Early Intervention Providers' Perspectives About Working with Families of Toddlers with Suspected ASD: A Qualitative Study / Wendy L. STONE in Journal of Autism and Developmental Disorders, 51-3 (March 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-3 (March 2021) . - p.814-826 Titre : Early Intervention Providers' Perspectives About Working with Families of Toddlers with Suspected ASD: A Qualitative Study Type de document : Texte imprimé et/ou numérique Auteurs : Wendy L. STONE, Auteur ; Lisa V. IBANEZ, Auteur ; Pascale CARPENTIER, Auteur ; Elyanah POSNER, Auteur ; Alice BRAVO, Auteur ; Lindsay FREDERICK, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.814-826 Langues : Anglais (eng) Mots-clés : Autism  Communication with families  Early detection  Early intervention  Early intervention providers  Part C services Index. décimale : PER Périodiques Résumé : Part C early intervention (EI) providers are at the front line of service provision for children under 3 years old with developmental delays or disabilities. As such, they can play a key role in both the early detection of autism spectrum disorder (ASD) and the provision of ASD-specialized treatment. Focus groups were conducted with 25 EI providers from three agencies in a Northwestern U.S. county to understand their role in the identification of ASD and communication about ASD concerns to families. Results revealed the tension that providers experience between maintaining a positive and supportive relationship with families and raising the issue of possible ASD. Cultural influences affecting ASD care and suggestions for desired resources were also discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04337-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Early Intervention Providers' Perspectives About Working with Families of Toddlers with Suspected ASD: A Qualitative Study [Texte imprimé et/ou numérique] / Wendy L. STONE, Auteur ; Lisa V. IBANEZ, Auteur ; Pascale CARPENTIER, Auteur ; Elyanah POSNER, Auteur ; Alice BRAVO, Auteur ; Lindsay FREDERICK, Auteur ; Jill LOCKE, Auteur . - p.814-826. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-3 (March 2021) . - p.814-826 Mots-clés : Autism  Communication with families  Early detection  Early intervention  Early intervention providers  Part C services Index. décimale : PER Périodiques Résumé : Part C early intervention (EI) providers are at the front line of service provision for children under 3 years old with developmental delays or disabilities. As such, they can play a key role in both the early detection of autism spectrum disorder (ASD) and the provision of ASD-specialized treatment. Focus groups were conducted with 25 EI providers from three agencies in a Northwestern U.S. county to understand their role in the identification of ASD and communication about ASD concerns to families. Results revealed the tension that providers experience between maintaining a positive and supportive relationship with families and raising the issue of possible ASD. Cultural influences affecting ASD care and suggestions for desired resources were also discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04337-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example / Sarah R. EDMUNDS in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.601-614 Titre : A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. EDMUNDS, Auteur ; Kyle M. FROST, Auteur ; R. Chris SHELDRICK, Auteur ; Alice BRAVO, Auteur ; Diondra STRAITON, Auteur ; Katherine PICKARD, Auteur ; Valerie GRIM, Auteur ; Amy DRAHOTA, Auteur ; Jocelyn KUHN, Auteur ; Gazi AZAD, Auteur ; Anamiguel POMALES RAMOS, Auteur ; Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Lisa V. IBANEZ, Auteur ; Wendy L. STONE, Auteur ; Alice CARTER, Auteur ; Sarabeth BRODER-FINGERT, Auteur Article en page(s) : p.601-614 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  Child, Preschool  Communication  Humans  Imitative Behavior  Parents/psychology  Psychosocial Intervention  autism spectrum disorders  implementation science  intervention fidelity  interventions?psychosocial/behavioral  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Interventions that support social communication include several "components," or parts (e.g. strategies for working with children and families, targeting specific skills). Some of these components may be essential for the intervention to work, while others may be recommended or viewed as helpful but not necessary for the intervention to work. "Recommended" components are often described as "adaptable" because they can be changed to improve fit in different settings where interventions are offered or with different individuals. We need to understand