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 Auteurs : Sarah R. EDMUNDS, Auteur ; Kyle M. FROST, Auteur ; R. Christopher SHELDRICK, Auteur ; Alice BRAVO, Auteur ; Diondra STRAITON, Auteur ; Katherine PICKARD, Auteur ; Valerie GRIM, Auteur ; Amy DRAHOTA, Auteur ; Jocelyn KUHN, Auteur ; Gazi F. AZAD, Auteur ; Anamiguel POMALES-RAMOS, Auteur ; Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Lisa V. IBANEZ, Auteur ; Wendy L. STONE, Auteur ; Alice S. 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] / Sarah R. EDMUNDS, Auteur ; Kyle M. FROST, Auteur ; R. Christopher SHELDRICK, Auteur ; Alice BRAVO, Auteur ; Diondra STRAITON, Auteur ; Katherine PICKARD, Auteur ; Valerie GRIM, Auteur ; Amy DRAHOTA, Auteur ; Jocelyn KUHN, Auteur ; Gazi F. AZAD, Auteur ; Anamiguel POMALES-RAMOS, Auteur ; Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Lisa V. IBANEZ, Auteur ; Wendy L. STONE, Auteur ; Alice S. 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

A mixed methods exploration of community providers' perceived barriers and facilitators to the use of parent training with Medicaid-enrolled clients with autism / Diondra STRAITON in Autism, 25-5 (July 2021)  

Public ISBD [article]  inAutism > 25-5 (July 2021) . - p.1368-1381 Titre : A mixed methods exploration of community providers' perceived barriers and facilitators to the use of parent training with Medicaid-enrolled clients with autism Type de document : texte imprimé Auteurs : Diondra STRAITON, Auteur ; Barb GROOM, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.1368-1381 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Humans  Medicaid  Parents  Surveys and Questionnaires  applied behavior analysis  health services  parent training Index. décimale : PER Périodiques Résumé : Using quantitative data from an online survey and qualitative data from follow-up interviews with applied behavior analysis providers, researchers examined barriers and facilitators to providing parent training to Medicaid-enrolled youth with autism spectrum disorder. Barriers and facilitators were identified at the family-, provider-, and organization-levels. Family-level barriers were significantly related to less frequent parent training use and poorer quality of use. Two recommendations are provided to increase the use of parent training in low-resourced community settings: (1) provide professional training opportunities to providers about best practices in parent training and (2) increase agency support for parent training, particularly in reducing logistical barriers. En ligne : http://dx.doi.org/10.1177/1362361321989911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] A mixed methods exploration of community providers' perceived barriers and facilitators to the use of parent training with Medicaid-enrolled clients with autism [texte imprimé] / Diondra STRAITON, Auteur ; Barb GROOM, Auteur ; Brooke R. INGERSOLL, Auteur . - p.1368-1381. Langues : Anglais (eng) in Autism > 25-5 (July 2021) . - p.1368-1381 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Humans  Medicaid  Parents  Surveys and Questionnaires  applied behavior analysis  health services  parent training Index. décimale : PER Périodiques Résumé : Using quantitative data from an online survey and qualitative data from follow-up interviews with applied behavior analysis providers, researchers examined barriers and facilitators to providing parent training to Medicaid-enrolled youth with autism spectrum disorder. Barriers and facilitators were identified at the family-, provider-, and organization-levels. Family-level barriers were significantly related to less frequent parent training use and poorer quality of use. Two recommendations are provided to increase the use of parent training in low-resourced community settings: (1) provide professional training opportunities to providers about best practices in parent training and (2) increase agency support for parent training, particularly in reducing logistical barriers. En ligne : http://dx.doi.org/10.1177/1362361321989911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

A mixed methods exploration of community providers' perceived barriers and facilitators to the use of parent training with Medicaid-enrolled clients with autism / Diondra STRAITON in Autism, 26-5 (July 2022)  

