Accuracy of initial diagnostic impressions of autism in toddlers and behaviors that inform these impressions / Rebecca P. THOMAS in Autism Research, 17-3 (March 2024)  

Public ISBD [article]  inAutism Research > 17-3 (March 2024) . - p.568-583 Titre : Accuracy of initial diagnostic impressions of autism in toddlers and behaviors that inform these impressions Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca P. THOMAS, Auteur ; Ashley DE MARCHENA, Auteur ; Andrea Trubanova WIECKOWSKI, Auteur ; Aubyn STAHMER, Auteur ; Stephanie MILAN, Auteur ; Jeffrey D. BURKE, Auteur ; Marianne L. BARTON, Auteur ; Diana L. ROBINS, Auteur ; Deborah A. FEIN, Auteur Article en page(s) : p.568-583 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Clinicians form initial impressions about a child's diagnosis based on behavioral features, but research has not yet identified specific behaviors to guide initial diagnostic impressions. Participants were toddlers (N = 55, mean age 22.9?months) from a multi-site early detection study, referred for concern for ASD due to screening or parent/provider concern. Within 5?min of meeting a child, clinicians noted ASD or non-ASD impression, confidence in impression, and behaviors that informed their impression. These clinicians also determined final diagnoses for each child. When a child's final diagnosis was ASD (n = 35), senior clinicians formed an initial impression of ASD in 22 cases (63%) but missed 13 cases (37%). When final diagnosis was non-ASD (n = 20), senior clinicians made an initial impression of non-ASD in all cases (100%). Results were similar among junior clinicians. Senior and junior clinicians used the same behaviors to form accurate impressions of ASD and non-ASD: social reciprocity, nonverbal communication, and eye contact. Senior clinicians additionally used focus of attention when forming accurate impressions of ASD and non-ASD; junior clinicians used this behavior only when forming accurate non-ASD impressions. Clinicians' initial impressions of ASD are very likely to be consistent with final diagnoses, but initial impressions of non-ASD need follow-up. Toddlers who show all four atypical behaviors (social reciprocity, nonverbal communication, eye contact, and focus of attention) might receive expedited ASD diagnoses. However, presence of apparently typical behaviors should not rule out ASD; for some children a longer evaluation is necessary to allow for more opportunities to observe subtle social behavior. En ligne : https://doi.org/10.1002/aur.3088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525 [article] Accuracy of initial diagnostic impressions of autism in toddlers and behaviors that inform these impressions [Texte imprimé et/ou numérique] / Rebecca P. THOMAS, Auteur ; Ashley DE MARCHENA, Auteur ; Andrea Trubanova WIECKOWSKI, Auteur ; Aubyn STAHMER, Auteur ; Stephanie MILAN, Auteur ; Jeffrey D. BURKE, Auteur ; Marianne L. BARTON, Auteur ; Diana L. ROBINS, Auteur ; Deborah A. FEIN, Auteur . - p.568-583. Langues : Anglais (eng) in Autism Research > 17-3 (March 2024) . - p.568-583 Index. décimale : PER Périodiques Résumé : Abstract Clinicians form initial impressions about a child's diagnosis based on behavioral features, but research has not yet identified specific behaviors to guide initial diagnostic impressions. Participants were toddlers (N = 55, mean age 22.9?months) from a multi-site early detection study, referred for concern for ASD due to screening or parent/provider concern. Within 5?min of meeting a child, clinicians noted ASD or non-ASD impression, confidence in impression, and behaviors that informed their impression. These clinicians also determined final diagnoses for each child. When a child's final diagnosis was ASD (n = 35), senior clinicians formed an initial impression of ASD in 22 cases (63%) but missed 13 cases (37%). When final diagnosis was non-ASD (n = 20), senior clinicians made an initial impression of non-ASD in all cases (100%). Results were similar among junior clinicians. Senior and junior clinicians used the same behaviors to form accurate impressions of ASD and non-ASD: social reciprocity, nonverbal communication, and eye contact. Senior clinicians additionally used focus of attention when forming accurate impressions of ASD and non-ASD; junior clinicians used this behavior only when forming accurate non-ASD impressions. Clinicians' initial impressions of ASD are very likely to be consistent with final diagnoses, but initial impressions of non-ASD need follow-up. Toddlers who show all four atypical behaviors (social reciprocity, nonverbal communication, eye contact, and focus of attention) might receive expedited ASD diagnoses. However, presence of apparently typical behaviors should not rule out ASD; for some children a longer evaluation is necessary to allow for more opportunities to observe subtle social behavior. En ligne : https://doi.org/10.1002/aur.3088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525

