Bridging Evidence and Practice: A Community-Engaged Adaptation of Cognitive Behavioral Therapy for Autistic Youth With Anxiety Receiving Services in Community-Based Organizations / Jessica E. TSCHIDA in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2904-2923 Titre : Bridging Evidence and Practice: A Community-Engaged Adaptation of Cognitive Behavioral Therapy for Autistic Youth With Anxiety Receiving Services in Community-Based Organizations Type de document : texte imprimé Auteurs : Jessica E. TSCHIDA, Auteur ; Leanne MOORE, Auteur ; Amy C. POWELL, Auteur ; Kirsten WILLAR, Auteur ; Jyothika KALATTURU, Auteur ; Aria KINGSTROM, Auteur ; Izza PEERAN, Auteur ; Amy DRAHOTA, Auteur Article en page(s) : p.2904-2923 Langues : Anglais (eng) Mots-clés : autistic disorder  anxiety  mental health  evidence-based practice  professional practice gaps  adaptation Index. décimale : PER Périodiques Résumé : Differences between research and community care settings contribute to a research-to-practice gap. Engaging community partners in intervention adaptation may better align mental health evidence-based practices (MH-EBPs) with community-based settings and intervention recipients. This study utilized a community-engaged intervention adaptation method (i.e., Adapted Method for Program Adaptation through Community Engagement [AM-PACE]) to develop a community-adapted version of Behavioral Interventions for Anxiety in Children with Autism (BIACA). A Community Advisory Board provided ongoing input about study procedures and results. A mixed methods design was used to obtain community members’ ratings of implementation outcomes and perspectives regarding facilitators, barriers, and possible improvements. Thereafter, a sample of community providers (n = 188) comparatively evaluated the original BIACA and community-adapted BIACA. Community-based data were collected in the United States from July 2024 to August 2025. Adaptations to BIACA suggested by the community included three domains: content, delivery, and training/evaluation. Comparative analyses found community providers rated the community-adapted BIACA as more acceptable and appropriate and reported higher intent to use compared to the original BIACA (p’s < .05, d’s > .17). Adaptations identified through community engagement may enhance the potential for MH-EBPs, such as BIACA, to be implemented in community-based settings.Lay Abstract Anxiety is common among autistic children and can interfere with daily life, school, and relationships. Cognitive behavioral therapy (CBT) is an effective therapy for anxiety, and there are well-established CBT programs designed specifically for autistic youth. However, programs that work well in research settings do not always fit easily into real-world community organizations, such as community mental health centers and outpatient clinics. One reason for this is that autistic youth and adults, caregivers, and community providers are not always involved in shaping how these programs are developed. This study focused on adapting an existing anxiety therapy program for autistic children—Behavioral Interventions for Anxiety in Children with Autism (BIACA)—so that it better fits with the characteristics of community-based settings. The research team used a community-engaged approach, which means that community members were actively involved in reviewing the program and suggesting changes. A Community Advisory Board made up of community members provided guidance throughout the study. In addition, nearly 200 community-based mental health providers reviewed both the original version of BIACA and the adapted version without knowing which was which. We collected community-based data in the United States between July 2024 and August 2025. Community members suggested changes to the therapy’s content, how it is delivered, and how providers are trained and supported to use it. When providers compared the original version of the therapy and the version incorporating the community-suggested changes, they rated the community-adapted version as more acceptable, more appropriate, and more likely to be used in practice. Overall, this study shows that involving community partners to adapt mental health therapies may lead to therapies that providers are more willing and able to use. Community engagement may be a key step in helping effective anxiety therapies reach more autistic youth in everyday care settings. En ligne : https://dx.doi.org/10.1177/13623613261484649 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Bridging Evidence and Practice: A Community-Engaged Adaptation of Cognitive Behavioral Therapy for Autistic Youth With Anxiety Receiving Services in Community-Based Organizations [texte imprimé] / Jessica E. TSCHIDA, Auteur ; Leanne MOORE, Auteur ; Amy C. POWELL, Auteur ; Kirsten WILLAR, Auteur ; Jyothika KALATTURU, Auteur ; Aria KINGSTROM, Auteur ; Izza PEERAN, Auteur ; Amy DRAHOTA, Auteur . - p.2904-2923. