COMPASS for Hope: Evaluating the Effectiveness of a Parent Training and Support Program for Children with ASD / Grace M. KURAVACKEL in Journal of Autism and Developmental Disorders, 48-2 (February 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.404-416 Titre : COMPASS for Hope: Evaluating the Effectiveness of a Parent Training and Support Program for Children with ASD Type de document : texte imprimé Auteurs : Grace M. KURAVACKEL, Auteur ; Lisa A. RUBLE, Auteur ; Robert J. REESE, Auteur ; Amanda P. ABLES, Auteur ; Alexis RODGERS, Auteur ; Michael D. TOLAND, Auteur Article en page(s) : p.404-416 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Parent efficacy  Parent intervention  Parent-stress  Problem behavior  Telehealth Index. décimale : PER Périodiques Résumé : Despite the growing number of studies that demonstrate the importance of empowering parents with knowledge and skills to act as intervention agents for their children with autism spectrum disorder (ASD), there are limited examples of parent-mediated interventions that focus on problem behaviors. Additionally, access to ASD-trained clinicians and research supported delivery options for families in rural areas is severely limited. COMPASS for Hope (C-HOPE) is an 8-week parent intervention program that was developed with the option of telehealth or face-to-face delivery. Parents who received C-HOPE intervention reported a reduction in parenting stress and an increase in competence. Parents also reported significant reductions in child behavior problems, both when compared to pre-intervention levels and to a waitlist control condition. En ligne : https://doi.org/10.1007/s10803-017-3333-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337 [article] COMPASS for Hope: Evaluating the Effectiveness of a Parent Training and Support Program for Children with ASD [texte imprimé] / Grace M. KURAVACKEL, Auteur ; Lisa A. RUBLE, Auteur ; Robert J. REESE, Auteur ; Amanda P. ABLES, Auteur ; Alexis RODGERS, Auteur ; Michael D. TOLAND, Auteur . - p.404-416. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.404-416 Mots-clés : Autism spectrum disorder  Parent efficacy  Parent intervention  Parent-stress  Problem behavior  Telehealth Index. décimale : PER Périodiques Résumé : Despite the growing number of studies that demonstrate the importance of empowering parents with knowledge and skills to act as intervention agents for their children with autism spectrum disorder (ASD), there are limited examples of parent-mediated interventions that focus on problem behaviors. Additionally, access to ASD-trained clinicians and research supported delivery options for families in rural areas is severely limited. COMPASS for Hope (C-HOPE) is an 8-week parent intervention program that was developed with the option of telehealth or face-to-face delivery. Parents who received C-HOPE intervention reported a reduction in parenting stress and an increase in competence. Parents also reported significant reductions in child behavior problems, both when compared to pre-intervention levels and to a waitlist control condition. En ligne : https://doi.org/10.1007/s10803-017-3333-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337

Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder / Claire SNELL-ROOD in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1164-1176 Titre : Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder Type de document : texte imprimé Auteurs : Claire SNELL-ROOD, Auteur ; Lisa A. RUBLE, Auteur ; Harold KLEINERT, Auteur ; John H. MCGREW, Auteur ; Medina ADAMS, Auteur ; Alexis RODGERS, Auteur ; Jaye ODOM, Auteur ; Wing Hang WONG, Auteur ; Yue YU, Auteur Article en page(s) : p.1164-1176 Langues : Anglais (eng) Mots-clés : Compass  Epis  autism spectrum disorder  implementation science  stakeholders  transition planning Index. décimale : PER Périodiques Résumé : Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by an implementation science framework that takes into account the multiple factors that influence transition outcomes, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth with autism spectrum disorder access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N = 40). Participants described how core tenets of the individualized education planning process were not reliably implemented: planning was described by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services specified in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse stakeholder perspectives illuminate the need for implementation efforts to target the provider, organizational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319894827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder [texte imprimé] / Claire SNELL-ROOD, Auteur ; Lisa A. RUBLE, Auteur ; Harold KLEINERT, Auteur ; John H. MCGREW, Auteur ; Medina ADAMS, Auteur ; Alexis RODGERS, Auteur ; Jaye ODOM, Auteur ; Wing Hang WONG, Auteur ; Yue YU, Auteur . - p.1164-1176. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1164-1176 Mots-clés : Compass  Epis  autism spectrum disorder  implementation science  stakeholders  transition planning Index. décimale : PER Périodiques Résumé : Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by an implementation science framework that takes into account the multiple factors that influence transition outcomes, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth with autism spectrum disorder access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N = 40). Participants described how core tenets of the individualized education planning process were not reliably implemented: planning was described by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services specified in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse stakeholder perspectives illuminate the need for implementation efforts to target the provider, organizational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319894827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

