Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings / Giacomo VIVANTI in Autism Research, 15-11 (November 2022)  

Public ISBD [article]  inAutism Research > 15-11 (November 2022) . - p.2200-2209 Titre : Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings Type de document : texte imprimé Auteurs : Giacomo VIVANTI, Auteur ; Catherine A. BENT, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.2200-2209 Langues : Anglais (eng) Mots-clés : Child  Child, Preschool  Humans  Autism Spectrum Disorder/therapy/psychology  Autistic Disorder  Child Development Disorders, Pervasive/psychology  Early Intervention, Educational  Social Behavior  autism spectrum disorder  early intervention  early start Denver model  inclusion  mainstream education  moderators  predictors Index. décimale : PER Périodiques Résumé : This study examined the factors associated with social-communicative outcomes for children on the autism spectrum receiving early intervention in inclusive versus specialised early childhood education programmes. Fifty-eight preschool-aged children randomly assigned to receive the Group-Early Start Denver Model (G-ESDM) in either inclusive or specialised (i.e., autism-specific) classrooms across one calendar year showed similar outcomes at group mean-level across measures of communication and social behaviour. We examined factors moderating outcomes across settings. Novel moderation analyses revealed that higher baseline social interest and nonverbal cognitive skills were associated with increased social communication gains for children in the inclusive classrooms, but not for those in specialised settings. Children who spend more time paying attention to people and have higher cognitive skills might benefit from receiving early intervention in inclusive settings, whilst these factors might be less relevant for children educated in specialised settings. En ligne : http://dx.doi.org/10.1002/aur.2815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings [texte imprimé] / Giacomo VIVANTI, Auteur ; Catherine A. BENT, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.2200-2209. Langues : Anglais (eng) in Autism Research > 15-11 (November 2022) . - p.2200-2209 Mots-clés : Child  Child, Preschool  Humans  Autism Spectrum Disorder/therapy/psychology  Autistic Disorder  Child Development Disorders, Pervasive/psychology  Early Intervention, Educational  Social Behavior  autism spectrum disorder  early intervention  early start Denver model  inclusion  mainstream education  moderators  predictors Index. décimale : PER Périodiques Résumé : This study examined the factors associated with social-communicative outcomes for children on the autism spectrum receiving early intervention in inclusive versus specialised early childhood education programmes. Fifty-eight preschool-aged children randomly assigned to receive the Group-Early Start Denver Model (G-ESDM) in either inclusive or specialised (i.e., autism-specific) classrooms across one calendar year showed similar outcomes at group mean-level across measures of communication and social behaviour. We examined factors moderating outcomes across settings. Novel moderation analyses revealed that higher baseline social interest and nonverbal cognitive skills were associated with increased social communication gains for children in the inclusive classrooms, but not for those in specialised settings. Children who spend more time paying attention to people and have higher cognitive skills might benefit from receiving early intervention in inclusive settings, whilst these factors might be less relevant for children educated in specialised settings. En ligne : http://dx.doi.org/10.1002/aur.2815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial / Giacomo VIVANTI in Autism, 23-5 (July 2019)  

Public ISBD [article]  inAutism > 23-5 (July 2019) . - p.1165-1175 Titre : Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial Type de document : texte imprimé Auteurs : Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur ; Ed DUNCAN, Auteur ; Jessica FEARY, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Catherine A. BENT, Auteur ; Sally J. ROGERS, Auteur ; Kristelle HUDRY, Auteur Article en page(s) : p.1165-1175 Langues : Anglais (eng) Mots-clés : Early Start Denver Model  autism  community participatory research  early intervention  pilot randomized controlled trial  social inclusion Index. décimale : PER Périodiques Résumé : A major topic of debate is whether children with autism spectrum disorder should be educated in inclusive or specialized settings. We examined the feasibility and preliminary effectiveness of delivering the Group-Early Start Denver Model to children with autism spectrum disorder in inclusive versus specialized classrooms. We randomly assigned 44 preschoolers with autism spectrum disorder to receive the Group-Early Start Denver Model across one school calendar year in classrooms that included only children with autism spectrum disorder or mostly children who were typically developing. Blind-rated indicators of teaching quality showed similar results across settings, which were above the local benchmark. Children showed improvements across blinded proximal measures of spontaneous vocalization, social interaction, and imitation and across distal measures of verbal cognition, adaptive behavior, and autism symptoms irrespective of