A multi-constituent qualitative examination of facilitators and barriers to caregiver coaching for autistic children in publicly funded early intervention / Jordan ALBRIGHT in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.130-142 Titre : A multi-constituent qualitative examination of facilitators and barriers to caregiver coaching for autistic children in publicly funded early intervention Type de document : texte imprimé Auteurs : Jordan ALBRIGHT, Auteur ; Jacqueline A. SHINALL, Auteur ; Liza TOMCZUK, Auteur ; Rebecca E. STEWART, Auteur ; David S. MANDELL, Auteur ; Aubyn C. STAHMER, Auteur ; Rinad S. BEIDAS, Auteur ; Melanie PELLECCHIA, Auteur Article en page(s) : p.130-142 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  interventions-psychosocial/behavioral  preschool children  qualitative research Index. décimale : PER Périodiques Résumé : Caregiver coaching is an evidence-based practice for autistic children that is poorly implemented in community-based early intervention. Previous studies have identified factors that influence implementation of caregiver coaching in early intervention; however, multi-informant (e.g., caregiver, provider, leadership) qualitative research is lacking. As such, the purpose of this study was to simultaneously examine the perspectives of caregivers and early intervention providers and agency leaders for triangulation of perceived barriers and facilitators to caregiver coaching in community-based early intervention. Interviews with 36 providers, 6 agency leaders, and 20 caregivers of autistic children were conducted. We used qualitative thematic analysis to identify barriers and facilitators, which we then mapped onto the Consolidated Framework for Implementation Research post hoc. Several themes emerged, including at the outer setting level (i.e., COVID-19 pandemic), inner setting level (i.e., caregiver views toward telehealth), individual characteristic level (i.e., caregiver attitudes toward coaching, caregivers concerns preventing progress, caregiver expectations regarding services, caregiver stress), and implementation process level (i.e., caregiver and provider collaboration, caregiver and provider relationship, caregivers coordinating services, caregiver involvement, provider flexibility). We offer suggestions for implementation strategies that will increase adoption of caregiver coaching in early intervention for autistic children and their families.Lay AbstractCaregiver coaching is an evidence-based practice for young autistic children, but it is not widely used in community-based early intervention services. Previous research has explored why caregiver coaching is not widespread in early intervention, but only from the perspective of early intervention providers. Caregivers, providers, and administrators are all involved in the decision of whether to use caregiver coaching in early intervention. Therefore, it is important to include all perspectives in research regarding this practice. In this study we interviewed 20 caregivers of autistic children, 36 early intervention providers, and 6 administrators from early intervention agencies and asked questions about their perspectives regarding the use of caregiver coaching in early intervention. We did this to figure out what factors help and hinder the use of caregiver coaching in this setting and to see how caregivers, providers, and administrators agreed or disagreed on these factors. All participants agreed that caregivers' attitudes and expectations can influence whether caregiver coaching is used. In addition, all participants agreed that when caregivers and providers collaborate and have a strong working relationship, it can facilitate the use of caregiver coaching in early intervention. Other factors, such as caregiver stress and provider flexibility were also discussed. Based on these findings, we suggest strategies that can be used to possibly increase the use of caregiver coaching in early intervention for autistic children and their families. En ligne : https://dx.doi.org/10.1177/13623613241272993 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] A multi-constituent qualitative examination of facilitators and barriers to caregiver coaching for autistic children in publicly funded early intervention [texte imprimé] / Jordan ALBRIGHT, Auteur ; Jacqueline A. SHINALL, Auteur ; Liza TOMCZUK, Auteur ; Rebecca E. STEWART, Auteur ; David S. MANDELL, Auteur ; Aubyn C. STAHMER, Auteur ; Rinad S. BEIDAS, Auteur ; Melanie PELLECCHIA, Auteur . - p.130-142. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.130-142 Mots-clés : autism spectrum disorders  interventions-psychosocial/behavioral  preschool children  qualitative research Index. décimale : PER Périodiques Résumé : Caregiver coaching is an evidence-based practice for autistic children that is poorly implemented in community-based early intervention. Previous studies have identified factors that influence implementation of caregiver coaching in early intervention; however, multi-informant (e.g., caregiver, provider, leadership) qualitative research is lacking. As such, the purpose of this study was to simultaneously examine the perspectives of caregivers and early intervention providers and agency leaders for triangulation of perceived barriers and facilitators to caregiver coaching in community-based early intervention. Interviews with 36 providers, 6 agency leaders, and 20 caregivers of autistic children were conducted. We used qualitative thematic analysis to identify barriers and facilitators, which we then mapped onto the Consolidated Framework for Implementation Research post hoc. Several themes emerged, including at the outer setting level (i.e., COVID-19 pandemic), inner setting level (i.e., caregiver views toward telehealth), individual characteristic level (i.e., caregiver attitudes toward coaching, caregivers concerns preventing progress, caregiver expectations regarding services, caregiver stress), and implementation process level (i.e., caregiver and provider collaboration, caregiver and provider relationship, caregivers coordinating services, caregiver involvement, provider flexibility). We offer suggestions for implementation strategies that will increase adoption of caregiver coaching in early intervention for autistic children and their families.Lay AbstractCaregiver coaching is an evidence-based practice for young autistic children, but it is not widely used in community-based early intervention services. Previous research has explored why caregiver coaching is not widespread in early intervention, but only from the perspective of early intervention providers. Caregivers, providers, and administrators are all involved in the decision of whether to use caregiver coaching in early intervention. Therefore, it is important to include all perspectives in research regarding this practice. In this study we interviewed 20 caregivers of autistic children, 36 early intervention providers, and 6 administrators from early intervention agencies and asked questions about their perspectives regarding the use of caregiver coaching in early intervention. We did this to figure out what factors help and hinder the use of caregiver coaching in this setting and to see how caregivers, providers, and administrators agreed or disagreed on these factors. All participants agreed that caregivers' attitudes and expectations can influence whether caregiver coaching is used. In addition, all participants agreed that when caregivers and providers collaborate and have a strong working relationship, it can facilitate the use of caregiver coaching in early intervention. Other factors, such as caregiver stress and provider flexibility were also discussed. Based on these findings, we suggest strategies that can be used to possibly increase the use of caregiver coaching in early intervention for autistic children and their families. En ligne : https://dx.doi.org/10.1177/13623613241272993 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Physiological and communicative emotional disconcordance in children on the autism spectrum / Emma FINKEL in Journal of Neurodevelopmental Disorders, 16 (2024)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 16 (2024) Titre : Physiological and communicative emotional disconcordance in children on the autism spectrum Type de document : texte imprimé Auteurs : Emma FINKEL, Auteur ; Eric SAH, Auteur ; McKenna SPAULDING, Auteur ; John D. HERRINGTON, Auteur ; Liza TOMCZUK, Auteur ; Aaron MASINO, Auteur ; Xueqin PANG, Auteur ; Anushua BHATTACHARYA, Auteur ; Darren HEDLEY, Auteur ; Yelena KUSHLEYEVA, Auteur ; Phoebe THOMSON, Auteur ; Natalie DOPPELT, Auteur ; Jessica TAN, Auteur ; Jeffrey PENNINGTON, Auteur ; Cheryl DISSANAYAKE, Auteur ; Christopher P. BONAFIDE, Auteur ; Heather J. NUSKE, Auteur Langues : Anglais (eng) Mots-clés : Humans  Autism Spectrum Disorder/physiopathology  Child  Male  Female  Child, Preschool  Emotions/physiology  Heart Rate/physiology  Stress, Psychological/physiopathology  Affective Symptoms/physiopathology  Communication  Arousal/physiology  Facial Expression  Autism  Emotional coherence  Emotional concordance  Heart rate  Stress communication Index. décimale : PER Périodiques Résumé : BACKGROUND: Individuals on the autism spectrum commonly have differences from non-autistic people in expressing their emotions using communicative behaviors, such as facial expressions. However, it is not yet clear if this reduced expressivity stems from reduced physiological reactivity in emotional contexts or if individuals react internally, but do not show these