Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success / Heather J. NUSKE in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.306-325 Titre : Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success Type de document : texte imprimé Auteurs : Heather J. NUSKE, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Briana BRONSTEIN, Auteur ; Lindsay HAUPTMAN, Auteur ; Courtney A. APONTE, Auteur ; Lynne LEVATO, Auteur ; Aubyn STAHMER, Auteur ; David S. MANDELL, Auteur ; Peter C. MUNDY, Auteur ; Connie KASARI, Auteur ; Tristram SMITH, Auteur Article en page(s) : p.306-325 Langues : Anglais (eng) Mots-clés : anxiety  autism spectrum disorders  home-school communication  inter-school coordination  interventions-psychosocial/behavioral  language barriers  parental advocacy  school resources  school transition  transition planning Index. décimale : PER Périodiques Résumé : Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home. En ligne : http://dx.doi.org/10.1177/1362361318754529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success [texte imprimé] / Heather J. NUSKE, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Briana BRONSTEIN, Auteur ; Lindsay HAUPTMAN, Auteur ; Courtney A. APONTE, Auteur ; Lynne LEVATO, Auteur ; Aubyn STAHMER, Auteur ; David S. MANDELL, Auteur ; Peter C. MUNDY, Auteur ; Connie KASARI, Auteur ; Tristram SMITH, Auteur . - p.306-325. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.306-325 Mots-clés : anxiety  autism spectrum disorders  home-school communication  inter-school coordination  interventions-psychosocial/behavioral  language barriers  parental advocacy  school resources  school transition  transition planning Index. décimale : PER Périodiques Résumé : Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home. En ligne : http://dx.doi.org/10.1177/1362361318754529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum / Heather J. NUSKE in Journal of Autism and Developmental Disorders, 55-9 (September 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3100-3117 Titre : Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum Type de document : texte imprimé Auteurs : Heather J. NUSKE, Auteur ; Tristram SMITH, Auteur ; Lynne LEVATO, Auteur ; Briana BRONSTEIN, Auteur ; Nicole SPARAPANI, Auteur ; Consuelo GARCIA, Auteur ; Fernanda CASTELLON, Auteur ; Hyon Soo LEE, Auteur ; Sarah F. VEJNOSKA, Auteur ; Samantha HOCHHEIMER, Auteur ; Amber R. FITZGERALD, Auteur ; Jenny C. CHIAPPE, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur ; Jennica LI, Auteur ; Wendy SHIH, Auteur ; Ashlee BROWN, Auteur ; Michelle CULLEN, Auteur ; Lisa M. HUND, Auteur ; Aubyn C. STAHMER, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur Article en page(s) : p.3100-3117 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed Building Better Bridges (BBB), a caregiver coaching intervention that includes training on effective school communication, educational rights, advocacy, and child preparation strategies. We compared BBB (n = 83) to a module/resources-only comparison (n = 87) in a four-site randomized controlled trial in racially and ethnically diverse, under-resourced communities. In our intent-to-treat analysis, caregivers and teachers in BBB rated students' transitions to the new classroom as more positive, relative to the comparison group. Results suggest this low-cost intervention can improve the transition process for families and students at high risk of poor transitions. En ligne : https://doi.org/10.1007/s10803-024-06285-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum [texte imprimé] / Heather J. NUSKE, Auteur ; Tristram SMITH, Auteur ; Lynne LEVATO, Auteur ; Briana BRONSTEIN, Auteur ; Nicole SPARAPANI, Auteur ; Consuelo GARCIA, Auteur ; Fernanda CASTELLON, Auteur ; Hyon Soo LEE, Auteur ; Sarah F. VEJNOSKA, Auteur ; Samantha HOCHHEIMER, Auteur ; Amber R. FITZGERALD, Auteur ; Jenny C. CHIAPPE, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur ; Jennica LI, Auteur ; Wendy SHIH, Auteur ; Ashlee BROWN, Auteur ; Michelle CULLEN, Auteur ; Lisa M. HUND, Auteur ; Aubyn C. STAHMER, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur . - p.3100-3117. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3100-3117 Index. décimale : PER Périodiques Résumé : New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed Building Better Bridges (BBB), a caregiver coaching intervention that includes training on effective school communication, educational rights, advocacy, and child preparation strategies. We compared BBB (n = 83) to a module/resources-only comparison (n = 87) in a four-site randomized controlled trial in racially and ethnically diverse, under-resourced communities. In our intent-to-treat analysis, caregivers and teachers in BBB rated students' transitions to the new classroom as more positive, relative to the comparison group. Results suggest this low-cost intervention can improve the transition process for families and students at high risk of poor transitions. En ligne : https://doi.org/10.1007/s10803-024-06285-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Comparative effectiveness trial: Modular behavior approach for young autistic children compared to comprehensive behavioral intervention / Cynthia ANDERSON in Autism Research, 17-11 (November 2024)  

