A community-based sleep educational intervention for children with autism spectrum disorder / Lydia L. MACDONALD in Research in Autism Spectrum Disorders, 81 (March 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 81 (March 2021) . - 101719 Titre : A community-based sleep educational intervention for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lydia L. MACDONALD, Auteur ; Laura GRAY, Auteur ; Whitney LORING, Auteur ; Amanda WYATT, Auteur ; Kemberlee BONNET, Auteur ; David SCHLUND, Auteur ; Mary Landis GAST, Auteur ; Beth A. MALOW, Auteur Article en page(s) : 101719 Langues : Anglais (eng) Mots-clés : Sleep education  Autism spectrum disorder  Community  Children’s Sleep Habits Questionnaire Index. décimale : PER Périodiques Résumé : Background Sleep problems are common in children with autism spectrum disorder (ASD). Sleep education, effective in improving sleep in ASD, may be difficult to access. We determined if community-based pediatric therapists could successfully deliver sleep educational interventions to caregivers of children with ASD. Methods A seven-week feasibility study was conducted consisting of 10 children and caregivers. This feasibility study informed the development of a 16-week preliminary effectiveness study, which consisted of 33 children and caregivers. Children, ages 2–12 years, with a clinical diagnosis of autism and caregiver-reported sleep onset delay of 30 min were included. Community therapists underwent comprehensive training in sleep education and then met with caregiver participants to provide sleep education to each family. Semi-structured qualitative interviews were conducted with all families who completed study procedures. In the feasibility and preliminary effectiveness studies, child participants wore an actigraphy watch (at baseline and after sleep education) and caregivers completed the Child Sleep Habits Questionnaire and Family Inventory of Sleep Habits at baseline and after sleep education; the Child Behavior Checklist was also completed by caregivers in the preliminary effectiveness study. Results Educator fidelity to the manualized curriculum was maintained. Caregivers showed appropriate understanding, comfort, and implementation of the curriculum. Qualitative and quantitative measures, including caregiver surveys and actigraphy, showed improvements in child sleep and behavior. Conclusions Community-based therapists can successfully deliver sleep education to families of children with ASD, which has favorable implications for improving access to care in this population. En ligne : https://doi.org/10.1016/j.rasd.2020.101719 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] A community-based sleep educational intervention for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Lydia L. MACDONALD, Auteur ; Laura GRAY, Auteur ; Whitney LORING, Auteur ; Amanda WYATT, Auteur ; Kemberlee BONNET, Auteur ; David SCHLUND, Auteur ; Mary Landis GAST, Auteur ; Beth A. MALOW, Auteur . - 101719. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 81 (March 2021) . - 101719 Mots-clés : Sleep education  Autism spectrum disorder  Community  Children’s Sleep Habits Questionnaire Index. décimale : PER Périodiques Résumé : Background Sleep problems are common in children with autism spectrum disorder (ASD). Sleep education, effective in improving sleep in ASD, may be difficult to access. We determined if community-based pediatric therapists could successfully deliver sleep educational interventions to caregivers of children with ASD. Methods A seven-week feasibility study was conducted consisting of 10 children and caregivers. This feasibility study informed the development of a 16-week preliminary effectiveness study, which consisted of 33 children and caregivers. Children, ages 2–12 years, with a clinical diagnosis of autism and caregiver-reported sleep onset delay of 30 min were included. Community therapists underwent comprehensive training in sleep education and then met with caregiver participants to provide sleep education to each family. Semi-structured qualitative interviews were conducted with all families who completed study procedures. In the feasibility and preliminary effectiveness studies, child participants wore an actigraphy watch (at baseline and after sleep education) and caregivers completed the Child Sleep Habits Questionnaire and Family Inventory of Sleep Habits at baseline and after sleep education; the Child Behavior Checklist was also completed by caregivers in the preliminary effectiveness study. Results Educator fidelity to the manualized curriculum was maintained. Caregivers showed appropriate understanding, comfort, and implementation of the curriculum. Qualitative and quantitative measures, including caregiver surveys and actigraphy, showed improvements in child sleep and behavior. Conclusions Community-based therapists can successfully deliver sleep education to families of children with ASD, which has favorable implications for improving access to care in this population. En ligne : https://doi.org/10.1016/j.rasd.2020.101719 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Identifying the unique determinants influencing rural families" engagement with an existing tele-assessment approach for autism identification: A qualitative study / Tori FOSTER ; Kemberlee BONNET ; Anna Kathleen SPITLER ; David SCHLUNDT ; Zachary WARREN in Autism, 29-6 (June 2025)  

