Caregiver Attributions of Toddlers' Behaviors: A Comparison Between Groups of Children with Differing Developmental Concerns / Daina M. TAGAVI in Journal of Autism and Developmental Disorders, 54-3 (March 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-3 (March 2024) . - p.983-996 Titre : Caregiver Attributions of Toddlers' Behaviors: A Comparison Between Groups of Children with Differing Developmental Concerns Type de document : Texte imprimé et/ou numérique Auteurs : Daina M. TAGAVI, Auteur ; Hannah R. BENAVIDEZ, Auteur ; Taylor C. KALMUS, Auteur ; Carlyn C. PERRYMAN, Auteur ; Wendy L. STONE, Auteur Article en page(s) : p.983-996 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Little is known about the attributional patterns of caregivers of autistic children, particularly in relation to caregivers of children with other developmental or behavioral disorders. This study examined differences in caregiver attributions of child behavior between three groups: toddlers with (1) Autism spectrum disorder (ASD) or ASD concerns; (2) Other developmental concerns; and (3) No concerns. Qualitative descriptions of actual child behaviors were coded using a three-stage content analysis. Regression analyses were utilized to determine if group membership predicted types of positive and challenging behaviors caregivers endorsed, as well as their attributions of these behaviors. Caregivers of children with ASD or ASD concerns endorsed similar types of behaviors, but rated their child?s positive behaviors as less characteristic of their child and more a function of the particular situation, less stable or permanent, and less controllable as compared to caregivers of toddlers with other developmental or no concerns. Additionally, they rated their child?s challenging behaviors as more stable or permanent and less controllable as compared to caregivers of toddlers with other developmental concerns or no concerns. These findings suggest that caregivers of children with ASD and ASD related concerns may be vulnerable to a negative attributional pattern, which can have important implications for child and family functioning and overall quality of life. En ligne : https://doi.org/10.1007/s10803-022-05879-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 [article] Caregiver Attributions of Toddlers' Behaviors: A Comparison Between Groups of Children with Differing Developmental Concerns [Texte imprimé et/ou numérique] / Daina M. TAGAVI, Auteur ; Hannah R. BENAVIDEZ, Auteur ; Taylor C. KALMUS, Auteur ; Carlyn C. PERRYMAN, Auteur ; Wendy L. STONE, Auteur . - p.983-996. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-3 (March 2024) . - p.983-996 Index. décimale : PER Périodiques Résumé : Little is known about the attributional patterns of caregivers of autistic children, particularly in relation to caregivers of children with other developmental or behavioral disorders. This study examined differences in caregiver attributions of child behavior between three groups: toddlers with (1) Autism spectrum disorder (ASD) or ASD concerns; (2) Other developmental concerns; and (3) No concerns. Qualitative descriptions of actual child behaviors were coded using a three-stage content analysis. Regression analyses were utilized to determine if group membership predicted types of positive and challenging behaviors caregivers endorsed, as well as their attributions of these behaviors. Caregivers of children with ASD or ASD concerns endorsed similar types of behaviors, but rated their child?s positive behaviors as less characteristic of their child and more a function of the particular situation, less stable or permanent, and less controllable as compared to caregivers of toddlers with other developmental or no concerns. Additionally, they rated their child?s challenging behaviors as more stable or permanent and less controllable as compared to caregivers of toddlers with other developmental concerns or no concerns. These findings suggest that caregivers of children with ASD and ASD related concerns may be vulnerable to a negative attributional pattern, which can have important implications for child and family functioning and overall quality of life. En ligne : https://doi.org/10.1007/s10803-022-05879-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524

Iterative redesign of a caregiver-mediated intervention for use in educational settings / Karen BEARSS in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.666-677 Titre : Iterative redesign of a caregiver-mediated intervention for use in educational settings Type de document : Texte imprimé et/ou numérique Auteurs : Karen BEARSS, Auteur ; Daina M. TAGAVI, Auteur ; Aaron R. LYON, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.666-677 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Caregivers  Child  Humans  Parents  Schools  Students  autism spectrum disorders  community involvement  disruptive behavior  implementation  interventions  iterative redesign  usability  Inc., Genial Care, Inc., and Behavioural Solutions, Inc. She also receives  royalties from Oxford University Press and speaker fees from ABAC, Inc. Daina  Tagavi, Aaron Lyon, and Jill Locke declare that they have no conflict