Public ISBD [article]  inAutism Research > 17-11 (November 2024) . - p.2430-2446 Titre : Comparative effectiveness trial: Modular behavior approach for young autistic children compared to comprehensive behavioral intervention Type de document : texte imprimé Auteurs : Cynthia ANDERSON, Auteur ; Samantha HOCHHEIMER, Auteur ; Zachary WARREN, Auteur ; Eric BUTTER, Auteur ; Susan L. HYMAN, Auteur ; Hongyue WANG, Auteur ; Lisa WALLACE, Auteur ; Lynne LEVATO, Auteur ; Ryan MARTIN, Auteur ; Kevin G. STEPHENSON, Auteur ; Megan NORRIS, Auteur ; Wynn JACQUELINE, Auteur ; Tristram SMITH, Auteur ; Cynthia JOHNSON, Auteur Article en page(s) : p.2430-2446 Langues : Anglais (eng) Mots-clés : applied behavior analysis  autism  behavioral intervention  comprehensive behavior intervention (CBI)  discrete trial training (DTT)  early intensive Behavioral intervention (EIBI)  naturalistic developmental Behavioral interventions (NDBIs)  noninferiority design  randomized clinical trial (RCT) Index. décimale : PER Périodiques Résumé : Abstract This 24-week single-blind trial tested a modular approach for young autistic children (MAYAC) that was delivered for fewer hours per week and modified based on child progress and parental input compared to comprehensive behavioral intervention treatment as usual (CBI, TAU). Participants were autistic children, ages 18 60 months of age. MAYAC was initially 5 h of intervention per week, one of which was parent training and the other four direct therapy focusing on social communication and engagement, but additional modules could be added for up to 10 h per week. Comprehensive behavior intervention was delivered for 15 h per week. Outcome measures included the Vineland Adaptive Behavior Scales; VABS, the Ohio Autism Clinical Improvement Scale ? Autism Severity; OACIS ? AS and the Pervasive Developmental Disorder Behavior Inventory ? Parent; PDDBI-P. Implementation and parent satisfaction measures were also collected. Fifty-six children, mean age of 34 months, were randomized. Within-group analysis revealed significant improvements from baseline to week 24 for both MAYAC (p?< 0.0001) and CBI, TAU (p?< 0.0001) on the VABS. The noninferiority test was performed to test between group differences and MAYAC was not inferior to CBI, TAU on the VABS (p 0.0144). On the OACIS ? AS, 48.0% of MAYAC and 45.5% of CBI were treatment responders there were no significant changes on the PDDBI-P, for either group. Treatment fidelity was high for both groups (>95%) as was parent satisfaction. Findings from this small trial are promising and suggest MAYAC may be an alternative for some young autistic children and their families to CBI, TAU. En ligne : https://doi.org/10.1002/aur.3240 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542 [article] Comparative effectiveness trial: Modular behavior approach for young autistic children compared to comprehensive behavioral intervention [texte imprimé] / Cynthia ANDERSON, Auteur ; Samantha HOCHHEIMER, Auteur ; Zachary WARREN, Auteur ; Eric BUTTER, Auteur ; Susan L. HYMAN, Auteur ; Hongyue WANG, Auteur ; Lisa WALLACE, Auteur ; Lynne LEVATO, Auteur ; Ryan MARTIN, Auteur ; Kevin G. STEPHENSON, Auteur ; Megan NORRIS, Auteur ; Wynn JACQUELINE, Auteur ; Tristram SMITH, Auteur ; Cynthia JOHNSON, Auteur . - p.2430-2446. Langues : Anglais (eng) in Autism Research > 17-11 (November 2024) . - p.2430-2446 Mots-clés : applied behavior analysis  autism  behavioral intervention  comprehensive behavior intervention (CBI)  discrete trial training (DTT)  early intensive Behavioral intervention (EIBI)  naturalistic developmental Behavioral interventions (NDBIs)  noninferiority design  randomized clinical trial (RCT) Index. décimale : PER Périodiques Résumé : Abstract This 24-week single-blind trial tested a modular approach for young autistic children (MAYAC) that was delivered for fewer hours per week and modified based on child progress and parental input compared to comprehensive behavioral intervention treatment as usual (CBI, TAU). Participants were autistic children, ages 18 60 months of age. MAYAC was initially 5 h of intervention per week, one of which was parent training and the other four direct therapy focusing on social communication and engagement, but additional modules could be added for up to 10 h per week. Comprehensive behavior intervention was delivered for 15 h per week. Outcome measures included the Vineland Adaptive Behavior Scales; VABS, the Ohio Autism Clinical Improvement Scale ? Autism Severity; OACIS ? AS and the Pervasive Developmental Disorder Behavior Inventory ? Parent; PDDBI-P. Implementation and parent satisfaction measures were also collected. Fifty-six children, mean age of 34 months, were randomized. Within-group analysis revealed significant improvements from baseline to week 24 for both MAYAC (p?< 0.0001) and CBI, TAU (p?< 0.0001) on the VABS. The noninferiority test was performed to test between group differences and MAYAC was not inferior to CBI, TAU on the VABS (p 0.0144). On the OACIS ? AS, 48.0% of MAYAC and 45.5% of CBI were treatment responders there were no significant changes on the PDDBI-P, for either group. Treatment fidelity was high for both groups (>95%) as was parent satisfaction. Findings from this small trial are promising and suggest MAYAC may be an alternative for some young autistic children and their families to CBI, TAU. En ligne : https://doi.org/10.1002/aur.3240 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542

