Adverse event reporting in intervention research for young autistic children / Kristen BOTTEMA-BEUTEL in Autism, 25-2 (February 2021)  

Public ISBD [article]  inAutism > 25-2 (February 2021) . - p.322-335 Titre : Adverse event reporting in intervention research for young autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Shannon CROWLEY, Auteur ; Micheal SANDBANK, Auteur ; Tiffany G. WOYNAROSKI, Auteur Article en page(s) : p.322-335 Langues : Anglais (eng) Mots-clés : adverse effects  adverse events  autism  harms  intervention  young children Index. décimale : PER Périodiques Résumé : In this study, we looked at published research on interventions for young autistic children that did not involve administering medication. We were interested in determining how often studies reported on whether adverse events (i.e. physical or psychological distress to the participants) or adverse effects (i.e. adverse events that are thought to be caused by the intervention) had occurred. We found that of the 150 reports we examined, only 11 mentioned adverse events. One of these studies reported adverse events occurred, and three reported that adverse effects occurred. We also reviewed the studies to examine the reasons that were given to explain why any participants dropped out of the intervention (termed "withdrawal"), to determine if any of these reasons could be considered adverse events or adverse effects. Fifty-four studies described reasons for withdrawal, and 10 of these studies had reasons that could be categorized as an adverse event, 8 studies had reasons that could be categorized as an adverse effect, and an additional 12 studies had reasons that were too vaguely described to determine whether they were adverse events or not. We recommend that autism intervention researchers develop more systematic methods of looking for and reporting adverse events and effects, so that professionals and families can be better informed when choosing to enroll their autistic children in interventions. En ligne : http://dx.doi.org/10.1177/1362361320965331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 [article] Adverse event reporting in intervention research for young autistic children [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Shannon CROWLEY, Auteur ; Micheal SANDBANK, Auteur ; Tiffany G. WOYNAROSKI, Auteur . - p.322-335. Langues : Anglais (eng) in Autism > 25-2 (February 2021) . - p.322-335 Mots-clés : adverse effects  adverse events  autism  harms  intervention  young children Index. décimale : PER Périodiques Résumé : In this study, we looked at published research on interventions for young autistic children that did not involve administering medication. We were interested in determining how often studies reported on whether adverse events (i.e. physical or psychological distress to the participants) or adverse effects (i.e. adverse events that are thought to be caused by the intervention) had occurred. We found that of the 150 reports we examined, only 11 mentioned adverse events. One of these studies reported adverse events occurred, and three reported that adverse effects occurred. We also reviewed the studies to examine the reasons that were given to explain why any participants dropped out of the intervention (termed "withdrawal"), to determine if any of these reasons could be considered adverse events or adverse effects. Fifty-four studies described reasons for withdrawal, and 10 of these studies had reasons that could be categorized as an adverse event, 8 studies had reasons that could be categorized as an adverse effect, and an additional 12 studies had reasons that were too vaguely described to determine whether they were adverse events or not. We recommend that autism intervention researchers develop more systematic methods of looking for and reporting adverse events and effects, so that professionals and families can be better informed when choosing to enroll their autistic children in interventions. En ligne : http://dx.doi.org/10.1177/1362361320965331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441

