Psychometric Assessment of the Eyberg Child Behavior Inventory in Children with Autism in Community Settings / Kassandra MARTINEZ in Journal of Autism and Developmental Disorders, 53-4 (April 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-4 (April 2023) . - p.1693-1705 Titre : Psychometric Assessment of the Eyberg Child Behavior Inventory in Children with Autism in Community Settings Type de document : Texte imprimé et/ou numérique Auteurs : Kassandra MARTINEZ, Auteur ; Colby CHLEBOWSKI, Auteur ; Scott ROESCH, Auteur ; Nicole A. STADNICK, Auteur ; Miguel VILLODAS, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Article en page(s) : p.1693-1705 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Eyberg Child Behavior Inventory (ECBI) is a frequently used measure to assess interfering behaviors in children and psychometric properties have recently been examined in children with autism spectrum disorder (ASD). There is a need to confirm the identified factors and examine the factor structure in a racially/ethnically diverse, community-based sample. The current study conducts a psychometric analysis of the ECBI in a sample of children with ASD receiving publicly-funded mental health services. Data were collected from 201 children with ASD ages 5-13 years (60% Hispanic/Latinx) participating in a community effectiveness trial. Confirmatory factor analysis indicated poor model fit using previously identified factors and a new four-factor solution was identified. Clinical and research implications of these findings are discussed. En ligne : https://doi.org/10.1007/s10803-022-05427-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Psychometric Assessment of the Eyberg Child Behavior Inventory in Children with Autism in Community Settings [Texte imprimé et/ou numérique] / Kassandra MARTINEZ, Auteur ; Colby CHLEBOWSKI, Auteur ; Scott ROESCH, Auteur ; Nicole A. STADNICK, Auteur ; Miguel VILLODAS, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - p.1693-1705. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-4 (April 2023) . - p.1693-1705 Index. décimale : PER Périodiques Résumé : The Eyberg Child Behavior Inventory (ECBI) is a frequently used measure to assess interfering behaviors in children and psychometric properties have recently been examined in children with autism spectrum disorder (ASD). There is a need to confirm the identified factors and examine the factor structure in a racially/ethnically diverse, community-based sample. The current study conducts a psychometric analysis of the ECBI in a sample of children with ASD receiving publicly-funded mental health services. Data were collected from 201 children with ASD ages 5-13 years (60% Hispanic/Latinx) participating in a community effectiveness trial. Confirmatory factor analysis indicated poor model fit using previously identified factors and a new four-factor solution was identified. Clinical and research implications of these findings are discussed. En ligne : https://doi.org/10.1007/s10803-022-05427-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

