Telehealth coaching in Project ImPACT indirectly affects children's expressive language ability through parent intervention strategy use and child intentional communication: An RCT / Brooke INGERSOLL in Autism Research, 17-10 (October 2024)  

Public ISBD [article]  inAutism Research > 17-10 (October 2024) . - p.2177-2187 Titre : Telehealth coaching in Project ImPACT indirectly affects children's expressive language ability through parent intervention strategy use and child intentional communication: An RCT Type de document : Texte imprimé et/ou numérique Auteurs : Brooke INGERSOLL, Auteur ; Kyle M. FROST, Auteur ; Diondra STRAITON, Auteur ; Anamiguel Pomales RAMOS, Auteur ; Karís CASAGRANDE, Auteur Article en page(s) : p.2177-2187 Langues : Anglais (eng) Mots-clés : autism  NDBI  parent-mediated intervention  social communication  telehealth Index. décimale : PER Périodiques Résumé : Abstract Parent-mediated, naturalistic developmental behavioral interventions (NDBIs) are a promising approach for supporting social communication development in young autistic children. This study examined the effect of telehealth delivery of a parent-mediated NDBI, Project ImPACT, on children's expressive language ability using a randomized control trial with intent-to-treat analysis. Sixty-four young autistic children and their primary caregiver were matched on age and developmental quotient and randomly assigned to receive 6?months of therapist-assisted Project ImPACT (i.e., telehealth coaching), self-directed Project ImPACT, or an active control. Parent?child interactions were recorded at intake and immediately post-treatment, and the children's expressive language skills were assessed at intake and a 9-month follow-up using standardized measures. Although there was no total effect of treatment group assignment on child outcomes, a serial mediation analysis revealed that therapist-assisted ImPACT had an indirect effect on children's expressive language ability at follow-up through their parents' use of the intervention strategies and their intentional communication immediately post-treatment. Findings support Project ImPACT's program theory and highlight the importance of coaching in achieving positive outcomes when delivered via telehealth. En ligne : https://doi.org/10.1002/aur.3230 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Telehealth coaching in Project ImPACT indirectly affects children's expressive language ability through parent intervention strategy use and child intentional communication: An RCT [Texte imprimé et/ou numérique] / Brooke INGERSOLL, Auteur ; Kyle M. FROST, Auteur ; Diondra STRAITON, Auteur ; Anamiguel Pomales RAMOS, Auteur ; Karís CASAGRANDE, Auteur . - p.2177-2187. Langues : Anglais (eng) in Autism Research > 17-10 (October 2024) . - p.2177-2187 Mots-clés : autism  NDBI  parent-mediated intervention  social communication  telehealth Index. décimale : PER Périodiques Résumé : Abstract Parent-mediated, naturalistic developmental behavioral interventions (NDBIs) are a promising approach for supporting social communication development in young autistic children. This study examined the effect of telehealth delivery of a parent-mediated NDBI, Project ImPACT, on children's expressive language ability using a randomized control trial with intent-to-treat analysis. Sixty-four young autistic children and their primary caregiver were matched on age and developmental quotient and randomly assigned to receive 6?months of therapist-assisted Project ImPACT (i.e., telehealth coaching), self-directed Project ImPACT, or an active control. Parent?child interactions were recorded at intake and immediately post-treatment, and the children's expressive language skills were assessed at intake and a 9-month follow-up using standardized measures. Although there was no total effect of treatment group assignment on child outcomes, a serial mediation analysis revealed that therapist-assisted ImPACT had an indirect effect on children's expressive language ability at follow-up through their parents' use of the intervention strategies and their intentional communication immediately post-treatment. Findings support Project ImPACT's program theory and highlight the importance of coaching in achieving positive outcomes when delivered via telehealth. En ligne : https://doi.org/10.1002/aur.3230 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

The relationship between social experience and subjective well-being in autistic college students: A mixed methods study / Kathryn M BAILEY in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1081-1092 Titre : The relationship between social experience and subjective well-being in autistic college students: A mixed methods study Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn M BAILEY, Auteur ; Kyle M. FROST, Auteur ; Karís CASAGRANDE, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.1081-1092 Langues : Anglais (eng) Mots-clés : adults  autism spectrum disorders  college  mixed methods research  subjective well-being Index. décimale : PER Périodiques Résumé : This mixed methods study examined the relationship between the college social experience and subjective well-being in autistic students in the Midwestern United States. An online survey focused on social connectedness, social participation, social support, and subjective well-being. A semi-structured interview discussed transition, supports received, and social participation. Correlations and a hierarchical regression were used to examine the relationship between social experience variables and subjective well-being from the survey. Inductive thematic analysis was used to identify interview themes. Theme counts for students who reported higher and lower subjective well-being were examined. Social connectedness, time spent with friends, and perceived social support were positively correlated with students' subjective well-being, with social connectedness explaining unique variance. Common themes included challenges navigating a new social environment and the importance of family, friends, and professors in providing social support. Students with lower subjective well-being more frequently discussed struggles to make social connections and the trade-off between socializing and succeeding academically, whereas students with higher subjective well-being more frequently described college as providing opportunities to develop meaningful social connections. This study adds new perspectives on the college experience for autistic students and highlights the important role that social connections and support play in their subjective well-being. En ligne : http://dx.doi.org/10.1177/1362361319892457 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] The relationship between social experience and subjective well-being in autistic college students: A mixed methods study [Texte imprimé et/ou numérique] / Kathryn M BAILEY, Auteur ; Kyle M. FROST, Auteur ; Karís CASAGRANDE, Auteur ; Brooke R. INGERSOLL, Auteur . - p.1081-1092. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1081-1092 Mots-clés : adults  autism spectrum disorders  college  mixed methods research  subjective well-being Index. décimale : PER Périodiques Résumé : This mixed methods study examined the relationship between the college social experience and subjective well-being in autistic students in the Midwestern United States. An online survey focused on social connectedness, social participation, social support, and subjective well-being. A semi-structured interview discussed transition, supports received, and social participation. Correlations and a hierarchical regression were used to examine the relationship between social experience variables and subjective well-being from the survey. Inductive thematic analysis was used to identify interview themes. Theme counts for students who reported higher and lower subjective well-being were examined. Social connectedness, time spent with friends, and perceived social support were positively correlated with students' subjective well-being, with social connectedness explaining unique variance. Common themes included challenges navigating a new social environment and the importance of family, friends, and professors in providing social support. Students with lower subjective well-being more frequently discussed struggles to make social connections and the trade-off between socializing and succeeding academically, whereas students with higher subjective well-being more frequently described college as providing opportunities to develop meaningful social connections. This study adds new perspectives on the college experience for autistic students and highlights the important role that social connections and support play in their subjective well-being. En ligne : http://dx.doi.org/10.1177/1362361319892457 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

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