reactions externally to others. We hypothesized that autism is characterized by a discordance between in-the-moment internal psychophysiological arousal and external communicative expressions of emotion. METHODS: Forty-one children on the autism spectrum and 39 non-autistic, typically developing (TD) children of two age groups (2-4 and 8-12 years) participated in a low-level stress task whilst wearing a wireless electrocardiogram. Children's negative emotional expressions (facial, vocal, bodily) were coded following standardized protocols. Alexithymia traits were assessed using the Children's Alexithymia Measure with school-aged children only. Data analyses involved ANOVAs, correlations, and sensitivity analyses. RESULTS: There were no group differences in physiological arousal (heart rate) or in communicative expressions of stress to the stress task. For TD preschoolers, physiological arousal during the stress task was associated with vocal expressions and for TD school-aged children, they were associated with facial and bodily expressions. By contrast, for children on the autism spectrum, physiological arousal during the stress tasks was not associated with communicative expressions across age groups. CONCLUSIONS: Our findings suggest that children on the autism spectrum might experience emotional disconcordance, in that their physiological arousal does not align with their communicative expressions. Therefore, the internally experienced stress of children on the autism spectrum may be inadvertently missed by teachers and caregivers and, consequently, learning opportunities for teaching emotional communication and regulation may be also missed. Our results support the use of wearable biosensors to facilitate such interventions in children on the autism spectrum. En ligne : https://dx.doi.org/10.1186/s11689-024-09567-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=576 [article] Physiological and communicative emotional disconcordance in children on the autism spectrum [texte imprimé] / Emma FINKEL, Auteur ; Eric SAH, Auteur ; McKenna SPAULDING, Auteur ; John D. HERRINGTON, Auteur ; Liza TOMCZUK, Auteur ; Aaron MASINO, Auteur ; Xueqin PANG, Auteur ; Anushua BHATTACHARYA, Auteur ; Darren HEDLEY, Auteur ; Yelena KUSHLEYEVA, Auteur ; Phoebe THOMSON, Auteur ; Natalie DOPPELT, Auteur ; Jessica TAN, Auteur ; Jeffrey PENNINGTON, Auteur ; Cheryl DISSANAYAKE, Auteur ; Christopher P. BONAFIDE, Auteur ; Heather J. NUSKE, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 16 (2024) Mots-clés : Humans  Autism Spectrum Disorder/physiopathology  Child  Male  Female  Child, Preschool  Emotions/physiology  Heart Rate/physiology  Stress, Psychological/physiopathology  Affective Symptoms/physiopathology  Communication  Arousal/physiology  Facial Expression  Autism  Emotional coherence  Emotional concordance  Heart rate  Stress communication Index. décimale : PER Périodiques Résumé : BACKGROUND: Individuals on the autism spectrum commonly have differences from non-autistic people in expressing their emotions using communicative behaviors, such as facial expressions. However, it is not yet clear if this reduced expressivity stems from reduced physiological reactivity in emotional contexts or if individuals react internally, but do not show these reactions externally to others. We hypothesized that autism is characterized by a discordance between in-the-moment internal psychophysiological arousal and external communicative expressions of emotion. METHODS: Forty-one children on the autism spectrum and 39 non-autistic, typically developing (TD) children of two age groups (2-4 and 8-12 years) participated in a low-level stress task whilst wearing a wireless electrocardiogram. Children's negative emotional expressions (facial, vocal, bodily) were coded following standardized protocols. Alexithymia traits were assessed using the Children's Alexithymia Measure with school-aged children only. Data analyses involved ANOVAs, correlations, and sensitivity analyses. RESULTS: There were no group differences in physiological arousal (heart rate) or in communicative expressions of stress to the stress task. For TD preschoolers, physiological arousal during the stress task was associated with vocal expressions and for TD school-aged children, they were associated with facial and bodily expressions. By contrast, for children on the autism spectrum, physiological arousal during the stress tasks was not associated with communicative expressions across age groups. CONCLUSIONS: Our findings suggest that children on the autism spectrum might experience emotional disconcordance, in that their physiological arousal does not align with their communicative expressions. Therefore, the internally experienced stress of children on the autism spectrum may be inadvertently missed by teachers and caregivers and, consequently, learning opportunities for teaching emotional communication and regulation may be also missed. Our results support the use of wearable biosensors to facilitate such interventions in children on the autism spectrum. En ligne : https://dx.doi.org/10.1186/s11689-024-09567-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=576