Identifying and measuring the common elements of naturalistic developmental behavioral interventions for autism spectrum disorder: Development of the NDBI-Fi / Kyle M. FROST in Autism, 24-8 (November 2020)  

Public ISBD [article]  inAutism > 24-8 (November 2020) . - p.2285-2297 Titre : Identifying and measuring the common elements of naturalistic developmental behavioral interventions for autism spectrum disorder: Development of the NDBI-Fi Type de document : Texte imprimé et/ou numérique Auteurs : Kyle M. FROST, Auteur ; Jessica BRIAN, Auteur ; Grace W. GENGOUX, Auteur ; Antonio HARDAN, Auteur ; Sarah R. RIETH, Auteur ; Aubyn STAHMER, Auteur ; Brooke R. INGERSOLL, Auteur Année de publication : 2020 Article en page(s) : p.2285-2297 Langues : Anglais (eng) Mots-clés : *autism spectrum disorders  *common elements  *interventions—psychosocial/behavioral  *measure development  conflicts of interest to declare. Author B.I. receives royalties from the sale of  one of the manuals used in the research. Royalties are donated to the research. Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral interventions for young children with autism spectrum disorder share key elements. However, the extent of similarity between programs within this class of evidence-based interventions is unknown. There is also currently no tool that can be used to measure the implementation of their common elements. This article presents a multi-stage process which began with defining all intervention elements of naturalistic developmental behavioral interventions. Next, intervention experts identified the common elements of naturalistic developmental behavioral interventions using a survey. An observational rating scheme of those common elements, the eight-item NDBI-Fi, was developed. We evaluated the quality of the NDBI-Fi using videos from completed trials of caregiver-implemented naturalistic developmental behavioral interventions. Results showed that the NDBI-Fi measure has promise; it was sensitive to change, related to other similar measures, and demonstrated adequate agreement between raters. This unique measure has the potential to advance intervention science in autism spectrum disorder by providing a tool to measure the implementation of common elements across naturalistic developmental behavioral intervention models. Given that naturalistic developmental behavioral interventions have numerous shared strategies, this may ease clinicians' uncertainty about choosing the "right" intervention package. It also suggests that there may not be a need for extensive training in more than one naturalistic developmental behavioral intervention. Future research should determine whether these common elements are part of other treatment approaches to better understand the quality of services children and families receive as part of usual care. En ligne : http://dx.doi.org/10.1177/1362361320944011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Identifying and measuring the common elements of naturalistic developmental behavioral interventions for autism spectrum disorder: Development of the NDBI-Fi [Texte imprimé et/ou numérique] / Kyle M. FROST, Auteur ; Jessica BRIAN, Auteur ; Grace W. GENGOUX, Auteur ; Antonio HARDAN, Auteur ; Sarah R. RIETH, Auteur ; Aubyn STAHMER, Auteur ; Brooke R. INGERSOLL, Auteur . - 2020 . - p.2285-2297. Langues : Anglais (eng) in Autism > 24-8 (November 2020) . - p.2285-2297 Mots-clés : *autism spectrum disorders  *common elements  *interventions—psychosocial/behavioral  *measure development  conflicts of interest to declare. Author B.I. receives royalties from the sale of  one of the manuals used in the research. Royalties are donated to the research. Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral interventions for young children with autism spectrum disorder share key elements. However, the extent of similarity between programs within this class of evidence-based interventions is unknown. There is also currently no tool that can be used to measure the implementation of their common elements. This article presents a multi-stage process which began with defining all intervention elements of naturalistic developmental behavioral interventions. Next, intervention experts identified the common elements of naturalistic developmental behavioral interventions using a survey. An observational rating scheme of those common elements, the eight-item NDBI-Fi, was developed. We evaluated the quality of the NDBI-Fi using videos from completed trials of caregiver-implemented naturalistic developmental behavioral interventions. Results showed that the NDBI-Fi measure has promise; it was sensitive to change, related to other similar measures, and demonstrated adequate agreement between raters. This unique measure has the potential to advance intervention science in autism spectrum disorder by providing a tool to measure the implementation of common elements across naturalistic developmental behavioral intervention models. Given that naturalistic developmental behavioral interventions have numerous shared strategies, this may ease clinicians' uncertainty about choosing the "right" intervention package. It also suggests that there may not be a need for extensive training in more than one naturalistic developmental behavioral intervention. Future research should determine whether these common elements are part of other treatment approaches to better understand the quality of services children and families receive as part of usual care. En ligne : http://dx.doi.org/10.1177/1362361320944011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