of  interest. Index. décimale : PER Périodiques Résumé : Teachers often report concerns about behavior challenges in their students with autism spectrum disorder (ASD) in the school setting. Furthermore, teachers often report that they do not have adequate training in how to manage these challenging behaviors effectively. The RUBI program is an intervention initially developed for parents of children with ASD and co-occurring challenging behavior in clinic settings. The present project used school staff input to systematically redesign RUBI to be used with educators in schools. School staff gave input at multiple stages of development to ensure the adapted intervention was appropriate to use in a school setting. Responses were coded and analyzed to identify strengths and weaknesses of the RUBI manual in schools and adaptations were made accordingly. Scores of how appropriate, possible, likable, and usable RUBI would be in schools rose after the intervention was redesigned. The redesigned RUBIES manual may give school staff the tools they need to manage disruptive behaviors. In addition, collaborating with providers over multiple stages to redesign established interventions for new contexts may be a promising way to help bring research tools to practice in the future. En ligne : https://dx.doi.org/10.1177/13623613211066644 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Iterative redesign of a caregiver-mediated intervention for use in educational settings [Texte imprimé et/ou numérique] / Karen BEARSS, Auteur ; Daina M. TAGAVI, Auteur ; Aaron R. LYON, Auteur ; Jill LOCKE, Auteur . - p.666-677. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.666-677 Mots-clés : Autism Spectrum Disorder/therapy  Caregivers  Child  Humans  Parents  Schools  Students  autism spectrum disorders  community involvement  disruptive behavior  implementation  interventions  iterative redesign  usability  Inc., Genial Care, Inc., and Behavioural Solutions, Inc. She also receives  royalties from Oxford University Press and speaker fees from ABAC, Inc. Daina  Tagavi, Aaron Lyon, and Jill Locke declare that they have no conflict of  interest. Index. décimale : PER Périodiques Résumé : Teachers often report concerns about behavior challenges in their students with autism spectrum disorder (ASD) in the school setting. Furthermore, teachers often report that they do not have adequate training in how to manage these challenging behaviors effectively. The RUBI program is an intervention initially developed for parents of children with ASD and co-occurring challenging behavior in clinic settings. The present project used school staff input to systematically redesign RUBI to be used with educators in schools. School staff gave input at multiple stages of development to ensure the adapted intervention was appropriate to use in a school setting. Responses were coded and analyzed to identify strengths and weaknesses of the RUBI manual in schools and adaptations were made accordingly. Scores of how appropriate, possible, likable, and usable RUBI would be in schools rose after the intervention was redesigned. The redesigned RUBIES manual may give school staff the tools they need to manage disruptive behaviors. In addition, collaborating with providers over multiple stages to redesign established interventions for new contexts may be a promising way to help bring research tools to practice in the future. En ligne : https://dx.doi.org/10.1177/13623613211066644 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Language Differences at 12 Months in Infants Who Develop Autism Spectrum Disorder / DeWayne C. LAZENBY in Journal of Autism and Developmental Disorders, 46-3 (March 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.899-909 Titre : Language Differences at 12 Months in Infants Who Develop Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : DeWayne C. LAZENBY, Auteur ; Georgios D. SIDERIDIS, Auteur ; Noelle HUNTINGTON, Auteur ; Matthew PRANTE, Auteur ; Philip S. DALE, Auteur ; Suzanne CURTIN, Auteur ; Lisa HENKEL, Auteur ; Jana M. IVERSON, Auteur ; Leslie J. CARVER, Auteur ; Karen DOBKINS, Auteur ; Natacha AKSHOOMOFF, Auteur ; Daina M. TAGAVI, Auteur ; Charles A. NELSON, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.899-909 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD)  Expressive/receptive vocabulary  Item response theory  Infant-sibling  MacArthur-Bates Communicative Developmental Inventories (CDI) Index. décimale : PER Périodiques Résumé : Little is known about early language development in infants who later develop autism spectrum disorder (ASD). We analyzed prospective data from 346 infants, some of whom were at high risk for developing ASD, to determine if language differences could be detected at 12 months of age in the infants who later were diagnosed with ASD. Analyses revealed lower receptive and expressive language scores in infants who later were diagnosed with ASD. Controlling for overall ability to understand and produce single words, a Rasch analysis indicated that infants who later developed ASD had a higher degree of statistically unexpected word understanding and production. At 12 months of age, quantitative and qualitative language patterns distinguished infants who later developed ASD from those who did not. En ligne : http://dx.doi.org/10.1007/s10803-015-2632-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 [article] Language Differences at 12 Months in Infants Who Develop Autism Spectrum Disorder [Texte imprimé et/ou numérique] / DeWayne C. LAZENBY, Auteur ; Georgios D. SIDERIDIS, Auteur ; Noelle HUNTINGTON, Auteur ; Matthew PRANTE, Auteur ; Philip S. DALE, Auteur ; Suzanne CURTIN, Auteur ; Lisa HENKEL, Auteur ; Jana M. IVERSON, Auteur ; Leslie J. CARVER, Auteur ; Karen DOBKINS, Auteur ; Natacha AKSHOOMOFF, Auteur ; Daina M. TAGAVI, Auteur ; Charles A. NELSON, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.899-909. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.899-909 Mots-clés : Autism spectrum disorder (ASD)  Expressive/receptive vocabulary  Item response theory  Infant-sibling  MacArthur-Bates Communicative Developmental Inventories (CDI) Index. décimale : PER Périodiques Résumé : Little is known about early language development in infants who later develop autism spectrum disorder (ASD). We analyzed prospective data from 346 infants, some of whom were at high risk for developing ASD, to determine if language differences could be detected at 12 months of age in the infants who later were diagnosed with ASD. Analyses revealed lower receptive and expressive language scores in infants who later were diagnosed with ASD. Controlling for overall ability to understand and produce single words, a Rasch analysis indicated that infants who later developed ASD had a higher degree of statistically unexpected word understanding and production. At 12 months of age, quantitative and qualitative language patterns distinguished infants who later developed ASD from those who did not. En ligne : http://dx.doi.org/10.1007/s10803-015-2632-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281

Neurodiversity and Autism Intervention: Reconciling Perspectives Through a Naturalistic Developmental Behavioral Intervention Framework / Rachel K. SCHUCK in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4625-4645 Titre : Neurodiversity and Autism Intervention: Reconciling Perspectives Through a Naturalistic Developmental Behavioral Intervention Framework Type de document : Texte imprimé et/ou numérique Auteurs : Rachel K. SCHUCK, Auteur ; Daina M. TAGAVI, Auteur ; Kaitlynn M. P. BAIDEN, Auteur ; Patrick DWYER, Auteur ; Zachary J. WILLIAMS, Auteur ; Anthony OSUNA, Auteur ; Emily F. FERGUSON, Auteur ; Maria JIMENEZ MUÑOZ, Auteur ; Samantha K. POYSER, Auteur ; Joy F. JOHNSON, Auteur ; Ty W. VERNON, Auteur Article en page(s) : p.4625-4645 Langues : Anglais (eng) Mots-clés : Autism  Naturalistic developmental behavioral intervention  Neurodiversity  Autism Center at the University of California, Santa Barbara, a center focused on  providing Pivotal Response Treatment, an NDBI. TWV is the center director. TWV,  KMPB, MJM, and JFJ are Board Certified Behavior Analysts. PD and ZJW both serve  on the autistic researcher review board of the Autism Intervention Research  Network on Physical Health (AIR-P), and ZJW is a member of the family advisory  committee of the Autism Speaks Autism Learning Health Network Vanderbilt site.  ZJW also serves as a consultant for Roche on a project related to behavioral  intervention for autism. Index. décimale : PER Périodiques Résumé : Proponents of autism intervention and those of the neurodiversity movement often appear at odds, the former advocating for intensive treatments and the latter arguing that autism must be accepted as a form of diversity. The history of behavioral intervention has understandably outraged many in the Autistic community, though many still value supports focused on quality of life. This commentary argues that Naturalistic Developmental Behavioral Interventions (NDBIs) hold promise for bridging the gap between early intervention and the neurodiversity movement. However, we recognize NDBIs have much room to grow and suggest multiple strategies for improvement. We believe these updates are not only feasible for clinicians and researchers to implement but will ultimately lead to improved quality of life for Autistic individuals. En ligne : http://dx.doi.org/10.1007/s10803-021-05316-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Neurodiversity and Autism Intervention: Reconciling Perspectives Through a Naturalistic Developmental Behavioral Intervention Framework [Texte imprimé et/ou numérique] / Rachel K. SCHUCK, Auteur ; Daina M. TAGAVI, Auteur ; Kaitlynn M. P. BAIDEN, Auteur ; Patrick DWYER, Auteur ; Zachary J. WILLIAMS, Auteur ; Anthony OSUNA, Auteur ; Emily F. FERGUSON, Auteur ; Maria JIMENEZ MUÑOZ, Auteur ; Samantha K. POYSER, Auteur ; Joy F. JOHNSON, Auteur ; Ty W. VERNON, Auteur . - p.4625-4645. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4625-4645 Mots-clés : Autism  Naturalistic developmental behavioral intervention  Neurodiversity  Autism Center at the University of California, Santa Barbara, a center focused on  providing Pivotal Response Treatment, an NDBI. TWV is the center director. TWV,  KMPB, MJM, and JFJ are Board Certified Behavior Analysts. PD and ZJW both serve  on the autistic researcher review board of the Autism Intervention Research  Network on Physical Health (AIR-P), and ZJW is a member of the family advisory  committee of the Autism Speaks Autism Learning Health Network Vanderbilt site.  