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

Socialization, Education, and Learning for the Internet (SELFI): A Pilot RCT of a Social Media Skills Group Program for Autistic Adults / Anthony OSUNA 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.3639-3656 Titre : Socialization, Education, and Learning for the Internet (SELFI): A Pilot RCT of a Social Media Skills Group Program for Autistic Adults Type de document : Texte imprimé et/ou numérique Auteurs : Anthony OSUNA, Auteur ; Katie SABINI, Auteur ; Eryca YAMANE, Auteur ; Jaqueline FLORES, Auteur ; Naomi PIERCE, Auteur ; Jocelyn LEMUS-VALLE, Auteur ; Ty VERNON, Auteur Article en page(s) : p.3639-3656 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Many autistic adults report preference for computer-mediated communication and social media use. Despite many benefits to online socialization, there are many challenges including anxiety and cyber-victimization. To date, support is limited related to helping autistic adults with safe and effective internet use. The purpose of this study was to evaluate the feasibility, acceptability, and preliminary efficacy of the novel SELFI program. This pilot study utilized a randomized controlled trial design. A total of 25 autistic adults enrolled in the study and were randomized to the nine-week SELFI program or a waitlist control condition. Feasibility assessed enrollment, attrition, and fidelity of delivery. Acceptability examined attendance and feedback from participants and peer mentors. Efficacy evaluated change in Facebook activity, social media utility/anxiety, and individualized goals. Regarding feasibility, the recruitment goal was met within one month, there was limited attrition, and therapists delivered the program with high fidelity. Participants attended a majority of scheduled sessions and feedback from participants reflected high levels of agreement with several facets of the program. Compared to the control group, more participants assigned to the SELFI condition were perceived by autistic and non-autistic raters as having improved Facebook activity. SELFI participants also reported reduced difficulty meeting their individualized goal. Findings support the piloted SELFI program as feasible and acceptable with signals of preliminary efficacy. This study establishes an exciting foundation regarding an innovative social media skills program, however more research is necessary. En ligne : https://doi.org/10.1007/s10803-023-06100-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Socialization, Education, and Learning for the Internet (SELFI): A Pilot RCT of a Social Media Skills Group Program for Autistic Adults [Texte imprimé et/ou numérique] / Anthony OSUNA, Auteur ; Katie SABINI, Auteur ; Eryca YAMANE, Auteur ; Jaqueline FLORES, Auteur ; Naomi PIERCE, Auteur ; Jocelyn LEMUS-VALLE, Auteur ; Ty VERNON, Auteur . - p.3639-3656. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3639-3656 Index. décimale : PER Périodiques Résumé : Many autistic adults report preference for computer-mediated communication and social media use. Despite many benefits to online socialization, there are many challenges including anxiety and cyber-victimization. To date, support is limited related to helping autistic adults with safe and effective internet use. The purpose of this study was to evaluate the feasibility, acceptability, and preliminary efficacy of the novel SELFI program. This pilot study utilized a randomized controlled trial design. A total of 25 autistic adults enrolled in the study and were randomized to the nine-week SELFI program or a waitlist control condition. Feasibility assessed enrollment, attrition, and fidelity of delivery. Acceptability examined attendance and feedback from participants and peer mentors. Efficacy evaluated change in Facebook activity, social media utility/anxiety, and individualized goals. Regarding feasibility, the recruitment goal was met within one month, there was limited attrition, and therapists delivered the program with high fidelity. Participants attended a majority of scheduled sessions and feedback from participants reflected high levels of agreement with several facets of the program. Compared to the control group, more participants assigned to the SELFI condition were perceived by autistic and non-autistic raters as having improved Facebook activity. SELFI participants also reported reduced difficulty meeting their individualized goal. Findings support the piloted SELFI program as feasible and acceptable with signals of preliminary efficacy. This study establishes an exciting foundation regarding an innovative social media skills program, however more research is necessary. En ligne : https://doi.org/10.1007/s10803-023-06100-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Supporting Autistic College Students: Examining the Mentoring, Organization and Social Support for Autism Inclusion on Campus (MOSSAIC) Program / Jill LOCKE in Journal of Autism and Developmental Disorders, 54-6 (June 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-6 (June 2024) . - p.2094-2107 Titre : Supporting Autistic College Students: Examining the Mentoring, Organization and Social Support for Autism Inclusion on Campus (MOSSAIC) Program Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Anthony OSUNA, Auteur ; Raine J. MYRVOLD, Auteur ; Jennifer Schoffer CLOSSON, Auteur Article en page(s) : p.2094-2107 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Recent trends suggest that autistic young adults are increasingly accessing postsecondary education than in years past. However, these students often face unique challenges that negatively impact their college experience resulting in high dropout. The Mentoring, Organization and Social Support for Autism Inclusion on Campus (MOSSAIC) Program is a peer-mentorship college transition program intended to support autistic students with executive functioning, social, and self-advocacy skills. This study investigated the experiences of 13 autistic mentees and 12 non-autistic mentors enrolled in the MOSSAIC program. Program feedback was collected using semi-structured interviews in order to understand student experiences, highlight benefits, and identify areas of improvement. Participants reported a general positive experience and improved skills in the domains of socialization, executive functioning, academic performance, and professional development. The most common suggestion for the program was the inclusion of autistic peer mentors. Mentees noted difficulty relating with non-autistic peers and feeling burdened with the need to educate their mentor on how to support autistic adults. These data provide valuable insight into how colleges can better improve support for autistic college students to ensure postsecondary success. Future peer mentorship programs should consider recruiting neurodiverse mentors from diverse backgrounds to improve congruence between mentor and mentee identities. En ligne : https://doi.org/10.1007/s10803-023-05969-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530 [article] Supporting Autistic College Students: Examining the Mentoring, Organization and Social Support for Autism Inclusion on Campus (MOSSAIC) Program [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Anthony OSUNA, Auteur ; Raine J. MYRVOLD, Auteur ; Jennifer Schoffer CLOSSON, Auteur . - p.2094-2107. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-6 (June 2024) . - p.2094-2107 Index. décimale : PER Périodiques Résumé : Recent trends suggest that autistic young adults are increasingly accessing postsecondary education than in years past. However, these students often face unique challenges that negatively impact their college experience resulting in high dropout. The Mentoring, Organization and Social Support for Autism Inclusion on Campus (MOSSAIC) Program is a peer-mentorship college transition program intended to support autistic students with executive functioning, social, and self-advocacy skills. This study investigated the experiences of 13 autistic mentees and 12 non-autistic mentors enrolled in the MOSSAIC program. Program feedback was collected using semi-structured interviews in order to understand student experiences, highlight benefits, and identify areas of improvement. Participants reported a general positive experience and improved skills in the domains of socialization, executive functioning, academic performance, and professional development. The most common suggestion for the program was the inclusion of autistic peer mentors. Mentees noted difficulty relating with non-autistic peers and feeling burdened with the need to educate their mentor on how to support autistic adults. These data provide valuable insight into how colleges can better improve support for autistic college students to ensure postsecondary success. Future peer mentorship programs should consider recruiting neurodiverse mentors from diverse backgrounds to improve congruence between mentor and mentee identities. En ligne : https://doi.org/10.1007/s10803-023-05969-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530

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