Meaningful Determinants of Early Response: Predicting and Characterizing Behavioral Changes for Minimally Verbal Autistic Children / Jonathan PANGANIBAN in Autism Research, 18-12 (December 2025)  

Public ISBD [article]  inAutism Research > 18-12 (December 2025) . - p.2499-2507 Titre : Meaningful Determinants of Early Response: Predicting and Characterizing Behavioral Changes for Minimally Verbal Autistic Children Type de document : texte imprimé Auteurs : Jonathan PANGANIBAN, Auteur ; Wendy SHIH, Auteur ; Lynne LEVATO, Auteur ; Stephanie SHIRE, Auteur ; Connie KASARI, Auteur ; The A.I.M. – A.S.D. Team,, Auteur Article en page(s) : p.2499-2507 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : ABSTRACT Autism encompasses a wide range of developmental abilities. Notably, nearly 30% of children fail to achieve phrase speech by kindergarten, even when provided with years of early interventions or participation in rigorously conducted clinical trials. Our understanding of why these challenges persist is limited by an underrepresentation of minimally verbal (MV) children in autism research. Consequently, our understanding of benefits from early intervention is limited. There is promising evidence that minimally verbal autistic children may benefit from an adaptive approach that can address their dynamic needs. Adaptive interventions give service providers the ability to adjust strategies and approaches to match the needs of an individual. A critical component of an adaptive intervention approach is the ability to assess response to the intervention in order to make a decision on the best course of action. Previous work in identifying response to intervention has identified key predictors such as IQ, age, and expressive language ability. However, it may be helpful to examine core developmental skills as important variables driving decisions in adaptive intervention approaches. The current study aims to explore how core developmental skills of MV autistic children are related to early response in the first phase of an adaptive intervention. Our secondary aim examines the skills that are changing among MV children identified as fast responders. This is a secondary data analysis of 194 MV autistic children (M?=?72.42?months old, SD?=?15.14?months) that were recruited to receive an adaptive intervention. The children were assessed for their development in social communication, play, expressive language, and cognition prior to receiving the adaptive intervention, and again after 6?weeks of intervention. At the 6-week mark, children were also assessed for their response to the intervention using a Clinical Global Impression Scale (CGI), which identified children as fast or slow responders to the intervention. Logistic regressions examined the association between core developmental skills and early response to initial intervention while controlling for site differences, age, and gender. Child-initiated joint attention (Z?=?2.15, p?=?0.031) predicted fast response to intervention. Higher play mastery level and more play diversity at baseline also significantly predicted fast response (Z?=?2.20, p?=?0.03; Z?=?2.01, p?=?0.04). Examination of developmental skills that changed during the initial intervention phase showed requesting skills and responding to joint attention as important determinants. Children with improved requesting skills (Z?=?2.69, p?=?0.007) and response to joint attention (Z?=?2.69, p?=?0.007) had increased odds of being identified as fast responders to the intervention. Identifying important core developmental skills among MV autistic children can play a critical role in the decision-making process of adaptive interventions. Especially helpful for MV children is the ability to identify meaningful skills and changes related to early intervention. Our analyses identified the importance of core developmental skills like joint attention and play as meaningful predictors of fast responders. Furthermore, the skills that made the most change among these fast responders were requesting skills and response to joint attention. En ligne : https://doi.org/10.1002/aur.70123 