Autistic undergraduate students’ transition and adjustment to higher education institutions / So Yoon KIM in Research in Autism Spectrum Disorders, 89 (November 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 89 (November 2021) . - 101883 Titre : Autistic undergraduate students’ transition and adjustment to higher education institutions Type de document : Texte imprimé et/ou numérique Auteurs : So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur Article en page(s) : 101883 Langues : Anglais (eng) Mots-clés : Autism  Postsecondary  Special education  Transition  Adjustment  Higher education Index. décimale : PER Périodiques Résumé : Background Only a limited number of studies have specifically examined autistic undergraduate students’ perspectives on transition. Positive experiences during the initial transition from high school to college lead to long-term success in college. Method This study examined the transition and adjustment experiences of 27 autistic undergraduate students attending higher education institutions (HEIs) in the United States. Semi-structured interviews were analyzed using qualitative content analysis. Results The majority (66.7 %) of participants described the transition experience in negative terms. They also reported that geographical proximity to home and family support, social relationships, transition programs, structural changes from their high school experiences, and logistic difficulties were important aspects of their transition experiences during the first few months of HEI. All participants indicated they felt adjusted to college life at the time of the interview, and adjustment was facilitated by familiarity with campus routines, academic achievement, and positive social experiences. Conclusions Themes associated with autistic students’ transition and adjustment experiences should be followed-up in future quantitative research. Careful transition planning that informs autistic students about expectations associated with HEI, familiarizes them with college life, helps them gain practical skills needed in colleges (e.g., transportation), and helps them find a balance between parental support and independence is needed to support autistic students through transition and adjustment. En ligne : https://doi.org/10.1016/j.rasd.2021.101883 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Autistic undergraduate students’ transition and adjustment to higher education institutions [Texte imprimé et/ou numérique] / So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur . - 101883. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 89 (November 2021) . - 101883 Mots-clés : Autism  Postsecondary  Special education  Transition  Adjustment  Higher education Index. décimale : PER Périodiques Résumé : Background Only a limited number of studies have specifically examined autistic undergraduate students’ perspectives on transition. Positive experiences during the initial transition from high school to college lead to long-term success in college. Method This study examined the transition and adjustment experiences of 27 autistic undergraduate students attending higher education institutions (HEIs) in the United States. Semi-structured interviews were analyzed using qualitative content analysis. Results The majority (66.7 %) of participants described the transition experience in negative terms. They also reported that geographical proximity to home and family support, social relationships, transition programs, structural changes from their high school experiences, and logistic difficulties were important aspects of their transition experiences during the first few months of HEI. All participants indicated they felt adjusted to college life at the time of the interview, and adjustment was facilitated by familiarity with campus routines, academic achievement, and positive social experiences. Conclusions Themes associated with autistic students’ transition and adjustment experiences should be followed-up in future quantitative research. Careful transition planning that informs autistic students about expectations associated with HEI, familiarizes them with college life, helps them gain practical skills needed in colleges (e.g., transportation), and helps them find a balance between parental support and independence is needed to support autistic students through transition and adjustment. En ligne : https://doi.org/10.1016/j.rasd.2021.101883 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Developmental associations between joint engagement and autistic children's vocabulary: A cross-lagged panel analysis / Kristen BOTTEMA-BEUTEL in Autism, 25-2 (February 2021)  

Public ISBD [article]  inAutism > 25-2 (February 2021) . - p.566-575 Titre : Developmental associations between joint engagement and autistic children's vocabulary: A cross-lagged panel analysis Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.566-575 Langues : Anglais (eng) Mots-clés : autism  caregiver–child interaction  follow-in talk  joint engagement  language  responsivity  vocabulary Index. décimale : PER Périodiques Résumé : In this study, we used a cross-lagged panel analysis to examine correlations over time between two types of engagement between children and their parents and children's later expressive and receptive vocabularies. This kind of design can help researchers understand which early developmental achievements "drive" later developmental achievements. It is important for intervention researchers to know which developmental achievements happen first, so that they can set intervention goals appropriately. The two joint engagement variables we examined were (a) higher order supported joint engagement, which occurs when caregivers influence their child's play with toys and the child reciprocally responds to the caregiver, but does not manage the interaction by shifting gaze between the toys and the caregiver, and (b) higher order supported joint engagement that co-occurs with caregiver's follow-in talk (higher order supported joint engagement?+?follow-in). Follow-in talk occurs when the caregiver talks about objects and events that the child is focused on. Ninety-one autistic children (n?=?91) with language delay (mean chronological age?=?39?months) participated, along with their primary caregivers. Each of the four variables was measured twice, 8?months apart. Our statistical procedures showed that early higher order supported joint engagement and early higher order supported joint engagement?+?follow-in were significantly associated with later expressive and receptive vocabulary. In contrast, associations between early vocabulary variables and later joint engagement variables were not significant. Our results suggest that higher order supported joint engagement and higher order supported joint engagement?+?follow-in may be useful initial intervention targets, for developmental interventions aimed at promoting language development in autistic children who are initially language delayed. En ligne : http://dx.doi.org/10.1177/1362361320968641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442 [article] Developmental associations between joint engagement and autistic children's vocabulary: A cross-lagged panel analysis [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; Paul J. YODER, Auteur . - p.566-575. Langues : Anglais (eng) in Autism > 25-2 (February 2021) . - p.566-575 Mots-clés : autism  caregiver–child interaction  follow-in talk  joint engagement  language  responsivity  vocabulary Index. décimale : PER Périodiques Résumé : In this study, we used a cross-lagged panel analysis to examine correlations over time between two types of engagement between children and their parents and children's later expressive and receptive vocabularies. This kind of design can help researchers understand which early developmental achievements "drive" later developmental achievements. It is important for intervention researchers to know which developmental achievements happen first, so that they can set intervention goals appropriately. The two joint engagement variables we examined were (a) higher order supported joint engagement, which occurs when caregivers influence their child's play with toys and the child reciprocally responds to the caregiver, but does not manage the interaction by shifting gaze between the toys and the caregiver, and (b) higher order supported joint engagement that co-occurs with caregiver's follow-in talk (higher order supported joint engagement?+?follow-in). Follow-in talk occurs when the caregiver talks about objects and events that the child is focused on. Ninety-one autistic children (n?=?91) with language delay (mean chronological age?=?39?months) participated, along with their primary caregivers. Each of the four variables was measured twice, 8?months apart. Our statistical procedures showed that early higher order supported joint engagement and early higher order supported joint engagement?+?follow-in were significantly associated with later expressive and receptive vocabulary. In contrast, associations between early vocabulary variables and later joint engagement variables were not significant. Our results suggest that higher order supported joint engagement and higher order supported joint engagement?+?follow-in may be useful initial intervention targets, for developmental interventions aimed at promoting language development in autistic children who are initially language delayed. En ligne : http://dx.doi.org/10.1177/1362361320968641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442