The Effects of a Peer-Delivered Social Skills Intervention for Adults with Comorbid Down Syndrome and Autism Spectrum Disorder / Matthew A. Cody DAVIS in Journal of Autism and Developmental Disorders, 48-6 (June 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.1869-1885 Titre : The Effects of a Peer-Delivered Social Skills Intervention for Adults with Comorbid Down Syndrome and Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Matthew A. Cody DAVIS, Auteur ; Amy SPRIGGS, Auteur ; Alexis RODGERS, Auteur ; Jonathan CAMPBELL, Auteur Article en page(s) : p.1869-1885 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Comorbid diagnosis  Down syndrome  Intervention  Peers  Single case  Social skills Index. décimale : PER Périodiques Résumé : Deficits in social skills are often exhibited in individuals with comorbid Down syndrome (DS) and autism spectrum disorder (ASD), and there is a paucity of research to help guide intervention for this population. In the present study, a multiple probe study across behaviors, replicated across participants, assessed the effectiveness of peer-delivered simultaneous prompting in teaching socials skills to adults with DS-ASD using visual analysis techniques and Tau-U statistics to measure effect. Peer-mediators with DS and intellectual disability (ID) delivered simultaneous prompting sessions reliably (i.e., > 80% reliability) to teach social skills to adults with ID and a dual-diagnoses of DS-ASD with small (Tau Weighted = .55, 90% CI [.29, .82]) to medium effects (Tau Weighted = .75, 90% CI [.44, 1]). Statistical and visual analysis findings suggest a promising social skills intervention for individuals with DS-ASD as well as reliable delivery of simultaneous prompting procedures by individuals with DS. En ligne : http://dx.doi.org/10.1007/s10803-017-3437-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=361 [article] The Effects of a Peer-Delivered Social Skills Intervention for Adults with Comorbid Down Syndrome and Autism Spectrum Disorder [texte imprimé] / Matthew A. Cody DAVIS, Auteur ; Amy SPRIGGS, Auteur ; Alexis RODGERS, Auteur ; Jonathan CAMPBELL, Auteur . - p.1869-1885. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.1869-1885 Mots-clés : Autism spectrum disorder  Comorbid diagnosis  Down syndrome  Intervention  Peers  Single case  Social skills Index. décimale : PER Périodiques Résumé : Deficits in social skills are often exhibited in individuals with comorbid Down syndrome (DS) and autism spectrum disorder (ASD), and there is a paucity of research to help guide intervention for this population. In the present study, a multiple probe study across behaviors, replicated across participants, assessed the effectiveness of peer-delivered simultaneous prompting in teaching socials skills to adults with DS-ASD using visual analysis techniques and Tau-U statistics to measure effect. Peer-mediators with DS and intellectual disability (ID) delivered simultaneous prompting sessions reliably (i.e., > 80% reliability) to teach social skills to adults with ID and a dual-diagnoses of DS-ASD with small (Tau Weighted = .55, 90% CI [.29, .82]) to medium effects (Tau Weighted = .75, 90% CI [.44, 1]). Statistical and visual analysis findings suggest a promising social skills intervention for individuals with DS-ASD as well as reliable delivery of simultaneous prompting procedures by individuals with DS. En ligne : http://dx.doi.org/10.1007/s10803-017-3437-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=361

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