Public ISBD [article]  inAutism > 26-5 (July 2022) . - p.1368-1381 Titre : A mixed methods exploration of community providers' perceived barriers and facilitators to the use of parent training with Medicaid-enrolled clients with autism Type de document : texte imprimé Auteurs : Diondra STRAITON, Auteur ; Barb GROOM, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.1368-1381 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Humans  Medicaid  Parents  Surveys and Questionnaires  applied behavior analysis  health services  parent training Index. décimale : PER Périodiques Résumé : Using quantitative data from an online survey and qualitative data from follow-up interviews with applied behavior analysis providers, researchers examined barriers and facilitators to providing parent training to Medicaid-enrolled youth with autism spectrum disorder. Barriers and facilitators were identified at the family-, provider-, and organization-levels. Family-level barriers were significantly related to less frequent parent training use and poorer quality of use. Two recommendations are provided to increase the use of parent training in low-resourced community settings: (1) provide professional training opportunities to providers about best practices in parent training and (2) increase agency support for parent training, particularly in reducing logistical barriers. En ligne : http://dx.doi.org/10.1177/1362361321989911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 [article] A mixed methods exploration of community providers' perceived barriers and facilitators to the use of parent training with Medicaid-enrolled clients with autism [texte imprimé] / Diondra STRAITON, Auteur ; Barb GROOM, Auteur ; Brooke R. INGERSOLL, Auteur . - p.1368-1381. Langues : Anglais (eng) in Autism > 26-5 (July 2022) . - p.1368-1381 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Humans  Medicaid  Parents  Surveys and Questionnaires  applied behavior analysis  health services  parent training Index. décimale : PER Périodiques Résumé : Using quantitative data from an online survey and qualitative data from follow-up interviews with applied behavior analysis providers, researchers examined barriers and facilitators to providing parent training to Medicaid-enrolled youth with autism spectrum disorder. Barriers and facilitators were identified at the family-, provider-, and organization-levels. Family-level barriers were significantly related to less frequent parent training use and poorer quality of use. Two recommendations are provided to increase the use of parent training in low-resourced community settings: (1) provide professional training opportunities to providers about best practices in parent training and (2) increase agency support for parent training, particularly in reducing logistical barriers. En ligne : http://dx.doi.org/10.1177/1362361321989911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483