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2904-2923 Mots-clés : autistic disorder  anxiety  mental health  evidence-based practice  professional practice gaps  adaptation Index. décimale : PER Périodiques Résumé : Differences between research and community care settings contribute to a research-to-practice gap. Engaging community partners in intervention adaptation may better align mental health evidence-based practices (MH-EBPs) with community-based settings and intervention recipients. This study utilized a community-engaged intervention adaptation method (i.e., Adapted Method for Program Adaptation through Community Engagement [AM-PACE]) to develop a community-adapted version of Behavioral Interventions for Anxiety in Children with Autism (BIACA). A Community Advisory Board provided ongoing input about study procedures and results. A mixed methods design was used to obtain community members’ ratings of implementation outcomes and perspectives regarding facilitators, barriers, and possible improvements. Thereafter, a sample of community providers (n = 188) comparatively evaluated the original BIACA and community-adapted BIACA. Community-based data were collected in the United States from July 2024 to August 2025. Adaptations to BIACA suggested by the community included three domains: content, delivery, and training/evaluation. Comparative analyses found community providers rated the community-adapted BIACA as more acceptable and appropriate and reported higher intent to use compared to the original BIACA (p’s < .05, d’s > .17). Adaptations identified through community engagement may enhance the potential for MH-EBPs, such as BIACA, to be implemented in community-based settings.Lay Abstract Anxiety is common among autistic children and can interfere with daily life, school, and relationships. Cognitive behavioral therapy (CBT) is an effective therapy for anxiety, and there are well-established CBT programs designed specifically for autistic youth. However, programs that work well in research settings do not always fit easily into real-world community organizations, such as community mental health centers and outpatient clinics. One reason for this is that autistic youth and adults, caregivers, and community providers are not always involved in shaping how these programs are developed. This study focused on adapting an existing anxiety therapy program for autistic children—Behavioral Interventions for Anxiety in Children with Autism (BIACA)—so that it better fits with the characteristics of community-based settings. The research team used a community-engaged approach, which means that community members were actively involved in reviewing the program and suggesting changes. A Community Advisory Board made up of community members provided guidance throughout the study. In addition, nearly 200 community-based mental health providers reviewed both the original version of BIACA and the adapted version without knowing which was which. We collected community-based data in the United States between July 2024 and August 2025. Community members suggested changes to the therapy’s content, how it is delivered, and how providers are trained and supported to use it. When providers compared the original version of the therapy and the version incorporating the community-suggested changes, they rated the community-adapted version as more acceptable, more appropriate, and more likely to be used in practice. Overall, this study shows that involving community partners to adapt mental health therapies may lead to therapies that providers are more willing and able to use. Community engagement may be a key step in helping effective anxiety therapies reach more autistic youth in everyday care settings. En ligne : https://dx.doi.org/10.1177/13623613261484649 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Caregiver perspectives on interventions for behavior challenges in autistic children / Jessica E. TSCHIDA in Research in Autism Spectrum Disorders, 81 (March 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 81 (March 2021) . - 101714 Titre : Caregiver perspectives on interventions for behavior challenges in autistic children Type de document : texte imprimé Auteurs : Jessica E. TSCHIDA, Auteur ; Brenna B. MADDOX, Auteur ; Jennifer R. BERTOLLO, Auteur ; Emily S. KUSCHNER, Auteur ; Judith S. MILLER, Auteur ; Thomas H. OLLENDICK, Auteur ; Ross W. GREENE, Auteur ; Benjamin E. YERYS, Auteur Article en page(s) : 101714 Langues : Anglais (eng) Mots-clés : Aggression  Autism  Intervention  Parent  School-age Index. décimale : PER Périodiques Résumé : Background Children with an autism spectrum disorder (ASD) diagnosis have high rates of behaviors such as aggression, oppositional behaviors, and tantrums. Despite effectiveness of interventions for these behavior challenges in a considerable number of autistic children, there is little information on stakeholder perspectives about available interventions. The present study preliminarily characterized caregiver perspectives on intervention for behavior challenges in school-age autistic children. Method 321 caregivers of autistic children completed a survey about interventions used to address behavior challenges. Kruskal-Wallis rank-sum tests and subsequent pairwise comparisons using a Wilcoxon rank-sum test with False-Discovery Rate-adjusted p-values (q<0.05) were conducted for caregiver ratings of interventions. Thematic analysis was conducted for caregivers’ open-ended suggestions for improving interventions. Results Caregivers indicated limited approval of attempted interventions. For children with an IQ ≥ 70, the omnibus test was significant for caregiver ratings of intervention helpfulness (χ2(8) = 38.707, q<0.001, ε2 = 0.017) with medications and Collaborative & Proactive Solutions (CPS; Greene, 