The effectiveness of training community mental health therapists in an evidence-based intervention for ASD: Findings from a hybrid effectiveness-implementation trial in outpatient and school-based mental health services / Lauren BROOKMAN-FRAZEE in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.678-689 Titre : The effectiveness of training community mental health therapists in an evidence-based intervention for ASD: Findings from a hybrid effectiveness-implementation trial in outpatient and school-based mental health services Type de document : Texte imprimé et/ou numérique Auteurs : Lauren BROOKMAN-FRAZEE, Auteur ; Colby CHLEBOWSKI, Auteur ; Miguel VILLODAS, Auteur ; Ann GARLAND, Auteur ; Julie MCPHERSON, Auteur ; Yael KOENIG, Auteur ; Scott ROESCH, Auteur Article en page(s) : p.678-689 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology/therapy  Child  Evidence-Based Medicine  Humans  Mental Health  Outpatients  School Mental Health Services  EBI strategy delivery  autism spectrum disorder  children?s mental health services  community effectiveness trial  therapist training Index. décimale : PER Périodiques Résumé : Publicly funded mental health services play an important role in caring for school-age children with autism spectrum disorder (ASD); however, therapists report a lack of specialized ASD training, which families identity as a barrier in obtaining mental health services for their children. An Individualized Mental Health Intervention for ASD (AIM HI) was developed in collaboration with community stakeholders to respond to identified needs of children and community therapists. The current study examined the effects of therapist training in AIM HI on the changes in therapist practice, including therapists' use of evidence-based intervention strategies in session. Data were collected from a study conducted in community outpatient and school based mental health programs randomly assigned to receive AIM HI therapist training or observation of routine care. Therapist and child clients were enrolled from participating programs. Therapists in AIM HI training received training and consultation for 6?months while delivering the AIM HI intervention to a participating client; therapists in usual care delivered routine care. Both groups of therapists video recorded psychotherapy sessions which were scored by trained raters. Differences between training groups were examined using multilevel modeling. Therapists trained in AIM HI were observed to use more extensive active teaching strategies with caregivers, engagement strategies with children, strategies promoting continuity of care, and had more structured sessions with more effective pursuit of caregiver and children skill teaching. Therapist licensure moderated some training outcomes. En ligne : https://dx.doi.org/10.1177/13623613211067844 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] The effectiveness of training community mental health therapists in an evidence-based intervention for ASD: Findings from a hybrid effectiveness-implementation trial in outpatient and school-based mental health services [Texte imprimé et/ou numérique] / Lauren BROOKMAN-FRAZEE, Auteur ; Colby CHLEBOWSKI, Auteur ; Miguel VILLODAS, Auteur ; Ann GARLAND, Auteur ; Julie MCPHERSON, Auteur ; Yael KOENIG, Auteur ; Scott ROESCH, Auteur . - p.678-689. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.678-689 Mots-clés : Autism Spectrum Disorder/psychology/therapy  Child  Evidence-Based Medicine  Humans  Mental Health  Outpatients  School Mental Health Services  EBI strategy delivery  autism spectrum disorder  children?s mental health services  community effectiveness trial  therapist training Index. décimale : PER Périodiques Résumé : Publicly funded mental health services play an important role in caring for school-age children with autism spectrum disorder (ASD); however, therapists report a lack of specialized ASD training, which families identity as a barrier in obtaining mental health services for their children. An Individualized Mental Health Intervention for ASD (AIM HI) was developed in collaboration with community stakeholders to respond to identified needs of children and community therapists. The current study examined the effects of therapist training in AIM HI on the changes in therapist practice, including therapists' use of evidence-based intervention strategies in session. Data were collected from a study conducted in community outpatient and school based mental health programs randomly assigned to receive AIM HI therapist training or observation of routine care. Therapist and child clients were enrolled from participating programs. Therapists in AIM HI training received training and consultation for 6?months while delivering the AIM HI intervention to a participating client; therapists in usual care delivered routine care. Both groups of therapists video recorded psychotherapy sessions which were scored by trained raters. Differences between training groups were examined using multilevel modeling. Therapists trained in AIM HI were observed to use more extensive active teaching strategies with caregivers, engagement strategies with children, strategies promoting continuity of care, and had more structured sessions with more effective pursuit of caregiver and children skill teaching. Therapist licensure moderated some training outcomes. En ligne : https://dx.doi.org/10.1177/13623613211067844 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

The latent structure of the Delis-Kaplan system for autism / Reilly MACDONALD in Autism Research, 17-4 (April 2024)  