which parts of an intervention are essential (and which are adaptable) when translating interventions from research to community settings, but it is challenging to do this before studying an intervention in the community. This article presents the CORE (COmponents & Rationales for Effectiveness) Fidelity Method-a new method for defining the essential components of evidence-based interventions-and applies it to a case example of Reciprocal Imitation Teaching, an intervention that parents are taught to deliver with their young children with social communication delays. The CORE Fidelity Method involves three steps: (1) gathering information from multiple sources; (2) integrating information from previous research and theory; and (3) drafting a CORE model for ongoing use. The benefits of using the CORE Fidelity Method may include: (1) improving consistency in intervention and research materials to help all providers emphasize the most important skills or strategies; (2) clarifying which parts of the intervention can be adapted; and (3) supporting future research that evaluates which intervention components work and how they work. En ligne : https://dx.doi.org/10.1177/13623613211064431 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example [Texte imprimé et/ou numérique] / Sarah R. EDMUNDS, Auteur ; Kyle M. FROST, Auteur ; R. Chris SHELDRICK, Auteur ; Alice BRAVO, Auteur ; Diondra STRAITON, Auteur ; Katherine PICKARD, Auteur ; Valerie GRIM, Auteur ; Amy DRAHOTA, Auteur ; Jocelyn KUHN, Auteur ; Gazi AZAD, Auteur ; Anamiguel POMALES RAMOS, Auteur ; Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Lisa V. IBANEZ, Auteur ; Wendy L. STONE, Auteur ; Alice CARTER, Auteur ; Sarabeth BRODER-FINGERT, Auteur . - p.601-614. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.601-614 Mots-clés : Autism Spectrum Disorder  Child  Child, Preschool  Communication  Humans  Imitative Behavior  Parents/psychology  Psychosocial Intervention  autism spectrum disorders  implementation science  intervention fidelity  interventions?psychosocial/behavioral  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Interventions that support social communication include several "components," or parts (e.g. strategies for working with children and families, targeting specific skills). Some of these components may be essential for the intervention to work, while others may be recommended or viewed as helpful but not necessary for the intervention to work. "Recommended" components are often described as "adaptable" because they can be changed to improve fit in different settings where interventions are offered or with different individuals. We need to understand which parts of an intervention are essential (and which are adaptable) when translating interventions from research to community settings, but it is challenging to do this before studying an intervention in the community. This article presents the CORE (COmponents & Rationales for Effectiveness) Fidelity Method-a new method for defining the essential components of evidence-based interventions-and applies it to a case example of Reciprocal Imitation Teaching, an intervention that parents are taught to deliver with their young children with social communication delays. The CORE Fidelity Method involves three steps: (1) gathering information from multiple sources; (2) integrating information from previous research and theory; and (3) drafting a CORE model for ongoing use. The benefits of using the CORE Fidelity Method may include: (1) improving consistency in intervention and research materials to help all providers emphasize the most important skills or strategies; (2) clarifying which parts of the intervention can be adapted; and (3) supporting future research that evaluates which intervention components work and how they work. En ligne : https://dx.doi.org/10.1177/13623613211064431 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Toward deeper understanding and wide-scale implementation of naturalistic developmental behavioral interventions / Sophia R. D’AGOSTINO in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.253-258 Titre : Toward deeper understanding and wide-scale implementation of naturalistic developmental behavioral interventions Type de document : Texte imprimé et/ou numérique Auteurs : Sophia R. D’AGOSTINO, Auteur ; Ana D. DUEÑAS, Auteur ; Alice BRAVO, Auteur ; Kelsie TYSON, Auteur ; Diondra STRAITON, Auteur ; Giovanna L. SALVATORE, Auteur ; Cressida PACIA, Auteur ; Melanie PELLECCHIA, Auteur Article en page(s) : p.253-258 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  early intervention  naturalistic developmental behavioral interventions Index. décimale : PER Périodiques Résumé : Naturalistic