interventions are effective for all when they have been developed and validated primarily with and for White children. This study examined the reporting patterns of autism intervention researchers whose work was included in a large-scale systematic review of the intervention literature published between 1990 and 2017. We found that only 25% of studies (out of 1,013 included in the review) included data related to the race and ethnicity of their participants, with minimal change in reporting patterns across the years. In studies with reported data, White participants had the highest rate of participation, with a large gap between the next highest rates of participation among Hispanic/Latino, Black, and Asian participants. Other race and ethnicity groups had very low representation. This study includes additional analyses which examine how the reporting patterns and the inclusion of racially and ethnically diverse participants varies across study types, interventions, and outcome areas. Reporting this data is merely a starting point to begin to address the many disparities in autism-related healthcare, education, and research practices, and this article includes broader implications and next steps to ensure the field becomes more equitable and inclusive. En ligne : http://dx.doi.org/10.1177/13623613211072593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices [texte imprimé] / Jessica R. STEINBRENNER, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay F. RENTSCHLER, Auteur ; Jamie N. PEARSON, Auteur ; Paul LUELMO, Auteur ; Maria Elizabeth JARAMILLO, Auteur ; Brian A. BOYD, Auteur ; Connie S. WONG, Auteur ; Sallie W. NOWELL, Auteur ; Samuel L. ODOM, Auteur ; Kara HUME, Auteur . - p.2026-2040. Langues : Anglais (eng) in Autism > 26-8 (November 2022) . - p.2026-2040 Mots-clés : Child  Humans  Asian People  Autism Spectrum Disorder  Autistic Disorder  Ethnicity  Evidence-Based Practice  Systematic Reviews as Topic  autism  interventions —psychosocial/behavioral  race  systematic review  research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Researchers who study autism-related interventions do a poor job reporting data related to the race and ethnicity of autistic individuals who participate in their studies, and of those who do report these data, the participants are overwhelmingly White. This is problematic for many reasons, as we know little about how interventions are meeting the needs of culturally and linguistically diverse populations, and we assume that interventions are effective for all when they have been developed and validated primarily with and for White children. This study examined the reporting patterns of autism intervention researchers whose work was included in a large-scale systematic review of the intervention literature published between 1990 and 2017. We found that only 25% of studies (out of 1,013 included in the review) included data related to the race and ethnicity of their participants, with minimal change in reporting patterns across the years. In studies with reported data, White participants had the highest rate of participation, with a large gap between the next highest rates of participation among Hispanic/Latino, Black, and Asian participants. Other race and ethnicity groups had very low representation. This study includes additional analyses which examine how the reporting patterns and the inclusion of racially and ethnically diverse participants varies across study types, interventions, and outcome areas. Reporting this data is merely a starting point to begin to address the many disparities in autism-related healthcare, education, and research practices, and this article includes broader implications and next steps to ensure the field becomes more equitable and inclusive. En ligne : http://dx.doi.org/10.1177/13623613211072593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

Quality of high school programs for students with autism spectrum disorder / Bonnie KRAEMER in Autism, 24-3 (April 2020)  

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Student, Educator, and Parent Perspectives of Self-Determination in High School Students with Autism Spectrum Disorder / Brianne TOMASZEWSKI in Autism Research, 13-12 (December 2020)  

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A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism / Kristi L. MORIN in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)  

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Use of the Children's Communication Checklist-2 in School-Aged Students with Autism: A Psychometric Analysis / Sallie W. NOWELL in Journal of Autism and Developmental Disorders, 52-9 (September 2022)  

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