Public ISBD [article]  inAutism > 29-6 (June 2025) . - p.1458-1468 Titre : Identifying the unique determinants influencing rural families" engagement with an existing tele-assessment approach for autism identification: A qualitative study Type de document : Texte imprimé et/ou numérique Auteurs : Tori FOSTER, Auteur ; Kemberlee BONNET, Auteur ; Anna Kathleen SPITLER, Auteur ; David SCHLUNDT, Auteur ; Zachary WARREN, Auteur Article en page(s) : p.1458-1468 Langues : Anglais (eng) Mots-clés : autism  health disparities  rural  tele-assessment Index. décimale : PER Périodiques Résumé : Accurate identification of autism is a pressing challenge for rural, medically underserved communities. Tele-assessment could address some barriers to care by increasing access to expert diagnosticians, but questions remain regarding how best to implement these approaches. To gather community input regarding rural families" perceptions and use of tele-assessment for autism identification, we conducted four focus groups with caregivers of children with autism (n = 22) and community service providers (n = 10) living and working in rural areas in the Southeast region of the United States. An iterative inductive/deductive approach guided qualitative data analysis. Coding reflected four core attitudes central to community perceptions, including (1) questions surrounding the validity (scientific legitimacy) of tele-mediated autism assessment; (2) level of trust in the evaluation process in general (and tele-assessment specifically); (3) beliefs about the feasibility of tele-assessment; and (4) concerns related to privacy. These attitudes and beliefs are influenced by determinants at multiple levels and stages, highlighting the need to adapt the existing tele-assessment approach by embedding implementation strategies that support multiple actors at each stage. This work identifies important targets for ensuring equitable access to tele-assessment for rural families.Lay abstract It is often difficult for families in rural communities to access autism evaluations for their children when they have concerns. Tele-assessment could make it easier for them to see specialists who give autism diagnoses, but we still need to figure out the best way to carry out these approaches. To understand how rural families view tele-assessment, as well as barriers they may face, we held focus groups with caregivers of children with autism and local service providers in the Southeastern United States. We met with 22 caregivers and 10 providers. We analyzed the discussions and found four key attitudes: (1) questions about whether autism assessment can really be done online; (2) level of trust in the evaluation process, especially tele-assessment; (3) beliefs about whether tele-assessment is practical for families; and (4) worries about privacy. These attitudes and beliefs are shaped by various factors at different stages, indicating that we need to improve tele-assessment by better supporting everyone involved at different stages of the tele-assessment process. This research highlights important areas for improvement to provide fair access to tele-assessment for rural families (e.g. creating education materials, conducting barrier counseling). En ligne : https://dx.doi.org/10.1177/13623613241307078 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558 [article] Identifying the unique determinants influencing rural families" engagement with an existing tele-assessment approach for autism identification: A qualitative study [Texte imprimé et/ou numérique] / Tori FOSTER, Auteur ; Kemberlee BONNET, Auteur ; Anna Kathleen SPITLER, Auteur ; David SCHLUNDT, Auteur ; Zachary WARREN, Auteur . - p.1458-1468. Langues : Anglais (eng) in Autism > 29-6 (June 2025) . - p.1458-1468 Mots-clés : autism  health disparities  rural  tele-assessment Index. décimale : PER Périodiques Résumé : Accurate identification of autism is a pressing challenge for rural, medically underserved communities. Tele-assessment could address some barriers to care by increasing access to expert diagnosticians, but questions remain regarding how best to implement these approaches. To gather community input regarding rural families" perceptions and use of tele-assessment for autism identification, we conducted four focus groups with caregivers of children with autism (n = 22) and community service providers (n = 10) living and working in rural areas in the Southeast region of the United States. An iterative inductive/deductive approach guided qualitative data analysis. Coding reflected four core attitudes central to community perceptions, including (1) questions surrounding the validity (scientific legitimacy) of tele-mediated autism assessment; (2) level of trust in the evaluation process in general (and tele-assessment specifically); (3) beliefs about the feasibility of tele-assessment; and (4) concerns related to privacy. These attitudes and beliefs are influenced by determinants at multiple levels and stages, highlighting the need to adapt the