Developmental Behavioral Interventions (NDBIs) have a strong and growing evidence base. Yet, NDBIs are not implemented on a wide scale within early intervention programs for children on the autism spectrum. Potential reasons for the slow adoption of NDBIs likely stem from the differing theoretical orientations of behavioral and developmental sciences from which NDBI are derived, and a lack of training, knowledge, and support for implementing NDBIs within the behavior analytic community. In support of efforts to promote wide-scale implementation of NDBIs, we clarify their common features, discuss possible misconceptions, offer reasons why NDBIs should be widely implemented, and provide recommendations to the autism service community, intervention developers, and researchers to improve their dissemination and implementation. Lay Abstract Naturalistic Developmental Behavioral Interventions (NDBIs) are a group of early interventions that use a variety of strategies from applied behavioral and developmental sciences. Although Naturalistic Developmental Behavioral Interventions have been demonstrated effective, Naturalistic Developmental Behavioral Interventions are not implemented on a wide scale within early intervention programs for children on the autism spectrum. Potential reasons likely stem from differing theoretical orientations of developmental and behavioral sciences and practitioners’ lack training, knowledge, and support for implementing Naturalistic Developmental Behavioral Interventions. In support of efforts to promote wide-scale implementation of Naturalistic Developmental Behavioral Interventions, we (1) clarify their common features, (2) discuss possible misconceptions, and (3) offer reasons why Naturalistic Developmental Behavioral Interventions should be widely implemented. We also provide recommendations to the autism service community, intervention developers, and researchers. En ligne : http://dx.doi.org/10.1177/13623613221121427 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Toward deeper understanding and wide-scale implementation of naturalistic developmental behavioral interventions [Texte imprimé et/ou numérique] / Sophia R. D’AGOSTINO, Auteur ; Ana D. DUEÑAS, Auteur ; Alice BRAVO, Auteur ; Kelsie TYSON, Auteur ; Diondra STRAITON, Auteur ; Giovanna L. SALVATORE, Auteur ; Cressida PACIA, Auteur ; Melanie PELLECCHIA, Auteur . - p.253-258. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.253-258 Mots-clés : autism spectrum disorders  early intervention  naturalistic developmental behavioral interventions Index. décimale : PER Périodiques Résumé : Naturalistic Developmental Behavioral Interventions (NDBIs) have a strong and growing evidence base. Yet, NDBIs are not implemented on a wide scale within early intervention programs for children on the autism spectrum. Potential reasons for the slow adoption of NDBIs likely stem from the differing theoretical orientations of behavioral and developmental sciences from which NDBI are derived, and a lack of training, knowledge, and support for implementing NDBIs within the behavior analytic community. In support of efforts to promote wide-scale implementation of NDBIs, we clarify their common features, discuss possible misconceptions, offer reasons why NDBIs should be widely implemented, and provide recommendations to the autism service community, intervention developers, and researchers to improve their dissemination and implementation. Lay Abstract Naturalistic Developmental Behavioral Interventions (NDBIs) are a group of early interventions that use a variety of strategies from applied behavioral and developmental sciences. Although Naturalistic Developmental Behavioral Interventions have been demonstrated effective, Naturalistic Developmental Behavioral Interventions are not implemented on a wide scale within early intervention programs for children on the autism spectrum. Potential reasons likely stem from differing theoretical orientations of developmental and behavioral sciences and practitioners’ lack training, knowledge, and support for implementing Naturalistic Developmental Behavioral Interventions. In support of efforts to promote wide-scale implementation of Naturalistic Developmental Behavioral Interventions, we (1) clarify their common features, (2) discuss possible misconceptions, and (3) offer reasons why Naturalistic Developmental Behavioral Interventions should be widely implemented. We also provide recommendations to the autism service community, intervention developers, and researchers. En ligne : http://dx.doi.org/10.1177/13623613221121427 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

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