Coaching Early Intervention Service Providers via Telepractice / Yusuf AKEMOGLU in Focus on Autism and Other Developmental Disabilities, 41-1 (March 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-1 (March 2026) . - p.29-41 Titre : Coaching Early Intervention Service Providers via Telepractice Type de document : texte imprimé Auteurs : Yusuf AKEMOGLU, Auteur ; Vanessa HINTON, Auteur Article en page(s) : p.29-41 Langues : Anglais (eng) Mots-clés : early intervention  service providers  coaching  training  autism  parents  telepractice Index. décimale : PER Périodiques Résumé : In the current study, we described a multitiered study of coaching the coaches via telepractice (CCT) intervention package. The CCT was an intervention program designed to train and coach early intervention service providers (EISPs) so that they can coach parents to use evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) and reading techniques during shared book reading with their young children with autism. Three participating U.S. service providers went through a self-directed training via online modules and were coached via telepractice technologies (videoconferences). Using a single-case multiple-baseline design across participants, we (a) examined EISPs’ implementation fidelity (accuracy/quality) of coaching practices, (b) assessed their knowledge on communication strategies and coaching practices, and (c) sought information about their perception on the feasibility and outcomes of the intervention. Visual analysis of the observational data showed a functional relation between the CCT program and EISPs’ coaching practices. En ligne : https://dx.doi.org/10.1177/10883576251396834 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Coaching Early Intervention Service Providers via Telepractice [texte imprimé] / Yusuf AKEMOGLU, Auteur ; Vanessa HINTON, Auteur . - p.29-41. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-1 (March 2026) . - p.29-41 Mots-clés : early intervention  service providers  coaching  training  autism  parents  telepractice Index. décimale : PER Périodiques Résumé : In the current study, we described a multitiered study of coaching the coaches via telepractice (CCT) intervention package. The CCT was an intervention program designed to train and coach early intervention service providers (EISPs) so that they can coach parents to use evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) and reading techniques during shared book reading with their young children with autism. Three participating U.S. service providers went through a self-directed training via online modules and were coached via telepractice technologies (videoconferences). Using a single-case multiple-baseline design across participants, we (a) examined EISPs’ implementation fidelity (accuracy/quality) of coaching practices, (b) assessed their knowledge on communication strategies and coaching practices, and (c) sought information about their perception on the feasibility and outcomes of the intervention. Visual analysis of the observational data showed a functional relation between the CCT program and EISPs’ coaching practices. En ligne : https://dx.doi.org/10.1177/10883576251396834 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

A Parent-Implemented Shared-Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Disorder / Yusuf AKEMOGLU in Journal of Autism and Developmental Disorders, 51-8 (August 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2974-2987 Titre : A Parent-Implemented Shared-Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Yusuf AKEMOGLU, Auteur ; Kimberly R. TOMENY, Auteur Article en page(s) : p.2974-2987 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology/therapy  Books  Child, Preschool  Communication  Early Intervention, Educational  Female  Humans  Male  Parents  Reading  Autism  Language  Shared reading  Storybook Index. décimale : PER Périodiques Résumé : In the current study, we examined the effect of a parent-implemented early communication intervention during shared book reading. Three mothers of children with autism spectrum disorder were trained and coached to use a set of reading techniques and evidenced-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay). Using a multiple-baseline design across behaviors, the following three components were examined: (a) the mothers' use of reading techniques with fidelity, (b) the mothers' rate and fidelity in using the three naturalistic teaching strategies, and (c) the children's communication outcomes. After training and coaching, the mothers used the reading techniques and naturalistic teaching strategies with high fidelity. The children initiated more communicative acts upon their mothers' use of time delay. En ligne : http://dx.doi.org/10.1007/s10803-020-04757-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] A Parent-Implemented Shared-Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Disorder [texte imprimé] / Yusuf AKEMOGLU, Auteur ; Kimberly R. TOMENY, Auteur . - p.2974-2987. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2974-2987 Mots-clés : Autism Spectrum Disorder/psychology/therapy  Books  Child, Preschool  Communication  Early Intervention, Educational  Female  Humans  Male  Parents  Reading  Autism  Language  Shared reading  Storybook Index. décimale : PER Périodiques Résumé : In the current study, we examined the effect of a parent-implemented early communication intervention during shared book reading. Three mothers of children with autism spectrum disorder were trained and coached to use a set of reading techniques and evidenced-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay). Using a multiple-baseline design across behaviors, the following three components were examined: (a) the mothers' use of reading techniques with fidelity, (b) the mothers' rate and fidelity in using the three naturalistic teaching strategies, and (c) the children's communication outcomes. After training and coaching, the mothers used the reading techniques and naturalistic teaching strategies with high fidelity. The children initiated more communicative acts upon their mothers' use of time delay. En ligne : http://dx.doi.org/10.1007/s10803-020-04757-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

A Systematic Review and Quality Appraisal of AI-Augmented Intervention Studies for Autistic Individuals / Yusuf AKEMOGLU in Autism, 30-9 (September 2026)  