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Meaningful Determinants of Early Response: Predicting and Characterizing Behavioral Changes for Minimally Verbal Autistic Children [texte imprimé] / Jonathan PANGANIBAN, Auteur ; Wendy SHIH, Auteur ; Lynne LEVATO, Auteur ; Stephanie SHIRE, Auteur ; Connie KASARI, Auteur ; The A.I.M. – A.S.D. Team,, Auteur . - p.2499-2507. Langues : Anglais (eng) in Autism Research > 18-12 (December 2025) . - p.2499-2507 Index. décimale : PER Périodiques Résumé : ABSTRACT Autism encompasses a wide range of developmental abilities. Notably, nearly 30% of children fail to achieve phrase speech by kindergarten, even when provided with years of early interventions or participation in rigorously conducted clinical trials. Our understanding of why these challenges persist is limited by an underrepresentation of minimally verbal (MV) children in autism research. Consequently, our understanding of benefits from early intervention is limited. There is promising evidence that minimally verbal autistic children may benefit from an adaptive approach that can address their dynamic needs. Adaptive interventions give service providers the ability to adjust strategies and approaches to match the needs of an individual. A critical component of an adaptive intervention approach is the ability to assess response to the intervention in order to make a decision on the best course of action. Previous work in identifying response to intervention has identified key predictors such as IQ, age, and expressive language ability. However, it may be helpful to examine core developmental skills as important variables driving decisions in adaptive intervention approaches. The current study aims to explore how core developmental skills of MV autistic children are related to early response in the first phase of an adaptive intervention. Our secondary aim examines the skills that are changing among MV children identified as fast responders. This is a secondary data analysis of 194 MV autistic children (M?=?72.42?months old, SD?=?15.14?months) that were recruited to receive an adaptive intervention. The children were assessed for their development in social communication, play, expressive language, and cognition prior to receiving the adaptive intervention, and again after 6?weeks of intervention. At the 6-week mark, children were also assessed for their response to the intervention using a Clinical Global Impression Scale (CGI), which identified children as fast or slow responders to the intervention. Logistic regressions examined the association between core developmental skills and early response to initial intervention while controlling for site differences, age, and gender. Child-initiated joint attention (Z?=?2.15, p?=?0.031) predicted fast response to intervention. Higher play mastery level and more play diversity at baseline also significantly predicted fast response (Z?=?2.20, p?=?0.03; Z?=?2.01, p?=?0.04). Examination of developmental skills that changed during the initial intervention phase showed requesting skills and responding to joint attention as important determinants. Children with improved requesting skills (Z?=?2.69, p?=?0.007) and response to joint attention (Z?=?2.69, p?=?0.007) had increased odds of being identified as fast responders to the intervention. Identifying important core developmental skills among MV autistic children can play a critical role in the decision-making process of adaptive interventions. Especially helpful for MV children is the ability to identify meaningful skills and changes related to early intervention. Our analyses identified the importance of core developmental skills like joint attention and play as meaningful predictors of fast responders. Furthermore, the skills that made the most change among these fast responders were requesting skills and response to joint attention. En ligne : https://doi.org/10.1002/aur.70123 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Parent Outcomes from a Randomized Controlled Trial Investigating a Modular Behavioral Intervention for Young Autistic Children / Lynne LEVATO in Autism Research, 18-3 (March 2025)  