intervention setting. Mothers of participants experienced a reduction in stress irrespective of child intervention setting. Across both settings, age at intervention start was negatively associated with gains in verbal cognition. Delivery of Group-Early Start Denver Model in an inclusive setting appeared to be feasible, with no significant differences in teaching quality and child improvements when the program was implemented in inclusive versus specialized classrooms. En ligne : http://dx.doi.org/10.1177/1362361318801341 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 [article] Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial [texte imprimé] / Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur ; Ed DUNCAN, Auteur ; Jessica FEARY, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Catherine A. BENT, Auteur ; Sally J. ROGERS, Auteur ; Kristelle HUDRY, Auteur . - p.1165-1175. Langues : Anglais (eng) in Autism > 23-5 (July 2019) . - p.1165-1175 Mots-clés : Early Start Denver Model  autism  community participatory research  early intervention  pilot randomized controlled trial  social inclusion Index. décimale : PER Périodiques Résumé : A major topic of debate is whether children with autism spectrum disorder should be educated in inclusive or specialized settings. We examined the feasibility and preliminary effectiveness of delivering the Group-Early Start Denver Model to children with autism spectrum disorder in inclusive versus specialized classrooms. We randomly assigned 44 preschoolers with autism spectrum disorder to receive the Group-Early Start Denver Model across one school calendar year in classrooms that included only children with autism spectrum disorder or mostly children who were typically developing. Blind-rated indicators of teaching quality showed similar results across settings, which were above the local benchmark. Children showed improvements across blinded proximal measures of spontaneous vocalization, social interaction, and imitation and across distal measures of verbal cognition, adaptive behavior, and autism symptoms irrespective of intervention setting. Mothers of participants experienced a reduction in stress irrespective of child intervention setting. Across both settings, age at intervention start was negatively associated with gains in verbal cognition. Delivery of Group-Early Start Denver Model in an inclusive setting appeared to be feasible, with no significant differences in teaching quality and child improvements when the program was implemented in inclusive versus specialized classrooms. En ligne : http://dx.doi.org/10.1177/1362361318801341 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401

‘You feel part of something bigger’: Stakeholders’ experiences of a long-term community–academic participatory research partnership / Elizabeth PELLICANO in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2818-2831 Titre : ‘You feel part of something bigger’: Stakeholders’ experiences of a long-term community–academic participatory research partnership Type de document : texte imprimé Auteurs : Elizabeth PELLICANO, Auteur ; Catherine A. BENT, Auteur ; Teresa IACONO, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur Article en page(s) : p.2818-2831 Langues : Anglais (eng) Mots-clés : community–academic partnership  community engagement  early intervention  early years  participatory research  service evaluation Index. décimale : PER Périodiques Résumé : Many community–academic partnerships are established to conduct meaningful research and practice. Yet, little is written about their sustainability and what does exist suggests that effective partnerships are hard to sustain. In this study, we sought insights into what might support successful, enduring community–academic partnerships focused on early childhood autism service provision. We conducted semi-structured interviews and focus groups with 30 staff connected to a university-based early childhood service in education, allied health, management, and research roles, who had been involved in a decade-long community–academic partnership. We analysed the data using reflexive thematic analysis adopting an inductive approach. We identified three key themes. Staff shared strong values and commitments towards inclusive practice and evidence-based practice, which were embedded in the ethos of the partnership (Theme 1). They reported tangible, mutual benefits from working in partnership, with gains in learning and confidence supporting autistic children and families (Theme 2). Interviewees also highlighted the importance of strong equitable relationships, open communication, and fair processes, even if these were not always straightforward to achieve (Theme 3). These insights illustrate the value of ongoing monitoring of community–academic partnerships seeking to inform autism research programmes, policies and practices, while also building sustained community capacity.Lay Abstract When academic researchers work in partnership with community members, the research that gets done is usually more meaningful to people’s everyday lives. But these ‘community–academic partnerships’ can be difficult to set up, and even more difficult to keep going. In this project, we wanted to know what factors help to support the success of long-term community–academic partnerships, specifically for early childhood autism