Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation / Kara HUME in Journal of Autism and Developmental Disorders, 53-1 (January 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.514-514 Titre : Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Type de document : texte imprimé Auteurs : Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Samuel L. ODOM, Auteur ; Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Brianne TOMASZEWSKI, Auteur ; Susan SZENDREY, Auteur ; Nancy S. MCINTYRE, Auteur ; Serife YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur Article en page(s) : p.514-514 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05438-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation [texte imprimé] / Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Samuel L. ODOM, Auteur ; Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Brianne TOMASZEWSKI, Auteur ; Susan SZENDREY, Auteur ; Nancy S. MCINTYRE, Auteur ; Serife YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur . - p.514-514. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.514-514 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05438-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

Educational Interventions for Children and Youth with Autism: A 40-Year Perspective / Samuel L. ODOM in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4354-4369 Titre : Educational Interventions for Children and Youth with Autism: A 40-Year Perspective Type de document : texte imprimé Auteurs : Samuel L. ODOM, Auteur ; Laura J. HALL, Auteur ; Kristi L. MORIN, Auteur ; Bonnie KRAEMER, Auteur ; Kara HUME, Auteur ; Nancy C. MCINTYRE, Auteur ; Sallie W. NOWELL, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.4354-4369 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder/diagnosis/therapy  Autistic Disorder/therapy  Child  Humans  Schools  Educational Interventions  Human Subjects Research committee was not required. The authors have no conflict of  interests to disclose related to this paper. Index. décimale : PER Périodiques Résumé : Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the "iSciences" for closing the research to practice gap in the future. En ligne : http://dx.doi.org/10.1007/s10803-021-04990-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Educational Interventions for Children and Youth with Autism: A 40-Year Perspective [texte imprimé] / Samuel L. ODOM, Auteur ; Laura J. HALL, Auteur ; Kristi L. MORIN, Auteur ; Bonnie KRAEMER, Auteur ; Kara HUME, Auteur ; Nancy C. MCINTYRE, Auteur ; Sallie W. NOWELL, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Leann S. DAWALT, Auteur . - p.4354-4369. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4354-4369 Mots-clés : Adolescent  Autism Spectrum Disorder/diagnosis/therapy  Autistic Disorder/therapy  Child  Humans  Schools  Educational Interventions  Human Subjects Research committee was not required. The authors have no conflict of  interests to disclose related to this paper. Index. décimale : PER Périodiques Résumé : Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the "iSciences" for closing the research to practice gap in the future. En ligne : http://dx.doi.org/10.1007/s10803-021-04990-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Efficacy of an Online Caregiver Learning Series for Promoting Daily Living Skills of Autistic Adolescents / Lindsay F. RENTSCHLER in Journal of Autism and Developmental Disorders, 56-7 (July 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-7 (July 2026) . - p.2530-2544 Titre : Efficacy of an Online Caregiver Learning Series for Promoting Daily Living Skills of Autistic Adolescents Type de document : texte imprimé Auteurs : Lindsay F. RENTSCHLER, Auteur ; Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Nancy BAGATELL, Auteur ; Brian BOYD, Auteur ; Karrie SHOGREN, Auteur Article en page(s) : p.2530-2544 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Daily living skills (DLS) are one key predictor of autistic adults attending post-secondary education, obtaining employment, and living independently. However, these skills often lag behind typical development for autistic people regardless of their cognitive abilities. Autistic adolescents and their caregivers have indicated a desire for more DLS supports. While there are evidence-based practices (EBPs) to teach DLS, autistic adolescents without intellectual disabilities are unlikely to receive DLS instruction in their general education coursework, and caregivers report lacking resources and strategies to teach these skills at home. To address these concerns, we developed an eLearning module series to support caregivers of autistic adolescents without intellectual disabilities in promoting DLS at home. The current single case design study measured the impact of the modules on caregiver fidelity to the EBPs and adolescent independence with self-selected DLS. The study also assessed the social validity of the modules. The results of this study reveal functional relationships between the module series and caregiver fidelity to the EBPs and to adolescent independence with targeted DLS. The caregivers and the adolescents both rated the acceptability, feasibility, and significance of the intervention favorably. These results indicate that the novel eLearning series is a successful and practical way to support autistic adolescents and their families to target and enhance DLS at home. En ligne : https://doi.org/10.1007/s10803-025-06766-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Efficacy of an Online Caregiver Learning Series for Promoting Daily Living Skills of Autistic Adolescents [texte imprimé] / Lindsay F. RENTSCHLER, Auteur ; Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Nancy BAGATELL, Auteur ; Brian BOYD, Auteur ; Karrie SHOGREN, Auteur . - p.2530-2544. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-7 (July 2026) . - p.2530-2544 Index. décimale : PER Périodiques Résumé : Daily living skills (DLS) are one key predictor of autistic adults attending post-secondary education, obtaining employment, and living independently. However, these skills often lag behind typical development for autistic people regardless of their cognitive abilities. Autistic adolescents and their caregivers have indicated a desire for more DLS supports. While there are evidence-based practices (EBPs) to teach DLS, autistic adolescents without intellectual disabilities are unlikely to receive DLS instruction in their general education coursework, and caregivers report lacking resources and strategies to teach these skills at home. To address these concerns, we developed an eLearning module series to support caregivers of autistic adolescents without intellectual disabilities in promoting DLS at home. The current single case design study measured the impact of the modules on caregiver fidelity to the EBPs and adolescent independence with self-selected DLS. The study also assessed the social validity of the modules. The results of this study reveal functional relationships between the module series and caregiver fidelity to the EBPs and to adolescent independence with targeted DLS. The caregivers and the adolescents both rated the acceptability, feasibility, and significance of the intervention favorably. These results indicate that the novel eLearning series is a successful and practical way to support autistic adolescents and their families to target and enhance DLS at home. En ligne : https://doi.org/10.1007/s10803-025-06766-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review / Kara HUME in Journal of Autism and Developmental Disorders, 51-11 (November 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4013-4032 Titre : Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review Type de document : texte imprimé Auteurs : Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Samuel L. ODOM, Auteur ; Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Brianne TOMASZEWSKI, Auteur ; Susan SZENDREY, Auteur ; Nancy C. MCINTYRE, Auteur ; Serife YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur Article en page(s) : p.4013-4032 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder/diagnosis/therapy  Child  Evidence-Based Practice  Humans  Schools  Young Adult  Autism spectrum disorder  Children and youth  Focused intervention Index. décimale : PER Périodiques Résumé : This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425-436, 2010a; Prevent School Fail 54(4):275-282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf ; J Autism Dev Disorders 45(7):1951-1966, 2015), extending coverage to articles published between 1990 and 2017. A search initially yielded 31,779 articles, and the subsequent screening and evaluation process found 567 studies to include. Combined with the previous review, 972 articles were synthesized, from which the authors found 28 focused intervention practices that met the criteria for evidence-based practice (EBP). Former EBPs were recategorized and some manualized interventions were distinguished as meeting EBP criteria. The authors discuss implications for current practices and future research. En ligne : http://dx.doi.org/10.1007/s10803-020-04844-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review [texte imprimé] / Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Samuel L. ODOM, Auteur ; Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Brianne TOMASZEWSKI, Auteur ; Susan SZENDREY, Auteur ; Nancy C. MCINTYRE, Auteur ; Serife YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur . - p.4013-4032. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4013-4032 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder/diagnosis/therapy  Child  Evidence-Based Practice  Humans  Schools  Young Adult  Autism spectrum disorder  Children and youth  Focused intervention Index. décimale : PER Périodiques Résumé : This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425-436, 2010a; Prevent School Fail 54(4):275-282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf ; J Autism Dev Disorders 45(7):1951-1966, 2015), extending coverage to articles published between 1990 and 2017. A search initially yielded 31,779 articles, and the subsequent screening and evaluation process found 567 studies to include. Combined with the previous review, 972 articles were synthesized, from which the authors found 28 focused intervention practices that met the criteria for evidence-based practice (EBP). Former EBPs were recategorized and some manualized interventions were distinguished as meeting EBP criteria. The authors discuss implications for current practices and future research. En ligne : http://dx.doi.org/10.1007/s10803-020-04844-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Implementation of a multi-family autism transition program in the high school setting / Jocelyn KUHN in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.615-627 Titre : Implementation of a multi-family autism transition program in the high school setting Type de document : texte imprimé Auteurs : Jocelyn KUHN, Auteur ; Kate SZIDON, Auteur ; Bonnie KRAEMER, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Kara