High School Experiences and Support Recommendations of Autistic Youth / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 50-9 (September 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3397-3412 Titre : High School Experiences and Support Recommendations of Autistic Youth Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Josephine CUDA, Auteur ; So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; David SCANLON, Auteur Article en page(s) : p.3397-3412 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Families  High school  Peers  Perspectives  School-based supports Index. décimale : PER Périodiques Résumé : We used an online survey to gather perspectives of autistic youth (n?=?248) on the impacts of autism, school professionals, family members, and peers on their high school experiences; what each stakeholder group could have done better; and what future high school professionals and autistic youth should know. Two-thirds of participants viewed autism as negatively impacting their school experience, and this was more prevalent in women. The majority viewed impacts of school professionals, family, and peers as positive. Women were more likely to view school professional contributions as positive than men, and LGBT youth were more likely to view school professional and peer contributions as negative than non-LGBT youth. Suggestions for stakeholders included providing more help, care, and quality time. En ligne : http://dx.doi.org/10.1007/s10803-019-04261-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] High School Experiences and Support Recommendations of Autistic Youth [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Josephine CUDA, Auteur ; So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; David SCANLON, Auteur . - p.3397-3412. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3397-3412 Mots-clés : Autism spectrum disorder  Families  High school  Peers  Perspectives  School-based supports Index. décimale : PER Périodiques Résumé : We used an online survey to gather perspectives of autistic youth (n?=?248) on the impacts of autism, school professionals, family members, and peers on their high school experiences; what each stakeholder group could have done better; and what future high school professionals and autistic youth should know. Two-thirds of participants viewed autism as negatively impacting their school experience, and this was more prevalent in women. The majority viewed impacts of school professionals, family, and peers as positive. Women were more likely to view school professional contributions as positive than men, and LGBT youth were more likely to view school professional and peer contributions as negative than non-LGBT youth. Suggestions for stakeholders included providing more help, care, and quality time. En ligne : http://dx.doi.org/10.1007/s10803-019-04261-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

