Generalized Effects of Naturalistic Social Communication Intervention for Minimally Verbal Children with Autism / Lauren H. HAMPTON in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.75-87 Titre : Generalized Effects of Naturalistic Social Communication Intervention for Minimally Verbal Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lauren H. HAMPTON, Auteur ; Ann P. KAISER, Auteur ; Jennifer P. NIETFELD, Auteur ; Ani KHACHOYAN, Auteur Article en page(s) : p.75-87 Langues : Anglais (eng) Mots-clés : Autism  Enhanced milieu teaching  Joint engagement  Minimally-verbal  Multiple-baseline Index. décimale : PER Périodiques Résumé : JASP-EMT, the combined Enhanced Milieu Teaching (EMT) and Joint Attention, Structured Play, and Emotion Regulation (JASPER) interventions, has been found to be effective for promoting social communication in young children with autism (Kasari et al. in J Am Acad Child Adolesc Psychiatry 53(6):635-646, https://doi.org/10.1016/j.jaac.2014.01.019 , 2014). The current study examined the effects of this naturalistic intervention on social language use in three children with autism who were in the early stages of language acquisition. Generalization to communication partners who did not utilize the intervention strategies was systematically examined using a multiple-baseline design. The results from this study indicate that this blended intervention is effective in increasing target social language for young children with autism, however, generalization to communication partners does not readily occur. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04521-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Generalized Effects of Naturalistic Social Communication Intervention for Minimally Verbal Children with Autism [Texte imprimé et/ou numérique] / Lauren H. HAMPTON, Auteur ; Ann P. KAISER, Auteur ; Jennifer P. NIETFELD, Auteur ; Ani KHACHOYAN, Auteur . - p.75-87. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.75-87 Mots-clés : Autism  Enhanced milieu teaching  Joint engagement  Minimally-verbal  Multiple-baseline Index. décimale : PER Périodiques Résumé : JASP-EMT, the combined Enhanced Milieu Teaching (EMT) and Joint Attention, Structured Play, and Emotion Regulation (JASPER) interventions, has been found to be effective for promoting social communication in young children with autism (Kasari et al. in J Am Acad Child Adolesc Psychiatry 53(6):635-646, https://doi.org/10.1016/j.jaac.2014.01.019 , 2014). The current study examined the effects of this naturalistic intervention on social language use in three children with autism who were in the early stages of language acquisition. Generalization to communication partners who did not utilize the intervention strategies was systematically examined using a multiple-baseline design. The results from this study indicate that this blended intervention is effective in increasing target social language for young children with autism, however, generalization to communication partners does not readily occur. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04521-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Keeping up with the evidence base: Survey of behavior professionals about Naturalistic Developmental Behavioral Interventions / Lauren H. HAMPTON in Autism, 26-4 (May 2022)  

Public ISBD [article]  inAutism > 26-4 (May 2022) . - p.875-888 Titre : Keeping up with the evidence base: Survey of behavior professionals about Naturalistic Developmental Behavioral Interventions Type de document : Texte imprimé et/ou numérique Auteurs : Lauren H. HAMPTON, Auteur ; Micheal SANDBANK, Auteur Article en page(s) : p.875-888 Langues : Anglais (eng) Mots-clés : Applied Behavior Analysis  Autism Spectrum Disorder/therapy  Behavior Therapy  Child  Child Development Disorders, Pervasive  Child, Preschool  Humans  Surveys and Questionnaires  Behavior Analyst Certification Board  Board Certified Behavior Analyst  Naturalistic Developmental Behavior Intervention  autism  behavior analysis  naturalistic  survey Index. décimale : PER Périodiques Résumé : Primary service providers for young children on the autism spectrum and developmentally delayed children use many strategies under the umbrella of applied behavior analysis therapy. The evidence supporting interventions for children on the autism spectrum has changed last decade, and powerful research supports the relative effectiveness of Naturalistic Developmental Behavior Interventions, yet a few professionals serving young children on the autism spectrum receive training in this category of interventions. Board Certified Behavior Analysts and related professionals are the primary service providers for this population. The purpose of this survey study is to describe and understand the knowledge and beliefs that Behavior Analyst Certification Board certificants have around Naturalistic Developmental Behavior Interventions. The survey was completed by 901 respondents. Respondents indicated, on average, little to no knowledge of Naturalistic Developmental Behavior Intervention practices and few believe that these practices are effective or appropriate for the field. Recommendations include increasing training opportunities for related professionals, and changing certification requirements to match the current evidence. En ligne : https://dx.doi.org/10.1177/13623613211035233 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Keeping up with the evidence base: Survey of behavior professionals about Naturalistic Developmental Behavioral Interventions [Texte imprimé et/ou numérique] / Lauren H. HAMPTON, Auteur ; Micheal SANDBANK, Auteur . - p.875-888. Langues : Anglais (eng) in Autism > 26-4 (May 2022) . - p.875-888 Mots-clés : Applied Behavior Analysis  Autism Spectrum Disorder/therapy  Behavior Therapy  Child  Child Development Disorders, Pervasive  Child, Preschool  Humans  Surveys and Questionnaires  Behavior Analyst Certification Board  Board Certified Behavior Analyst  Naturalistic Developmental Behavior Intervention  autism  behavior analysis  naturalistic  survey Index. décimale : PER Périodiques Résumé : Primary service providers for young children on the autism spectrum and developmentally delayed children use many strategies under the umbrella of applied behavior analysis therapy. The evidence supporting interventions for children on the autism spectrum has changed last decade, and powerful research supports the relative effectiveness of Naturalistic Developmental Behavior Interventions, yet a few professionals serving young children on the autism spectrum receive training in this category of interventions. Board Certified Behavior Analysts and related professionals are the primary service providers for this population. The purpose of this survey study is to describe and understand the knowledge and beliefs that Behavior Analyst Certification Board certificants have around Naturalistic Developmental Behavior Interventions. The survey was completed by 901 respondents. Respondents indicated, on average, little to no knowledge of Naturalistic Developmental Behavior Intervention practices and few believe that these practices are effective or appropriate for the field. Recommendations include increasing training opportunities for related professionals, and changing certification requirements to match the current evidence. En ligne : https://dx.doi.org/10.1177/13623613211035233 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Multi-component communication intervention for children with autism: A randomized controlled trial / Lauren H. HAMPTON in Autism, 24-8 (November 2020)  