HUME, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.615-627 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/therapy  Autistic Disorder  Humans  Problem Solving  Schools  autism spectrum disorders  barriers  facilitators  families  high schools  intervention implementation  transition to adulthood Index. décimale : PER Périodiques Résumé : Transitioning Together is an intervention that supports families of adolescents on the autism spectrum as they prepare for the transition to adulthood. While it has been delivered successfully and shown to result in positive outcomes for families in the university setting, questions remain about whether and how well it can be widely provided to families in real-world settings such as high schools. In this study, we analyzed predictors, facilitators, and barriers to providing Transitioning Together to families at 30 high schools across three US states, all of which received training from a team of researchers to deliver this intervention. Our findings highlight struggles and successes with real-world use of the intervention. Seventeen of the 30 schools were successful in providing Transitioning Together to families. Schools who had higher community socioeconomic status, higher quality family involvement, and higher quality transition planning programming before changing anything for this study were much more likely to provide this new intervention to families. Schools who used the intervention were mostly able to deliver it as designed and received positive feedback from families who participated. Common parts of the intervention that schools struggled with most included following the structure of the sessions, including group problem-solving and dialogue in the sessions, and collecting feedback from families. Future research is needed to learn how to make it even easier for public high schools and other service systems to provide this intervention to families, in a way that also maximizes its effectiveness and accessibility for historically underserved autism spectrum populations. En ligne : https://dx.doi.org/10.1177/13623613211065533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Implementation of a multi-family autism transition program in the high school setting [texte imprimé] / Jocelyn KUHN, Auteur ; Kate SZIDON, Auteur ; Bonnie KRAEMER, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Kara HUME, Auteur ; Leann S. DAWALT, Auteur . - p.615-627. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.615-627 Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/therapy  Autistic Disorder  Humans  Problem Solving  Schools  autism spectrum disorders  barriers  facilitators  families  high schools  intervention implementation  transition to adulthood Index. décimale : PER Périodiques Résumé : Transitioning Together is an intervention that supports families of adolescents on the autism spectrum as they prepare for the transition to adulthood. While it has been delivered successfully and shown to result in positive outcomes for families in the university setting, questions remain about whether and how well it can be widely provided to families in real-world settings such as high schools. In this study, we analyzed predictors, facilitators, and barriers to providing Transitioning Together to families at 30 high schools across three US states, all of which received training from a team of researchers to deliver this intervention. Our findings highlight struggles and successes with real-world use of the intervention. Seventeen of the 30 schools were successful in providing Transitioning Together to families. Schools who had higher community socioeconomic status, higher quality family involvement, and higher quality transition planning programming before changing anything for this study were much more likely to provide this new intervention to families. Schools who used the intervention were mostly able to deliver it as designed and received positive feedback from families who participated. Common parts of the intervention that schools struggled with most included following the structure of the sessions, including group problem-solving and dialogue in the sessions, and collecting feedback from families. Future research is needed to learn how to make it even easier for public high schools and other service systems to provide this intervention to families, in a way that also maximizes its effectiveness and accessibility for historically underserved autism spectrum populations. En ligne : https://dx.doi.org/10.1177/13623613211065533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices / Jessica R. STEINBRENNER in Autism, 26-8 (November 2022)  

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Quality of high school programs for students with autism spectrum disorder / Bonnie KRAEMER in Autism, 24-3 (April 2020)  

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Student, Educator, and Parent Perspectives of Self-Determination in High School Students with Autism Spectrum Disorder / Brianne TOMASZEWSKI in Autism Research, 13-12 (December 2020)  

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A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism / Kristi L. MORIN in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)  

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Use of the Children's Communication Checklist-2 in School-Aged Students with Autism: A Psychometric Analysis / Sallie W. NOWELL in Journal of Autism and Developmental Disorders, 52-9 (September 2022)  

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