2010) therapy rated highest, and was significant for caregiver ratings of amount of improvement maintained over time (χ2(8) = 46.013, q<0.001, ε2 = 0.020) with medications, CPS, applied behavioral analysis (ABA), and “other interventions” rated highest. For children with an IQ < 70, pairwise tests revealed no significant differences. Caregivers suggested improvements at the systems, provider, caregiver/family, and child/intervention levels. Conclusions Caregivers’ limited approval of interventions used to address behavior challenges suggests the need for improved intervention options. While medications and ABA are standard-of-care interventions, CPS may be a caregiver-preferred and efficacious option that is underutilized among autistic children with an IQ ≥ 70. En ligne : https://doi.org/10.1016/j.rasd.2020.101714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Caregiver perspectives on interventions for behavior challenges in autistic children [texte imprimé] / Jessica E. TSCHIDA, Auteur ; Brenna B. MADDOX, Auteur ; Jennifer R. BERTOLLO, Auteur ; Emily S. KUSCHNER, Auteur ; Judith S. MILLER, Auteur ; Thomas H. OLLENDICK, Auteur ; Ross W. GREENE, Auteur ; Benjamin E. YERYS, Auteur . - 101714. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 81 (March 2021) . - 101714 Mots-clés : Aggression  Autism  Intervention  Parent  School-age Index. décimale : PER Périodiques Résumé : Background Children with an autism spectrum disorder (ASD) diagnosis have high rates of behaviors such as aggression, oppositional behaviors, and tantrums. Despite effectiveness of interventions for these behavior challenges in a considerable number of autistic children, there is little information on stakeholder perspectives about available interventions. The present study preliminarily characterized caregiver perspectives on intervention for behavior challenges in school-age autistic children. Method 321 caregivers of autistic children completed a survey about interventions used to address behavior challenges. Kruskal-Wallis rank-sum tests and subsequent pairwise comparisons using a Wilcoxon rank-sum test with False-Discovery Rate-adjusted p-values (q<0.05) were conducted for caregiver ratings of interventions. Thematic analysis was conducted for caregivers’ open-ended suggestions for improving interventions. Results Caregivers indicated limited approval of attempted interventions. For children with an IQ ≥ 70, the omnibus test was significant for caregiver ratings of intervention helpfulness (χ2(8) = 38.707, q<0.001, ε2 = 0.017) with medications and Collaborative & Proactive Solutions (CPS; Greene, 2010) therapy rated highest, and was significant for caregiver ratings of amount of improvement maintained over time (χ2(8) = 46.013, q<0.001, ε2 = 0.020) with medications, CPS, applied behavioral analysis (ABA), and “other interventions” rated highest. For children with an IQ < 70, pairwise tests revealed no significant differences. Caregivers suggested improvements at the systems, provider, caregiver/family, and child/intervention levels. Conclusions Caregivers’ limited approval of interventions used to address behavior challenges suggests the need for improved intervention options. While medications and ABA are standard-of-care interventions, CPS may be a caregiver-preferred and efficacious option that is underutilized among autistic children with an IQ ≥ 70. En ligne : https://doi.org/10.1016/j.rasd.2020.101714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Examining the use of implementation science in autism intervention research: A scoping review / James D. LEE in Autism, 29-12 (December 2025)  

Public ISBD [article]  inAutism > 29-12 (December 2025) . - p.2911-2926 Titre : Examining the use of implementation science in autism intervention research: A scoping review Type de document : texte imprimé Auteurs : James D. LEE, Auteur ; Adriana Kaori TEROL, Auteur ; Jessica E. TSCHIDA, Auteur ; Anamiguel POMALES-RAMOS, Auteur ; Scott MCEATHRON, Auteur ; Anna WALLISCH, Auteur ; Brian A. BOYD, Auteur Article en page(s) : p.2911-2926 Langues : Anglais (eng) Mots-clés : autism intervention  framework  implementation science  outcomes  strategies Index. décimale : PER Périodiques Résumé : Although the field of autism intervention has strived to identify evidence-based practices, translating these interventions into real-world settings remains a significant challenge. This gap particularly impacts marginalized communities, where access to and quality of services are often inferior. Implementation science addresses these gaps by promoting the adoption and integration of evidence-based practices in community-based settings, thereby helping reduce disparities. While various frameworks and strategies have emerged to guide the successful implementation of autism evidence-based practices, the application of implementation science within autism intervention research remains underexplored. To address this gap, we conducted this scoping review that included 13 studies to examine how implementation science is applied in autism intervention research delivered in community-based settings. Specifically, we aimed to (1) describe the characteristics of implementation-focused studies (e.g. study design, participant types, intervention contexts); (2) examine how implementation frameworks, strategies, and outcomes were used to guide and evaluate