Public ISBD [article]  inAutism > 24-8 (November 2020) . - p.2104-2116 Titre : Multi-component communication intervention for children with autism: A randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Lauren H. HAMPTON, Auteur ; Ann P. KAISER, Auteur ; Elizabeth A. FULLER, Auteur Article en page(s) : p.2104-2116 Langues : Anglais (eng) Mots-clés : *autism spectrum disorders  *communication and language  *minimally verbal  *parent training  *preschool  *speech-generating device Index. décimale : PER Périodiques Résumé : This study reports the results of a randomized trial for preverbal preschoolers with autism that demonstrates the effects of multiple intervention strategies including caregiver training. About 50% of children with autism are not talking by age 3 and up to 30% of children with autism will remain minimally verbal past age 5. Interventions delivered by clinicians and caregivers have the greatest effects on spoken language and may reduce the rate of those who remain minimally verbal. Sixty-eight children ages 3-5 with autism and their caregivers participated in this randomized trial comparing the communication intervention to a comparison group. A brief, multi-component, communication intervention (including a speech-generating device) for children with autism that addresses core deficits may be effective in improving joint attention skills immediately following intervention and social communication skills 4?months following intervention. Future research is needed to understand for whom and under what conditions this intervention is most effective. En ligne : http://dx.doi.org/10.1177/1362361320934558 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Multi-component communication intervention for children with autism: A randomized controlled trial [Texte imprimé et/ou numérique] / Lauren H. HAMPTON, Auteur ; Ann P. KAISER, Auteur ; Elizabeth A. FULLER, Auteur . - p.2104-2116. Langues : Anglais (eng) in Autism > 24-8 (November 2020) . - p.2104-2116 Mots-clés : *autism spectrum disorders  *communication and language  *minimally verbal  *parent training  *preschool  *speech-generating device Index. décimale : PER Périodiques Résumé : This study reports the results of a randomized trial for preverbal preschoolers with autism that demonstrates the effects of multiple intervention strategies including caregiver training. About 50% of children with autism are not talking by age 3 and up to 30% of children with autism will remain minimally verbal past age 5. Interventions delivered by clinicians and caregivers have the greatest effects on spoken language and may reduce the rate of those who remain minimally verbal. Sixty-eight children ages 3-5 with autism and their caregivers participated in this randomized trial comparing the communication intervention to a comparison group. A brief, multi-component, communication intervention (including a speech-generating device) for children with autism that addresses core deficits may be effective in improving joint attention skills immediately following intervention and social communication skills 4?months following intervention. Future research is needed to understand for whom and under what conditions this intervention is most effective. En ligne : http://dx.doi.org/10.1177/1362361320934558 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Training Culturally Diverse Caregivers to Decrease Their Child?s Challenging Behaviors: A Systematic Review and Meta-analysis / Fabiola VARGAS LONDONO in Journal of Autism and Developmental Disorders, 53-7 (July 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2613-2635 Titre : Training Culturally Diverse Caregivers to Decrease Their Child?s Challenging Behaviors: A Systematic Review and Meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Fabiola VARGAS LONDONO, Auteur ; Nataly LIM, Auteur ; Monique R. BARNETT, Auteur ; Lauren H. HAMPTON, Auteur ; Terry S. FALCOMATA, Auteur Article en page(s) : p.2613-2635 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parents are the primary source of support for their children and can become principal interventionists for preventing and treating their child?s challenging behavior. Yet, providing adequate and adapted training for culturally diverse families can be difficult due to the increase of international migration and the diversity of languages spoken worldwide. This systematic review and meta-analysis evaluated 13 studies that implemented training for caregivers with limited proficiency in the majority language. Overall, the results suggested a moderate-small treatment effects on positive and negative parenting practices. The results also indicated moderate-small treatment effects on challenging behaviors exhibited by both individuals with developmental disabilities and typically developmental. Findings are discussed in terms of strategies used and recommendations for future research and practice. En ligne : https://doi.org/10.1007/s10803-022-05564-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 [article] Training Culturally Diverse Caregivers to Decrease Their Child?s Challenging Behaviors: A Systematic Review and Meta-analysis [Texte imprimé et/ou numérique] / Fabiola VARGAS LONDONO, Auteur ; Nataly LIM, Auteur ; Monique R. BARNETT, Auteur ; Lauren H. HAMPTON, Auteur ; Terry S. FALCOMATA, Auteur . - p.2613-2635. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2613-2635 Index. décimale : PER Périodiques Résumé : Parents are the primary source of support for their children and can become principal interventionists for preventing and treating their child?s challenging behavior. Yet, providing adequate and adapted training for culturally diverse families can be difficult due to the increase of international migration and the diversity of languages spoken worldwide. This systematic review and meta-analysis evaluated 13 studies that implemented training for caregivers with limited proficiency in the majority language. Overall, the results suggested a moderate-small treatment effects on positive and negative parenting practices. The results also indicated moderate-small treatment effects on challenging behaviors exhibited by both individuals with developmental disabilities and typically developmental. Findings are discussed in terms of strategies used and recommendations for future research and practice. En ligne : https://doi.org/10.1007/s10803-022-05564-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507

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