Parent Training for Youth with Autism Served in Community Settings: A Mixed-Methods Investigation Within a Community Mental Health System / Diondra STRAITON in Journal of Autism and Developmental Disorders, 51-6 (June 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1983-1994 Titre : Parent Training for Youth with Autism Served in Community Settings: A Mixed-Methods Investigation Within a Community Mental Health System Type de document : texte imprimé Auteurs : Diondra STRAITON, Auteur ; Barb GROOM, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.1983-1994 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/therapy  Autistic Disorder  Caregivers  Child  Child, Preschool  Family  Humans  Male  Medicaid  Mental Health  Parents/education  Surveys and Questionnaires  United States  Young Adult  Autism  Community mental health  Parent training Index. décimale : PER Périodiques Résumé : Parent training programs focus on parent knowledge and/or skill development regarding strategies to improve child outcomes. Parent training programs are considered evidenced-based treatments for autism spectrum disorder (ASD). Yet little is known about parent training use for youth with ASD served in community settings. This mixed methods project examined parent training for Medicaid-enrolled youth with ASD under age 21. Data were obtained from Medicaid claims for 879 youth and surveys from 97 applied behavior analysis (ABA) providers. Open-ended survey items were analyzed with content analysis. Results demonstrated that the frequency of parent training was low and providers' conceptualization of parent training was inconsistent with evidence-based models. Providers are largely unaware of evidence-based components (i.e., modeling, caregiver practice with feedback) and use them infrequently. Implications for increasing parent training in community settings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04679-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Parent Training for Youth with Autism Served in Community Settings: A Mixed-Methods Investigation Within a Community Mental Health System [texte imprimé] / Diondra STRAITON, Auteur ; Barb GROOM, Auteur ; Brooke R. INGERSOLL, Auteur . - p.1983-1994. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1983-1994 Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/therapy  Autistic Disorder  Caregivers  Child  Child, Preschool  Family  Humans  Male  Medicaid  Mental Health  Parents/education  Surveys and Questionnaires  United States  Young Adult  Autism  Community mental health  Parent training Index. décimale : PER Périodiques Résumé : Parent training programs focus on parent knowledge and/or skill development regarding strategies to improve child outcomes. Parent training programs are considered evidenced-based treatments for autism spectrum disorder (ASD). Yet little is known about parent training use for youth with ASD served in community settings. This mixed methods project examined parent training for Medicaid-enrolled youth with ASD under age 21. Data were obtained from Medicaid claims for 879 youth and surveys from 97 applied behavior analysis (ABA) providers. Open-ended survey items were analyzed with content analysis. Results demonstrated that the frequency of parent training was low and providers' conceptualization of parent training was inconsistent with evidence-based models. Providers are largely unaware of evidence-based components (i.e., modeling, caregiver practice with feedback) and use them infrequently. Implications for increasing parent training in community settings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04679-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Relative Efficacy of Self-directed and Therapist-assisted Telehealth Models of a Parent-mediated Intervention for Autism: Examining Effects on Parent Intervention Fidelity, Well-being, and Program Engagement / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 54-10 (October 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3605-3619 Titre : Relative Efficacy of Self-directed and Therapist-assisted Telehealth Models of a Parent-mediated Intervention for Autism: Examining Effects on Parent Intervention Fidelity, Well-being, and Program Engagement Type de document : texte imprimé Auteurs : Brooke R. INGERSOLL, Auteur ; Kyle M. FROST, Auteur ; Diondra STRAITON, Auteur ; Anamiguel Pomales RAMOS, Auteur ; Mya HOWARD, Auteur Article en page(s) : p.3605-3619 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Although there is growing interest in telehealth to deliver parent-mediated intervention for autistic children, empirical evaluations are limited, and little is known regarding the relative benefits of self-directed and therapist-assisted telehealth interventions. This study examined the effect of self-directed and therapist-assisted ImPACT Online on parent learning and well-being, moderators of treatment, and predictors of program engagement. En ligne : https://doi.org/10.1007/s10803-023-06092-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Relative Efficacy of Self-directed and Therapist-assisted Telehealth Models of a Parent-mediated Intervention for Autism: Examining Effects on Parent Intervention Fidelity, Well-being, and Program Engagement [texte imprimé] / Brooke R. INGERSOLL, Auteur ; Kyle M. FROST, Auteur ; Diondra STRAITON, Auteur ; Anamiguel Pomales RAMOS, Auteur ; Mya HOWARD, Auteur . - p.3605-3619. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3605-3619 Index. décimale : PER Périodiques Résumé : Although there is growing interest in telehealth to deliver parent-mediated intervention for autistic children, empirical evaluations are limited, and little is known regarding the relative benefits of self-directed and therapist-assisted telehealth interventions. This study examined the effect of self-directed and therapist-assisted ImPACT Online on parent learning and well-being, moderators of treatment, and predictors of program engagement. En ligne : https://doi.org/10.1007/s10803-023-06092-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Short report: Associations of family characteristics and clinicians" use of caregiver coaching in early intervention / Diondra STRAITON ; David S. MANDELL ; Brooke R. INGERSOLL ; Samantha CRABBE ; Sarah R. RIETH ; Melanie PELLECCHIA in Autism, 29-7 (July 2025)  

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Short report: Call to action for autism clinicians in response to anti-Black racism / Diondra STRAITON in Autism, 26-4 (May 2022)  

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Telehealth coaching in Project ImPACT indirectly affects children's expressive language ability through parent intervention strategy use and child intentional communication: An RCT / Brooke R. INGERSOLL in Autism Research, 17-10 (October 2024)  

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

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