Implementing school-based cognitive behavior therapy for anxiety in students with autism or suspected autism via a train-the-trainer approach: Results from a clustered randomized trial / Katherine PICKARD ; Allison T. MEYER ; Lisa HAYUTIN ; Caitlin MIDDLETON ; Nuri M. REYES ; Tanea TANDA ; Aubyn STAHMER ; Audrey BLAKELEY-SMITH ; Richard E. BOLES in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.484?497 Titre : Implementing school-based cognitive behavior therapy for anxiety in students with autism or suspected autism via a train-the-trainer approach: Results from a clustered randomized trial Type de document : Texte imprimé et/ou numérique Auteurs : Katherine PICKARD, Auteur ; Allison T. MEYER, Auteur ; Lisa HAYUTIN, Auteur ; Caitlin MIDDLETON, Auteur ; Nuri M. REYES, Auteur ; Tanea TANDA, Auteur ; Aubyn STAHMER, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Richard E. BOLES, Auteur Article en page(s) : p.484?497 Mots-clés : anxiety  autism spectrum disorders  education services  interventions?psychosocial/behavioral  school-age children Index. décimale : PER Périodiques Résumé : Autistic youth frequently experience interfering anxiety, and schools may be an ideal setting to deliver mental health care. A type 1 hybrid-effectiveness, cluster randomized trial was used to examine the effectiveness of school-based Facing Your Fears compared to usual care. Change in provider cognitive behavior therapy knowledge and treatment fidelity (adherence and provider competence) were also examined. Seventy-seven interdisciplinary school providers across 25 elementary/middle schools were trained via a train-the-trainer approach. Eighty-one students, ages 8?14?years, with autism or suspected autism and anxiety participated. Students who received school-based Facing Your Fears displayed significantly greater reductions in anxiety compared to students in usual care according to caregiver and child report (Screen for Anxiety and Related Emotional Disorders). Significant reductions in total anxiety (p?=?0.012), separation (p?=?0.002), and social anxiety (p?=?0.003) subscales occurred, according to parent report. Student self-report indicated significant reductions on the social anxiety subscales (p?=?0.001). Interdisciplinary school providers demonstrated significantly increased cognitive behavior therapy knowledge following training (p? En ligne : https://dx.doi.org/10.1177/13623613231175951 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Implementing school-based cognitive behavior therapy for anxiety in students with autism or suspected autism via a train-the-trainer approach: Results from a clustered randomized trial [Texte imprimé et/ou numérique] / Katherine PICKARD, Auteur ; Allison T. MEYER, Auteur ; Lisa HAYUTIN, Auteur ; Caitlin MIDDLETON, Auteur ; Nuri M. REYES, Auteur ; Tanea TANDA, Auteur ; Aubyn STAHMER, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Richard E. BOLES, Auteur . - p.484?497. in Autism > 28-2 (February 2024) . - p.484?497 Mots-clés : anxiety  autism spectrum disorders  education services  interventions?psychosocial/behavioral  school-age children Index. décimale : PER Périodiques Résumé : Autistic youth frequently experience interfering anxiety, and schools may be an ideal setting to deliver mental health care. A type 1 hybrid-effectiveness, cluster randomized trial was used to examine the effectiveness of school-based Facing Your Fears compared to usual care. Change in provider cognitive behavior therapy knowledge and treatment fidelity (adherence and provider competence) were also examined. Seventy-seven interdisciplinary school providers across 25 elementary/middle schools were trained via a train-the-trainer approach. Eighty-one students, ages 8?14?years, with autism or suspected autism and anxiety participated. Students who received school-based Facing Your Fears displayed significantly greater reductions in anxiety compared to students in usual care according to caregiver and child report (Screen for Anxiety and Related Emotional Disorders). Significant reductions in total anxiety (p?=?0.012), separation (p?=?0.002), and social anxiety (p?=?0.003) subscales occurred, according to parent report. Student self-report indicated significant reductions on the social anxiety subscales (p?=?0.001). Interdisciplinary school providers demonstrated significantly increased cognitive behavior therapy knowledge following training (p? En ligne : https://dx.doi.org/10.1177/13623613231175951 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Publishing standards for promoting excellence in autism research / Sue FLETCHER-WATSON in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1501-1504 Titre : Publishing standards for promoting excellence in autism research Type de document : Texte imprimé et/ou numérique Auteurs : Sue FLETCHER-WATSON, Auteur ; Sven BÖLTE, Auteur ; Catherine J. CROMPTON, Auteur ; Desi JONES, Auteur ; Meng-Chuan LAI, Auteur ; William MANDY, Auteur ; Liz PELLICANO, Auteur ; Aubyn STAHMER, Auteur ; Julie LOUNDS TAYLOR, Auteur ; David MANDELL, Auteur Article en page(s) : p.1501-1504 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  Publishing  Quality Improvement Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211019830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Publishing standards for promoting excellence in autism research [Texte imprimé et/ou numérique] / Sue FLETCHER-WATSON, Auteur ; Sven BÖLTE, Auteur ; Catherine J. CROMPTON, Auteur ; Desi JONES, Auteur ; Meng-Chuan LAI, Auteur ; William MANDY, Auteur ; Liz PELLICANO, Auteur ; Aubyn STAHMER, Auteur ; Julie LOUNDS TAYLOR, Auteur ; David MANDELL, Auteur . - p.1501-1504. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1501-1504 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  Publishing  Quality Improvement Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211019830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