Public ISBD [article]  inAutism Research > 18-3 (March 2025) . - p.675-683 Titre : Parent Outcomes from a Randomized Controlled Trial Investigating a Modular Behavioral Intervention for Young Autistic Children Type de document : texte imprimé Auteurs : Lynne LEVATO, Auteur ; Samantha HOCHHEIMER, Auteur ; Hongyue WANG, Auteur ; Lisa WALLACE, Auteur ; Susan L. HYMAN, Auteur ; Cynthia ANDERSON, Auteur ; Zachary WARREN, Auteur ; Eric BUTTER, Auteur ; Ryan MARTIN, Auteur ; Evon B. LEE, Auteur ; Tristram SMITH, Auteur ; Cynthia JOHNSON, Auteur Article en page(s) : p.675-683 Langues : Anglais (eng) Mots-clés : applied behavior analysis  autism  behavioral intervention  parent training  parental competence  parental stress  randomized clinical trial (RCT) Index. décimale : PER Périodiques Résumé : ABSTRACT We assessed parent stress and competence outcomes from participation in a randomized controlled trial of a modular behavioral intervention (Modular Approach for Young Autistic Children; MAYAC) compared to a treatment-as-usual comprehensive behavioral intervention (CBI). Throughout their participation, parents of military families were included in their child's treatment (e.g., identifying goals, learning strategies to support their child) and reported on their feelings of stress using the Parenting Stress Index 4, Short Form (PSI-4), as well as their feelings of satisfaction and efficacy as a parent on the Parenting Sense of Competence (PSOC) scale. A linear mixed model evaluated the differences in stress and competence from baseline to each assessment period through follow-up. There were no significant differences between groups in stress or competence ratings; however, there were within-group changes in both treatment arms over the course of the trial. In both groups, parent stress decreased, and competence increased over time, continuing to suggest that behavioral analytic intervention for young children with autism can promote positive parent outcomes. Trial Registration: ClinicalTrial.gov identifier: NCT04078061 En ligne : https://doi.org/10.1002/aur.70013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Parent Outcomes from a Randomized Controlled Trial Investigating a Modular Behavioral Intervention for Young Autistic Children [texte imprimé] / Lynne LEVATO, Auteur ; Samantha HOCHHEIMER, Auteur ; Hongyue WANG, Auteur ; Lisa WALLACE, Auteur ; Susan L. HYMAN, Auteur ; Cynthia ANDERSON, Auteur ; Zachary WARREN, Auteur ; Eric BUTTER, Auteur ; Ryan MARTIN, Auteur ; Evon B. LEE, Auteur ; Tristram SMITH, Auteur ; Cynthia JOHNSON, Auteur . - p.675-683. Langues : Anglais (eng) in Autism Research > 18-3 (March 2025) . - p.675-683 Mots-clés : applied behavior analysis  autism  behavioral intervention  parent training  parental competence  parental stress  randomized clinical trial (RCT) Index. décimale : PER Périodiques Résumé : ABSTRACT We assessed parent stress and competence outcomes from participation in a randomized controlled trial of a modular behavioral intervention (Modular Approach for Young Autistic Children; MAYAC) compared to a treatment-as-usual comprehensive behavioral intervention (CBI). Throughout their participation, parents of military families were included in their child's treatment (e.g., identifying goals, learning strategies to support their child) and reported on their feelings of stress using the Parenting Stress Index 4, Short Form (PSI-4), as well as their feelings of satisfaction and efficacy as a parent on the Parenting Sense of Competence (PSOC) scale. A linear mixed model evaluated the differences in stress and competence from baseline to each assessment period through follow-up. There were no significant differences between groups in stress or competence ratings; however, there were within-group changes in both treatment arms over the course of the trial. In both groups, parent stress decreased, and competence increased over time, continuing to suggest that behavioral analytic intervention for young children with autism can promote positive parent outcomes. Trial Registration: ClinicalTrial.gov identifier: NCT04078061 En ligne : https://doi.org/10.1002/aur.70013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

A pilot investigation of an iOS-based app for toilet training children with autism spectrum disorder / Daniel W. MRUZEK in Autism, 23-2 (February 2019)  

Permalink

Profiles of minimally verbal autistic children: Illuminating the neglected end of the spectrum / Maria PIZZANO in Autism Research, 17-5 (May 2024)  

Permalink

Profiles of minimally verbal autistic children: Illuminating the neglected end of the spectrum / Stephanie SHIRE ; Wendy SHIH ; Lynne LEVATO ; Rebecca LANDA ; Catherine LORD ; Tristram SMITH ; Connie KASARI in Autism Research, 17-6 (June 2024)  

Permalink

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)  

Permalink

Spoken language outcomes in limited language preschoolers with autism and global developmental delay: RCT of early intervention approaches / Connie KASARI in Autism Research, 16-6 (June 2023)  

Permalink

Teaching Parents Behavioral Strategies for Autism Spectrum Disorder (ASD): Effects on Stress, Strain, and Competence / Suzannah IADAROLA in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

Permalink

Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS) / Cynthia M. ANDERSON in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

Permalink

---

1 (1 - 12 / 12) Par page : 25 50 100 200