services. We spoke in depth to 30 staff connected to a university-based early childhood service, including early childhood educators, allied health professionals (psychologists, speech pathologists, occupational therapists), people managing the service and researchers. All had been involved in a community–research partnership that had been going on for a decade. Two researchers independent of the service led the interviews and analysis, looking for patterns in participants’ responses. We identified three main ideas or ‘themes’. Staff spoke of their strong values and commitments towards inclusive practice and evidence-based practice, which were shared among those within the partnership (Theme 1). They felt they had learned a lot from being involved in the partnership and had gained confidence supporting autistic children and families (Theme 2). Above all, though, they spoke of how the relationships within the partnership really mattered to making it a success. They emphasised the importance of trust, good communication and fair processes – but also noted that these things were not always achievable (Theme 3). These findings help us understand how researchers and community members can work effectively together to bring lasting benefits to autism research and services, and to the community more broadly. En ligne : https://dx.doi.org/10.1177/13623613251348485 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] â€˜You feel part of something bigger’: Stakeholders’ experiences of a long-term community–academic participatory research partnership [texte imprimé] / Elizabeth PELLICANO, Auteur ; Catherine A. BENT, Auteur ; Teresa IACONO, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur . - p.2818-2831. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2818-2831 Mots-clés : community–academic partnership  community engagement  early intervention  early years  participatory research  service evaluation Index. décimale : PER Périodiques Résumé : Many community–academic partnerships are established to conduct meaningful research and practice. Yet, little is written about their sustainability and what does exist suggests that effective partnerships are hard to sustain. In this study, we sought insights into what might support successful, enduring community–academic partnerships focused on early childhood autism service provision. We conducted semi-structured interviews and focus groups with 30 staff connected to a university-based early childhood service in education, allied health, management, and research roles, who had been involved in a decade-long community–academic partnership. We analysed the data using reflexive thematic analysis adopting an inductive approach. We identified three key themes. Staff shared strong values and commitments towards inclusive practice and evidence-based practice, which were embedded in the ethos of the partnership (Theme 1). They reported tangible, mutual benefits from working in partnership, with gains in learning and confidence supporting autistic children and families (Theme 2). Interviewees also highlighted the importance of strong equitable relationships, open communication, and fair processes, even if these were not always straightforward to achieve (Theme 3). These insights illustrate the value of ongoing monitoring of community–academic partnerships seeking to inform autism research programmes, policies and practices, while also building sustained community capacity.Lay Abstract When academic researchers work in partnership with community members, the research that gets done is usually more meaningful to people’s everyday lives. But these ‘community–academic partnerships’ can be difficult to set up, and even more difficult to keep going. In this project, we wanted to know what factors help to support the success of long-term community–academic partnerships, specifically for early childhood autism services. We spoke in depth to 30 staff connected to a university-based early childhood service, including early childhood educators, allied health professionals (psychologists, speech pathologists, occupational therapists), people managing the service and researchers. All had been involved in a community–research partnership that had been going on for a decade. Two researchers independent of the service led the interviews and analysis, looking for patterns in participants’ responses. We identified three main ideas or ‘themes’. Staff spoke of their strong values and commitments towards inclusive practice and evidence-based practice, which were shared among those within the partnership (Theme 1). They felt they had learned a lot from being involved in the partnership and had gained confidence supporting autistic children and families (Theme 2). Above all, though, they spoke of how the relationships within the partnership really mattered to making it a success. They emphasised the importance of trust, good communication and fair processes – but also noted that these things were not always achievable (Theme 3). These findings help us understand how researchers and community members can work effectively together to bring lasting benefits to autism research and services, and to the community more broadly. En ligne : https://dx.doi.org/10.1177/13623613251348485 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

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