A response to and caution of "Language is a critical mediator of autistic experiences within the criminal justice system" / Lindsay SHEA in Autism Research, 17-3 (March 2024)  

Public ISBD [article]  inAutism Research > 17-3 (March 2024) . - p.450-451 Titre : A response to and caution of "Language is a critical mediator of autistic experiences within the criminal justice system" Type de document : Texte imprimé et/ou numérique Auteurs : Lindsay SHEA, Auteur ; Dylan COOPER, Auteur ; Amy Blank WILSON, Auteur ; Jordan HYATT, Auteur ; Dianah MSIPA, Auteur ; Björn HOFVANDER, Auteur ; Svein ØVERLAND, Auteur ; Wainesten Carmago DA SILVA, Auteur ; Melanie MOGAVERO, Auteur ; Derek GREEN, Auteur ; Nina WALL, Auteur ; Matthew LERNER, Auteur ; Aubyn STAHMER, Auteur ; Kathy HOOVEN, Auteur ; Juan BORNMAN, Auteur ; Khylil ROBINSON, Auteur ; John BURKE, Auteur Article en page(s) : p.450-451 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1002/aur.3111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525 [article] A response to and caution of "Language is a critical mediator of autistic experiences within the criminal justice system" [Texte imprimé et/ou numérique] / Lindsay SHEA, Auteur ; Dylan COOPER, Auteur ; Amy Blank WILSON, Auteur ; Jordan HYATT, Auteur ; Dianah MSIPA, Auteur ; Björn HOFVANDER, Auteur ; Svein ØVERLAND, Auteur ; Wainesten Carmago DA SILVA, Auteur ; Melanie MOGAVERO, Auteur ; Derek GREEN, Auteur ; Nina WALL, Auteur ; Matthew LERNER, Auteur ; Aubyn STAHMER, Auteur ; Kathy HOOVEN, Auteur ; Juan BORNMAN, Auteur ; Khylil ROBINSON, Auteur ; John BURKE, Auteur . - p.450-451. Langues : Anglais (eng) in Autism Research > 17-3 (March 2024) . - p.450-451 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1002/aur.3111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525

Sex differences in early autism screening using the Modified Checklist for Autism in Toddlers, Revised, with Follow-Up (M-CHAT-R/F) / Sherief Y ELDEEB in Autism, 27-7 (October 2023)  

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Social network support is associated with teacher?s perceptions of transition planning for their autistic students / Amanda DIMACHKIE NUNNALLY in Research in Autism Spectrum Disorders, 113 (May 2024)  

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