Who gets coached? A qualitative inquiry into community clinicians' decisions to use caregiver coaching / Liza TOMCZUK in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.575-585 Titre : Who gets coached? A qualitative inquiry into community clinicians' decisions to use caregiver coaching Type de document : texte imprimé Auteurs : Liza TOMCZUK, Auteur ; Rebecca E. STEWART, Auteur ; Rinad S. BEIDAS, Auteur ; David S. MANDELL, Auteur ; Melanie PELLECCHIA, Auteur Article en page(s) : p.575-585 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Caregivers  Child  Evidence-Based Practice  Humans  Mentoring  Qualitative Research  United States  caregiver coaching  disparities in care  early intervention  parent coaching Index. décimale : PER Périodiques Résumé : Providers' beliefs about an intervention's fit with a family can affect whether or not they use that intervention with a family. The factors that affect providers' decisions to use evidence-based practices for young autistic children have not been studied. These factors may play a role in the major differences we see in the quality of and access to early intervention services in the community. We looked at differences in providers' use of caregiver coaching, an evidence-based practice, with families from minority or vulnerable backgrounds, and the possible reasons for those differences. We did this to figure out what factors affect providers' use of caregiver coaching. We interviewed 36 early intervention providers from early intervention agencies in two different parts of the United States. Providers pointed out things like what they thought about a family's circumstances that affected their beliefs about how well coaching fits with minority and vulnerable families. Our findings bring attention to these beliefs that likely make accessing evidence-based practices for minority and vulnerable families harder and lessen the quality of care for these families of young autistic children. These findings highlight the need to come up with and use strategies to improve both access to and the quality of evidence-based practices for young autistic children from minority and vulnerable groups. En ligne : https://dx.doi.org/10.1177/13623613211059499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Who gets coached? A qualitative inquiry into community clinicians' decisions to use caregiver coaching [texte imprimé] / Liza TOMCZUK, Auteur ; Rebecca E. STEWART, Auteur ; Rinad S. BEIDAS, Auteur ; David S. MANDELL, Auteur ; Melanie PELLECCHIA, Auteur . - p.575-585. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.575-585 Mots-clés : Autism Spectrum Disorder  Caregivers  Child  Evidence-Based Practice  Humans  Mentoring  Qualitative Research  United States  caregiver coaching  disparities in care  early intervention  parent coaching Index. décimale : PER Périodiques Résumé : Providers' beliefs about an intervention's fit with a family can affect whether or not they use that intervention with a family. The factors that affect providers' decisions to use evidence-based practices for young autistic children have not been studied. These factors may play a role in the major differences we see in the quality of and access to early intervention services in the community. We looked at differences in providers' use of caregiver coaching, an evidence-based practice, with families from minority or vulnerable backgrounds, and the possible reasons for those differences. We did this to figure out what factors affect providers' use of caregiver coaching. We interviewed 36 early intervention providers from early intervention agencies in two different parts of the United States. Providers pointed out things like what they thought about a family's circumstances that affected their beliefs about how well coaching fits with minority and vulnerable families. Our findings bring attention to these beliefs that likely make accessing evidence-based practices for minority and vulnerable families harder and lessen the quality of care for these families of young autistic children. These findings highlight the need to come up with and use strategies to improve both access to and the quality of evidence-based practices for young autistic children from minority and vulnerable groups. En ligne : https://dx.doi.org/10.1177/13623613211059499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

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