Research Review: Conflicts of Interest (COIs) in autism early intervention research - a meta-analysis of COI influences on intervention effects / Kristen BOTTEMA-BEUTEL in Journal of Child Psychology and Psychiatry, 62-1 (January 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-1 (January 2021) . - p.5-15 Titre : Research Review: Conflicts of Interest (COIs) in autism early intervention research - a meta-analysis of COI influences on intervention effects Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Shannon CROWLEY, Auteur ; Micheal SANDBANK, Auteur ; Tiffany G. WOYNAROSKI, Auteur Article en page(s) : p.5-15 Langues : Anglais (eng) Mots-clés : Autism  conflicts of interest  early intervention  meta-analysis Index. décimale : PER Périodiques Résumé : BACKGROUND: The presence, types, disclosure rates, and effects of conflicts of interest (COIs) on autism early intervention research have not previously been studied. The purpose of this study was to examine these issues. METHODS: This study is a secondary analysis of a comprehensive meta-analysis of all group-design, nonpharmacological early intervention autism research conducted between 1970 and 2018. We coded reports for the presence/absence of COI statements, the types of COIs that were disclosed, and for 8 types of COIs, including (a) the author developed the intervention, (b) the author is affiliated with a clinical provider, (c) the author is employed by a clinical provider, (d) the author is affiliated with an institution that trains others to use the intervention, (e) the author receives payment or royalties related to the intervention, (f) the study was funded by an intervention provider, (g) the study used a commercially available measure developed by the author, and (h) proceeds of the intervention fund the author's research. Frequencies and proportions were calculated to determine prevalence of COIs and COI disclosures. Meta-analysis was used to estimate summary effects by COI type and to determine if they were larger than for reports with no coded COIs. RESULTS: Seventy percent of reports were coded for ? 1 COI, but only ~ 6% of reports contained COI statements fully accounting for all coded COIs. Metaregressions did not detect significant influences of any COI type on summary effects; however, point estimates for each COI type were larger than for reports with no coded COIs. CONCLUSIONS: Conflicts of interest are prevalent but under-reported in autism early intervention research. Improved reporting practices are necessary for researcher transparency and would enable more robust examination of the effects of COIs on research outcomes. En ligne : http://dx.doi.org/10.1111/jcpp.13249 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435 [article] Research Review: Conflicts of Interest (COIs) in autism early intervention research - a meta-analysis of COI influences on intervention effects [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Shannon CROWLEY, Auteur ; Micheal SANDBANK, Auteur ; Tiffany G. WOYNAROSKI, Auteur . - p.5-15. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-1 (January 2021) . - p.5-15 Mots-clés : Autism  conflicts of interest  early intervention  meta-analysis Index. décimale : PER Périodiques Résumé : BACKGROUND: The presence, types, disclosure rates, and effects of conflicts of interest (COIs) on autism early intervention research have not previously been studied. The purpose of this study was to examine these issues. METHODS: This study is a secondary analysis of a comprehensive meta-analysis of all group-design, nonpharmacological early intervention autism research conducted between 1970 and 2018. We coded reports for the presence/absence of COI statements, the types of COIs that were disclosed, and for 8 types of COIs, including (a) the author developed the intervention, (b) the author is affiliated with a clinical provider, (c) the author is employed by a clinical provider, (d) the author is affiliated with an institution that trains others to use the intervention, (e) the author receives payment or royalties related to the intervention, (f) the study was funded by an intervention provider, (g) the study used a commercially available measure developed by the author, and (h) proceeds of the intervention fund the author's research. Frequencies and proportions were calculated to determine prevalence of COIs and COI disclosures. Meta-analysis was used to estimate summary effects by COI type and to determine if they were larger than for reports with no coded COIs. RESULTS: Seventy percent of reports were coded for ? 1 COI, but only ~ 6% of reports contained COI statements fully accounting for all coded COIs. Metaregressions did not detect significant influences of any COI type on summary effects; however, point estimates for each COI type were larger than for reports with no coded COIs. CONCLUSIONS: Conflicts of interest are prevalent but under-reported in autism early intervention research. Improved reporting practices are necessary for researcher transparency and would enable more robust examination of the effects of COIs on research outcomes. En ligne : http://dx.doi.org/10.1111/jcpp.13249 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435

Synthesizing classroom intervention effects for autistic students: Commentary on Watkins et al., 2019 / Kristen BOTTEMA-BEUTEL in Research in Autism Spectrum Disorders, 76 (August 2020)  

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Understanding the Effects of Naturalistic Developmental Behavioral Interventions: A Project AIM Meta-analysis / Jenna E. CRANK in Autism Research, 14-4 (April 2021)  

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