intervention efforts; and (3) analyze how studies align with phases of the autism-specific implementation framework developed by Boyd et al. (Autism). Most studies were conducted in school settings. Fidelity was the most frequently assessed implementation outcome, while acceptability, adoption, and appropriateness were also commonly measured. Nearly all studies focused on early-phase implementation (e.g. exploration, initial implementation), with limited attention to sustainment or scale-up. The findings offer a starting point for future research to better implement autism evidence-based practices in community settings.Lay Abstract This study looks at ways to improve how autism support programs are used in everyday community settings like schools and clinics. These programs are approaches that research has shown can help autistic individuals develop important skills, such as communication, social interaction, and managing behavior. Many of these are psychosocial programs, which means they focus on emotional, social, and behavioral support rather than medication or medical treatment. However, there is a challenge in implementing these interventions in real-world settings, especially in marginalized communities where services are often lacking or lower in quality. The field of implementation science helps bridge this gap by guiding and encouraging the use of evidence-based practices in community settings, aiming to reduce disparities. To better understand this, we did a scoping review that included 13 studies that used implementation science to support autism interventions. We looked at what types of strategies were used, how success was measured, and how well the programs fit into the communities where they were used. Most of the studies took place in schools and involved teachers, school staff, or caregivers of autistic children-altogether including data from 3488 participants. These studies tested different programs to improve outcomes of autistic individuals, such as social skills, communication, and behavior in schools. En ligne : https://dx.doi.org/10.1177/13623613251351344 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=571 [article] Examining the use of implementation science in autism intervention research: A scoping review [texte imprimé] / James D. LEE, Auteur ; Adriana Kaori TEROL, Auteur ; Jessica E. TSCHIDA, Auteur ; Anamiguel POMALES-RAMOS, Auteur ; Scott MCEATHRON, Auteur ; Anna WALLISCH, Auteur ; Brian A. BOYD, Auteur . - p.2911-2926. Langues : Anglais (eng) in Autism > 29-12 (December 2025) . - p.2911-2926 Mots-clés : autism intervention  framework  implementation science  outcomes  strategies Index. décimale : PER Périodiques Résumé : Although the field of autism intervention has strived to identify evidence-based practices, translating these interventions into real-world settings remains a significant challenge. This gap particularly impacts marginalized communities, where access to and quality of services are often inferior. Implementation science addresses these gaps by promoting the adoption and integration of evidence-based practices in community-based settings, thereby helping reduce disparities. While various frameworks and strategies have emerged to guide the successful implementation of autism evidence-based practices, the application of implementation science within autism intervention research remains underexplored. To address this gap, we conducted this scoping review that included 13 studies to examine how implementation science is applied in autism intervention research delivered in community-based settings. Specifically, we aimed to (1) describe the characteristics of implementation-focused studies (e.g. study design, participant types, intervention contexts); (2) examine how implementation frameworks, strategies, and outcomes were used to guide and evaluate intervention efforts; and (3) analyze how studies align with phases of the autism-specific implementation framework developed by Boyd et al. (Autism). Most studies were conducted in school settings. Fidelity was the most frequently assessed implementation outcome, while acceptability, adoption, and appropriateness were also commonly measured. Nearly all studies focused on early-phase implementation (e.g. exploration, initial implementation), with limited attention to sustainment or scale-up. The findings offer a starting point for future research to better implement autism evidence-based practices in community settings.Lay Abstract This study looks at ways to improve how autism support programs are used in everyday community settings like schools and clinics. These programs are approaches that research has shown can help autistic individuals develop important skills, such as communication, social interaction, and managing behavior. Many of these are psychosocial programs, which means they focus on emotional, social, and behavioral support rather than medication or medical treatment. However, there is a challenge in implementing these interventions in real-world settings, especially in marginalized communities where services are often lacking or lower in quality. The field of implementation science helps bridge this gap by guiding and encouraging the use of evidence-based practices in community settings, aiming to reduce disparities. To better understand this, we did a scoping review that included 13 studies that used implementation science to support autism interventions. We looked at what types of strategies were used, how success was measured, and how well the programs fit into the communities where they were used. Most of the studies took place in schools and involved teachers, school staff, or caregivers of autistic children-altogether including data from 3488 participants. These studies tested different programs to improve outcomes of autistic individuals, such as social skills, communication, and behavior in schools. En ligne : https://dx.doi.org/10.1177/13623613251351344 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=571