Public ISBD [article]  inAutism > 30-9 (September 2026) . - p.2191-2207 Titre : A Systematic Review and Quality Appraisal of AI-Augmented Intervention Studies for Autistic Individuals Type de document : texte imprimé Auteurs : Yusuf AKEMOGLU, Auteur ; Emily Brooke ROBERTS, Auteur ; Jinjun XIONG, Auteur Article en page(s) : p.2191-2207 Langues : Anglais (eng) Mots-clés : artificial intelligence  autism  methodological rigor  human-centered AI  intervention Index. décimale : PER Périodiques Résumé : Artificial intelligence (AI) has been increasingly integrated into autism interventions to support personalization and scalability; however, the strength of empirical evidence supporting these approaches remains unclear. In this systematic review, we synthesized and critically appraised experimental studies evaluating AI-based interventions for autistic individuals with a specific focus on intervention outcomes and methodological rigor. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines and a preregistered PROSPERO protocol, we searched databases and identified 13 eligible studies, including randomized controlled trials, quasi-experimental group designs, and single-case experimental designs. Reviewed studies targeted social engagement, communication, emotion recognition, empathy, adaptive participation, and symbolic play and predominantly employed human-in-the-loop models involving parents, educators, or clinicians. Methodological quality was evaluated using design-appropriate quality indicators and What Works Clearinghouse (WWC) standards. Although most studies reported positive short-term effects on participant-level outcomes, rigor varied considerably. Only two studies met WWC standards, five met standards with reservations, and six did not meet standards due to limitations related to experimental control, fidelity reporting, outcome measurement, or data adequacy. Overall, AI-based interventions show promise as tools to augment human-delivered autism interventions, but the current evidence base is preliminary. More rigorous research is needed to establish effectiveness and inform implementation in autism services.Lay Abstract Artificial intelligence, often called AI, is increasingly being used to support services for autistic children. AI tools can help adults such as parents, teachers, and therapists personalize instruction, track progress, and provide feedback during everyday activities. However, it is not yet clear how strong the research evidence is for AI-based interventions. In this review, we examined studies that tested AI-supported interventions designed to improve learning and behavior outcomes for autistic individuals. We carefully reviewed 13 studies and evaluated how well these studies were designed and conducted. The studies focused on areas such as social engagement, communication, emotion understanding, empathy, and participation in daily routines. Most interventions used AI to support, rather than replace, adult guidance. Although many studies reported positive short-term improvements, we found that many had important limitations in their research design. Only a small number of studies met strong standards for research quality. This means that more careful and well-designed studies are needed before AI-based interventions can be widely recommended. Overall, AI shows promise as a tool to support autism intervention, but stronger evidence is needed to understand when, how, and for whom these tools are most helpful. En ligne : https://dx.doi.org/10.1177/13623613261470855 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] A Systematic Review and Quality Appraisal of AI-Augmented Intervention Studies for Autistic Individuals [texte imprimé] / Yusuf AKEMOGLU, Auteur ; Emily Brooke ROBERTS, Auteur ; Jinjun XIONG, Auteur . - p.2191-2207. Langues : Anglais (eng) in Autism > 30-9 (September 2026) . - p.2191-2207 Mots-clés : artificial intelligence  autism  methodological rigor  human-centered AI  intervention Index. décimale : PER Périodiques Résumé : Artificial intelligence (AI) has been increasingly integrated into autism interventions to support personalization and scalability; however, the strength of empirical evidence supporting these approaches remains unclear. In this systematic review, we synthesized and critically appraised experimental studies evaluating AI-based interventions for autistic individuals with a specific focus on intervention outcomes and methodological rigor. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines and a preregistered PROSPERO protocol, we searched databases and identified 13 eligible studies, including randomized controlled trials, quasi-experimental group designs, and single-case experimental designs. Reviewed studies targeted social engagement, communication, emotion recognition, empathy, adaptive participation, and symbolic play and predominantly employed human-in-the-loop models involving parents, educators, or clinicians. Methodological quality was evaluated using design-appropriate quality indicators and What Works Clearinghouse (WWC) standards. Although most studies reported positive short-term effects on participant-level outcomes, rigor varied considerably. Only two studies met WWC standards, five met standards with reservations, and six did not meet standards due to limitations related to experimental control, fidelity reporting, outcome measurement, or data adequacy. Overall, AI-based interventions show promise as tools to augment human-delivered autism interventions, but the current evidence base is preliminary. More rigorous research is needed to establish effectiveness and inform implementation in autism services.Lay Abstract Artificial intelligence, often called AI, is increasingly being used to support services for autistic children. AI tools can help adults such as parents, teachers, and therapists personalize instruction, track progress, and provide feedback during everyday activities. However, it is not yet clear how strong the research evidence is for AI-based interventions. In this review, we examined studies that tested AI-supported interventions designed to improve learning and behavior outcomes for autistic individuals. We carefully reviewed 13 studies and evaluated how well these studies were designed and conducted. The studies focused on areas such as social engagement, communication, emotion understanding, empathy, and participation in daily routines. Most interventions used AI to support, rather than replace, adult guidance. Although many studies reported positive short-term improvements, we found that many had important limitations in their research design. Only a small number of studies met strong standards for research quality. This means that more careful and well-designed studies are needed before AI-based interventions can be widely recommended. Overall, AI shows promise as a tool to support autism intervention, but stronger evidence is needed to understand when, how, and for whom these tools are most helpful. En ligne : https://dx.doi.org/10.1177/13623613261470855 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

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