Public ISBD [article]  inAutism Research > 17-4 (April 2024) . - p.728-738 Titre : The latent structure of the Delis-Kaplan system for autism Type de document : Texte imprimé et/ou numérique Auteurs : Reilly MACDONALD, Auteur ; Mary BAKER-ERICZEN, Auteur ; Scott ROESCH, Auteur ; May YEH, Auteur ; Kelsey S. DICKSON, Auteur ; Jasmine SMITH, Auteur Article en page(s) : p.728-738 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract A core feature of autism is deficits in executive functioning (EF), including difficulty with planning, cognitive flexibility, and working memory. Despite a growing need for evidence-based assessments of EF for autism populations, statistical models of many commonly used measures of EF, including the Delis-Kaplan Executive Function System (D-KEFS), have not been investigated for a sample of autistic participants. The purpose of this study was to address a gap in the literature regarding the latent structure of the D-KEFS in a sample of autistic individuals. The D-KEFS is one of the most widely used clinical assessments of executive function, but its factor structure has not been examined in a sample of autistic participants. Reliability analyses were performed for sample subgroups based on participants' clinical and demographic characteristics, including IQ, autism severity, age, and race/ethnicity. Verbal Fluency (VF) was found to consistently decrease or not affect the overall reliability score. Additionally, one- and two-factor structure models were tested for the D-KEFS with a sample of autistic participants. The one-factor model was not found to be a good fit for the data. However, the two-factor model, with Cognitive Flexibility and Abstraction latent factors, was found to fit the data relatively well. This two-factor model was reexamined excluding the VF observed variable, resulting in a better overall model fit. Communication deficits are a common feature of autism, which explains why the VF task, that requires participants to produce novel words, may not be an adequate measure of executive function for autism populations. En ligne : https://doi.org/10.1002/aur.3122 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526 [article] The latent structure of the Delis-Kaplan system for autism [Texte imprimé et/ou numérique] / Reilly MACDONALD, Auteur ; Mary BAKER-ERICZEN, Auteur ; Scott ROESCH, Auteur ; May YEH, Auteur ; Kelsey S. DICKSON, Auteur ; Jasmine SMITH, Auteur . - p.728-738. Langues : Anglais (eng) in Autism Research > 17-4 (April 2024) . - p.728-738 Index. décimale : PER Périodiques Résumé : Abstract A core feature of autism is deficits in executive functioning (EF), including difficulty with planning, cognitive flexibility, and working memory. Despite a growing need for evidence-based assessments of EF for autism populations, statistical models of many commonly used measures of EF, including the Delis-Kaplan Executive Function System (D-KEFS), have not been investigated for a sample of autistic participants. The purpose of this study was to address a gap in the literature regarding the latent structure of the D-KEFS in a sample of autistic individuals. The D-KEFS is one of the most widely used clinical assessments of executive function, but its factor structure has not been examined in a sample of autistic participants. Reliability analyses were performed for sample subgroups based on participants' clinical and demographic characteristics, including IQ, autism severity, age, and race/ethnicity. Verbal Fluency (VF) was found to consistently decrease or not affect the overall reliability score. Additionally, one- and two-factor structure models were tested for the D-KEFS with a sample of autistic participants. The one-factor model was not found to be a good fit for the data. However, the two-factor model, with Cognitive Flexibility and Abstraction latent factors, was found to fit the data relatively well. This two-factor model was reexamined excluding the VF observed variable, resulting in a better overall model fit. Communication deficits are a common feature of autism, which explains why the VF task, that requires participants to produce novel words, may not be an adequate measure of executive function for autism populations. En ligne : https://doi.org/10.1002/aur.3122 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526

A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism / Aubyn C. STAHMER in Focus on Autism and Other Developmental Disabilities, 38-1 (March 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.32-44 Titre : A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Sarah R. RIETH, Auteur ; Scott ROESCH, Auteur ; Sarah VEJNOSKA, Auteur ; Janice CHAN, Auteur ; Allison NAHMIAS, Auteur ; Tiffany WANG, Auteur Article en page(s) : p.32-44 Langues : Anglais (eng) Mots-clés : autism,school age,classroom,naturalistic intervention Index. décimale : PER Périodiques Résumé : Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included teachers (n = 126) and students with autism (n = 308). Teachers participated in 12 hours of didactic, interactive training and additional in-classroom coaching. Generalized Estimating Equations accounted for clustering. Adjusted models evaluated the relative effects of training group, CPRT fidelity, and classroom quality on student outcomes. Results indicate higher CPRT fidelity was associated with greater increases in student learning. Having received CPRT training predicted increased student engagement and greater decreases in reported approach/withdrawal problems. These differences may be linked to the theoretical foundations of CPRT of increasing student motivation and engagement and collaborative adaptation to increase feasibility in schools. Overall, results suggest CPRT may be a beneficial approach for supporting autistic students. En ligne : https://doi.org/10.1177/10883576221133486 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism [Texte imprimé et/ou numérique] / Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Sarah R. RIETH, Auteur ; Scott ROESCH, Auteur ; Sarah VEJNOSKA, Auteur ; Janice CHAN, Auteur ; Allison NAHMIAS, Auteur ; Tiffany WANG, Auteur . - p.32-44. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.32-44 Mots-clés : autism,school age,classroom,naturalistic intervention Index. décimale : PER Périodiques Résumé : Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included teachers (n = 126) and students with autism (n = 308). Teachers participated in 12 hours of didactic, interactive training and additional in-classroom coaching. Generalized Estimating Equations accounted for clustering. Adjusted models evaluated the relative effects of training group, CPRT fidelity, and classroom quality on student outcomes. Results indicate higher CPRT fidelity was associated with greater increases in student learning. Having received CPRT training predicted increased student engagement and greater decreases in reported approach/withdrawal problems. These differences may be linked to the theoretical foundations of CPRT of increasing student motivation and engagement and collaborative adaptation to increase feasibility in schools. Overall, results suggest CPRT may be a beneficial approach for supporting autistic students. En ligne : https://doi.org/10.1177/10883576221133486 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

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