existing tele-assessment approach by embedding implementation strategies that support multiple actors at each stage. This work identifies important targets for ensuring equitable access to tele-assessment for rural families.Lay abstract It is often difficult for families in rural communities to access autism evaluations for their children when they have concerns. Tele-assessment could make it easier for them to see specialists who give autism diagnoses, but we still need to figure out the best way to carry out these approaches. To understand how rural families view tele-assessment, as well as barriers they may face, we held focus groups with caregivers of children with autism and local service providers in the Southeastern United States. We met with 22 caregivers and 10 providers. We analyzed the discussions and found four key attitudes: (1) questions about whether autism assessment can really be done online; (2) level of trust in the evaluation process, especially tele-assessment; (3) beliefs about whether tele-assessment is practical for families; and (4) worries about privacy. These attitudes and beliefs are shaped by various factors at different stages, indicating that we need to improve tele-assessment by better supporting everyone involved at different stages of the tele-assessment process. This research highlights important areas for improvement to provide fair access to tele-assessment for rural families (e.g. creating education materials, conducting barrier counseling). En ligne : https://dx.doi.org/10.1177/13623613241307078 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558

Opportunities and Challenges in Developing Technology-Based Social Skills Interventions for Adolescents with Autism Spectrum Disorder: A Qualitative Analysis of Parent Perspectives / Roxanne N. RASHEDI in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4321-4336 Titre : Opportunities and Challenges in Developing Technology-Based Social Skills Interventions for Adolescents with Autism Spectrum Disorder: A Qualitative Analysis of Parent Perspectives Type de document : Texte imprimé et/ou numérique Auteurs : Roxanne N. RASHEDI, Auteur ; Kemberlee BONNET, Auteur ; Rebecca J. SCHULTE, Auteur ; David G. SCHLUNDT, Auteur ; Amy R. SWANSON, Auteur ; Amy KINSMAN, Auteur ; Nicole BARDETT, Auteur ; Pablo JUAREZ, Auteur ; Zachary WARREN, Auteur ; Gautam BISWAS, Auteur ; Maithilee KUNDA, Auteur Article en page(s) : p.4321-4336 Langues : Anglais (eng) Mots-clés : Autism  Qualitative  Technology Index. décimale : PER Périodiques Résumé : Interest continues to be high in technology-based interventions for individuals with autism spectrum disorder (ASD). Understanding the preferences and challenges of technology use among individuals with ASD can inform the design of such interventions. Through 18 interviews with parents, we used an iterative inductive-deductive approach to qualitative analysis and explored uses of technology for social skills development among adolescents with ASD. Our findings include parents' observations about their adolescent's preferences in types of technology devices and digital content, as well as both positive and negative effects of technology use on mood and behavior. Parents highlighted several avenues of technological preferences and risks that may inform intervention design, enhance user engagement, and capitalize on users' strengths while buttressing areas for growth. En ligne : http://dx.doi.org/10.1007/s10803-021-05315-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Opportunities and Challenges in Developing Technology-Based Social Skills Interventions for Adolescents with Autism Spectrum Disorder: A Qualitative Analysis of Parent Perspectives [Texte imprimé et/ou numérique] / Roxanne N. RASHEDI, Auteur ; Kemberlee BONNET, Auteur ; Rebecca J. SCHULTE, Auteur ; David G. SCHLUNDT, Auteur ; Amy R. SWANSON, Auteur ; Amy KINSMAN, Auteur ; Nicole BARDETT, Auteur ; Pablo JUAREZ, Auteur ; Zachary WARREN, Auteur ; Gautam BISWAS, Auteur ; Maithilee KUNDA, Auteur . - p.4321-4336. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4321-4336 Mots-clés : Autism  Qualitative  Technology Index. décimale : PER Périodiques Résumé : Interest continues to be high in technology-based interventions for individuals with autism spectrum disorder (ASD). Understanding the preferences and challenges of technology use among individuals with ASD can inform the design of such interventions. Through 18 interviews with parents, we used an iterative inductive-deductive approach to qualitative analysis and explored uses of technology for social skills development among adolescents with ASD. Our findings include parents' observations about their adolescent's preferences in types of technology devices and digital content, as well as both positive and negative effects of technology use on mood and behavior. Parents highlighted several avenues of technological preferences and risks that may inform intervention design, enhance user engagement, and capitalize on users' strengths while buttressing areas for growth. En ligne : http://dx.doi.org/10.1007/s10803-021-05315-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

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