Reported quality indicators and implementation outcomes of community partnership in autism intervention research: A systematic review / Jessica E. TSCHIDA in Autism Research, 17-2 (February 2024)  

Public ISBD [article]  inAutism Research > 17-2 (February 2024) . - p.215-233 Titre : Reported quality indicators and implementation outcomes of community partnership in autism intervention research: A systematic review Type de document : texte imprimé Auteurs : Jessica E. TSCHIDA, Auteur ; James D. LEE, Auteur ; Anamiguel POMALES-RAMOS, Auteur ; Vivien KOO, Auteur Article en page(s) : p.215-233 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract There is minimal research on the quality of community partnerships in studies of interventions for autistic children. However, building high quality community engagement in autism intervention research may improve implementation outcomes. This systematic review examined studies that report community partnership in autism intervention research. A total of 135 articles were identified and 11 of these articles were included in the final review. Community partnership data were extracted using indicators from the conceptual framework for assessing research-practice partnerships (RPP; Henrick et al., Henrick et al., Assessing research-practice partnerships: Five dimensions of effectiveness, William T. Grant Foundation, 2017) and implementation outcomes data were extracted using the taxonomy of distinct implementation outcomes (Proctor et al., Administration and Policy in Mental Health and Mental Health Services Research, 38:65-76, 2011). Quality of studies were appraised using JBIs critical appraisal tools (Munn et al., JBI Evidence Synthesis, 18:2127-2133, 2020). RPP indicators and implementation outcomes were variably reported across studies. RPP indicators and implementation outcomes more likely to be reported were related to building trust, cultivating partnership relationships, conducting rigorous research to inform action, acceptability, and feasibility. RPP indicators and implementation outcomes less likely to be reported were related to building capacity to engage in partnership work, sustainability, cost, and penetration. Together, these results may suggest the need for increased sustainability and capacity building efforts in partnerships and increased guidelines for reporting outcomes. En ligne : https://doi.org/10.1002/aur.3103 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=522 [article] Reported quality indicators and implementation outcomes of community partnership in autism intervention research: A systematic review [texte imprimé] / Jessica E. TSCHIDA, Auteur ; James D. LEE, Auteur ; Anamiguel POMALES-RAMOS, Auteur ; Vivien KOO, Auteur . - p.215-233. Langues : Anglais (eng) in Autism Research > 17-2 (February 2024) . - p.215-233 Index. décimale : PER Périodiques Résumé : Abstract There is minimal research on the quality of community partnerships in studies of interventions for autistic children. However, building high quality community engagement in autism intervention research may improve implementation outcomes. This systematic review examined studies that report community partnership in autism intervention research. A total of 135 articles were identified and 11 of these articles were included in the final review. Community partnership data were extracted using indicators from the conceptual framework for assessing research-practice partnerships (RPP; Henrick et al., Henrick et al., Assessing research-practice partnerships: Five dimensions of effectiveness, William T. Grant Foundation, 2017) and implementation outcomes data were extracted using the taxonomy of distinct implementation outcomes (Proctor et al., Administration and Policy in Mental Health and Mental Health Services Research, 38:65-76, 2011). Quality of studies were appraised using JBIs critical appraisal tools (Munn et al., JBI Evidence Synthesis, 18:2127-2133, 2020). RPP indicators and implementation outcomes were variably reported across studies. RPP indicators and implementation outcomes more likely to be reported were related to building trust, cultivating partnership relationships, conducting rigorous research to inform action, acceptability, and feasibility. RPP indicators and implementation outcomes less likely to be reported were related to building capacity to engage in partnership work, sustainability, cost, and penetration. Together, these results may suggest the need for increased sustainability and capacity building efforts in partnerships and increased guidelines for reporting outcomes. En ligne : https://doi.org/10.1002/aur.3103 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=522

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