ZJW also serves as a consultant for Roche on a project related to behavioral  intervention for autism. Index. décimale : PER Périodiques Résumé : Proponents of autism intervention and those of the neurodiversity movement often appear at odds, the former advocating for intensive treatments and the latter arguing that autism must be accepted as a form of diversity. The history of behavioral intervention has understandably outraged many in the Autistic community, though many still value supports focused on quality of life. This commentary argues that Naturalistic Developmental Behavioral Interventions (NDBIs) hold promise for bridging the gap between early intervention and the neurodiversity movement. However, we recognize NDBIs have much room to grow and suggest multiple strategies for improvement. We believe these updates are not only feasible for clinicians and researchers to implement but will ultimately lead to improved quality of life for Autistic individuals. En ligne : http://dx.doi.org/10.1007/s10803-021-05316-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

A Pilot Randomized Clinical Trial of an Enhanced Pivotal Response Treatment Approach for Young Children with Autism: The PRISM Model / Ty W. VERNON in Journal of Autism and Developmental Disorders, 49-6 (June 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2358-2373 Titre : A Pilot Randomized Clinical Trial of an Enhanced Pivotal Response Treatment Approach for Young Children with Autism: The PRISM Model Type de document : Texte imprimé et/ou numérique Auteurs : Ty W. VERNON, Auteur ; A. N. HOLDEN, Auteur ; Amy C. BARRETT, Auteur ; Jessica BRADSHAW, Auteur ; J. A. KO, Auteur ; E. S. MCGARRY, Auteur ; E. J. HOROWITZ, Auteur ; Daina M. TAGAVI, Auteur ; T. C. GERMAN, Auteur Article en page(s) : p.2358-2373 Langues : Anglais (eng) Mots-clés : Early intervention  Pilot study  Pivotal response intervention for social motivation (PRISM)  Pivotal response treatment  Randomized clinical trial (RCT) Index. décimale : PER Périodiques Résumé : The symptoms of autism spectrum disorder are conceptualized to alter the quality of parent-children interactions, exposure to social learning exchanges, and ultimately the course of child development. There is evidence that modifying the procedures of Pivotal Response Treatment (PRT) to explicitly target social motivation enhances child engagement and parent-child synchrony in moment-by-moment exchanges. However, it is unclear if these within session improvements ultimately yield favorable developmental outcomes over time. The current investigation presents feasibility, utility, and preliminary efficacy data of a pilot randomized clinical trial (RCT) of a Pivotal Response Intervention for Social Motivation (PRISM) model. Data on participant factors, treatment protocol acceptability, and outcome variance and effect size are highly favorable and support the pursuit of a future, large scale RCT. En ligne : https://dx.doi.org/10.1007/s10803-019-03909-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 [article] A Pilot Randomized Clinical Trial of an Enhanced Pivotal Response Treatment Approach for Young Children with Autism: The PRISM Model [Texte imprimé et/ou numérique] / Ty W. VERNON, Auteur ; A. N. HOLDEN, Auteur ; Amy C. BARRETT, Auteur ; Jessica BRADSHAW, Auteur ; J. A. KO, Auteur ; E. S. MCGARRY, Auteur ; E. J. HOROWITZ, Auteur ; Daina M. TAGAVI, Auteur ; T. C. GERMAN, Auteur . - p.2358-2373. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2358-2373 Mots-clés : Early intervention  Pilot study  Pivotal response intervention for social motivation (PRISM)  Pivotal response treatment  Randomized clinical trial (RCT) Index. décimale : PER Périodiques Résumé : The symptoms of autism spectrum disorder are conceptualized to alter the quality of parent-children interactions, exposure to social learning exchanges, and ultimately the course of child development. There is evidence that modifying the procedures of Pivotal Response Treatment (PRT) to explicitly target social motivation enhances child engagement and parent-child synchrony in moment-by-moment exchanges. However, it is unclear if these within session improvements ultimately yield favorable developmental outcomes over time. The current investigation presents feasibility, utility, and preliminary efficacy data of a pilot randomized clinical trial (RCT) of a Pivotal Response Intervention for Social Motivation (PRISM) model. Data on participant factors, treatment protocol acceptability, and outcome variance and effect size are highly favorable and support the pursuit of a future, large scale RCT. En ligne : https://dx.doi.org/10.1007/s10803-019-03909-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400

The implementation of the screening tool for autism in toddlers in Part C early intervention programs: An 18-month follow-up / Daina M. TAGAVI in Autism, 27-1 (January 2023)  

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