Children with Autism Spectrum Disorders in Low-Resource Settings: Reported Experiences and Needs of Parents in Mongolia / James D. LEE in Journal of Autism and Developmental Disorders, 51-10 (October 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3586-3599 Titre : Children with Autism Spectrum Disorders in Low-Resource Settings: Reported Experiences and Needs of Parents in Mongolia Type de document : texte imprimé Auteurs : James D. LEE, Auteur ; Hedda MEADAN, Auteur Article en page(s) : p.3586-3599 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Mongolia  Parents  Children with autism  Low-resource settings  Parent perceptions Index. décimale : PER Périodiques Résumé : Although it is well-documented that families of children with autism in developed nations report hardships, few researchers have focused on families who live in less-developed, low-resource settings. Using five focus groups with 30 parents of children with autism in Mongolia, a low- resource setting, the purpose of this study was to provide detailed accounts of their experiences, challenges, and needs. Participants reported severe challenges related to raising their children with autism in their country. Parents shared barriers related to the limited availability of services and support, exacerbated financial burdens, and a lack of enforcement of relevant laws. Parents also shared their perceived needs including more services for their children, more sustainable training and coaching programs for parents, and parents' collective advocacy. En ligne : http://dx.doi.org/10.1007/s10803-020-04818-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Children with Autism Spectrum Disorders in Low-Resource Settings: Reported Experiences and Needs of Parents in Mongolia [texte imprimé] / James D. LEE, Auteur ; Hedda MEADAN, Auteur . - p.3586-3599. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3586-3599 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Mongolia  Parents  Children with autism  Low-resource settings  Parent perceptions Index. décimale : PER Périodiques Résumé : Although it is well-documented that families of children with autism in developed nations report hardships, few researchers have focused on families who live in less-developed, low-resource settings. Using five focus groups with 30 parents of children with autism in Mongolia, a low- resource setting, the purpose of this study was to provide detailed accounts of their experiences, challenges, and needs. Participants reported severe challenges related to raising their children with autism in their country. Parents shared barriers related to the limited availability of services and support, exacerbated financial burdens, and a lack of enforcement of relevant laws. Parents also shared their perceived needs including more services for their children, more sustainable training and coaching programs for parents, and parents' collective advocacy. En ligne : http://dx.doi.org/10.1007/s10803-020-04818-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

Correlation Between Gaze Behaviors and Social Communication Skills of Young Autistic Children: A Meta-Analysis of Eye-Tracking Studies / Christy D. YOON in Journal of Autism and Developmental Disorders, 55-3 (March 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.843-861 Titre : Correlation Between Gaze Behaviors and Social Communication Skills of Young Autistic Children: A Meta-Analysis of Eye-Tracking Studies Type de document : texte imprimé Auteurs : Christy D. YOON, Auteur ; Yan XIA, Auteur ; Adriana Kaori TEROL, Auteur ; Hedda MEADAN, Auteur ; James D. LEE, Auteur Article en page(s) : p.843-861 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This meta-analysis examined correlations between eye-tracking measures of gaze behaviors manifested during dynamic salient social stimuli and behavioral assessment measures of social communication skills of young autistic children. We employed a multilevel model with random effects to perform three separate meta-analyses for correlation between social communication skills and (a) all gaze behaviors, (b) gaze duration, and (c) gaze transition. Subsequently, we performed meta-regression to assess the role of four moderators, including age, continuum of naturalness of stimuli, gaze metric, and area of interest, on correlation effect sizes that were heterogeneous at the population level. A total of 111 correlation coefficients from 17 studies for 1132 young autistic children or children with high-likelihood for autism (Mage range = 6-95 months) were included in this meta-analysis. The correlation effect sizes for all three meta-analyses were significant, supporting the relation between improved gaze behaviors and better social communication skills. In addition, age, gaze metric, and area of interest were significant moderators. This suggests the importance of identifying meaningful gaze behaviors related to social communication skills and the increasingly influential role of gaze behaviors in shaping social communication skills as young autistic children progress through the early childhood stage. The continuum of naturalness of stimuli, however, was revealed to trend towards having a significant moderating effect. Lastly, it is important to note the evidence of potential publication bias. Our findings are discussed in the context of early identification and intervention and unraveling the complex nature of autism. En ligne : https://doi.org/10.1007/s10803-024-06257-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Correlation Between Gaze Behaviors and Social Communication Skills of Young Autistic Children: A Meta-Analysis of Eye-Tracking Studies [texte imprimé] / Christy D. YOON, Auteur ; Yan XIA, Auteur ; Adriana Kaori TEROL, Auteur ; Hedda MEADAN, Auteur ; James D. LEE, Auteur . - p.843-861. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.843-861 Index. décimale : PER Périodiques Résumé : This meta-analysis examined correlations between eye-tracking measures of gaze behaviors manifested during dynamic salient social stimuli and behavioral assessment measures of social communication skills of young autistic children. We employed a multilevel model with random effects to perform three separate meta-analyses for correlation between social communication skills and (a) all gaze behaviors, (b) gaze duration, and (c) gaze transition. Subsequently, we performed meta-regression to assess the role of four moderators, including age, continuum of naturalness of stimuli, gaze metric, and area of interest, on correlation effect sizes that were heterogeneous at the population level. A total of 111 correlation coefficients from 17 studies for 1132 young autistic children or children with high-likelihood for autism (Mage range = 6-95 months) were included in this meta-analysis. The correlation effect sizes for all three meta-analyses were significant, supporting the relation between improved gaze behaviors and better social communication skills. In addition, age, gaze metric, and area of interest were significant moderators. This suggests the importance of identifying meaningful gaze behaviors related to social communication skills and the increasingly influential role of gaze behaviors in shaping social communication skills as young autistic children progress through the early childhood stage. The continuum of naturalness of stimuli, however, was revealed to trend towards having a significant moderating effect. Lastly, it is important to note the evidence of potential publication bias. Our findings are discussed in the context of early identification and intervention and unraveling the complex nature of autism. En ligne : https://doi.org/10.1007/s10803-024-06257-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

Cultural Adaptation of RUBI Intervention with Korean Families (K-RUBI): A Mixed Method Study / James D. LEE in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1227-1242 Titre : Cultural Adaptation of RUBI Intervention with Korean Families (K-RUBI): A Mixed Method Study Type de document : texte imprimé Auteurs : James D. LEE, Auteur ; Veronica Y. KANG, Auteur ; Gospel KIM, Auteur ; Sehee JUNG, Auteur ; Sean JOO, Auteur ; Haemi KIM, Auteur ; Jinsun SON, Auteur ; Karen BEARSS, Auteur Article en page(s) : p.1227-1242 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Challenging behaviors of young autistic children remain a major parenting challenge for many of their family members, including caregivers. Caregivers from underrepresented cultural or linguistic backgrounds may experience exacerbated difficulties related to challenging behaviors due to limited access to culturally sustaining and responsive interventions. Evidence-based behavior parent training programs, such as RUBI, are highly effective in increasing caregivers’ capacity in preventing and responding to these behaviors in naturalistic settings using behavior analytic principles. Therefore, the purpose of this study was to examine the effectiveness, acceptability, and feasibility of the culturally adapted RUBI program with underserved families. We conduct a convergent mixed-methods study using a pilot randomized controlled trial with a waitlist control group and focus group interviews with 31 Korean families of young children with or suspected of autism. The Korean RUBI underwent rigorous cultural adaptation using the Cultural Adaptation Checklist, including the use of multiple community advisory boards to inform cultural adaptation. Both quantitative and qualitative findings revealed significant improvements in parents’ confidence and knowledge in behavioral principles and decrease in severity of challenging behaviors, which suggest clinical utility of RUBI in an underrepresented, low-resourced community. A culturally adapted intervention for a different population can be perceived as a newly constructed intervention. This study provides insight on the systematic process of cultural adaptation of an established autism intervention and effectiveness, feasibility, and acceptability of RUBI. En ligne : https://doi.org/10.1007/s10803-024-06599-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Cultural Adaptation of RUBI Intervention with Korean Families (K-RUBI): A Mixed Method Study [texte imprimé] / James D. LEE, Auteur ; Veronica Y. KANG, Auteur ; Gospel KIM, Auteur ; Sehee JUNG, Auteur ; Sean JOO, Auteur ; Haemi KIM, Auteur ; Jinsun SON, Auteur ; Karen BEARSS, Auteur . - p.1227-1242. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1227-1242 Index. décimale : PER Périodiques Résumé : Challenging behaviors of young autistic children remain a major parenting challenge for many of their family members, including caregivers. Caregivers from underrepresented cultural or linguistic backgrounds may experience exacerbated difficulties related to challenging behaviors due to limited access to culturally sustaining and responsive interventions. Evidence-based behavior parent training programs, such as RUBI, are highly effective in increasing caregivers’ capacity in preventing and responding to these behaviors in naturalistic settings using behavior analytic principles. Therefore, the purpose of this study was to examine the effectiveness, acceptability, and feasibility of the culturally adapted RUBI program with underserved families. We conduct a convergent mixed-methods study using a pilot randomized controlled trial with a waitlist control group and focus group interviews with 31 Korean families of young children with or suspected of autism. The Korean RUBI underwent rigorous cultural adaptation using the Cultural Adaptation Checklist, including the use of multiple community advisory boards to inform cultural adaptation. Both quantitative and qualitative findings revealed significant improvements in parents’ confidence and knowledge in behavioral principles and decrease in severity of challenging behaviors, which suggest clinical utility of RUBI in an underrepresented, low-resourced community. A culturally adapted intervention for a different population can be perceived as a newly constructed intervention. This study provides insight on the systematic process of cultural adaptation of an established autism intervention and effectiveness, feasibility, and acceptability of RUBI. En ligne : https://doi.org/10.1007/s10803-024-06599-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Examining the Efficacy of Culturally Responsive Interventions for Autistic Children and Their Families: A Meta-Analysis / James D. LEE ; Veronica Y. KANG ; Adriana Kaori TEROL ; Sean JOO in Journal of Autism and Developmental Disorders, 55-2 (February 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-2 (February 2025) . - p.706-726 Titre : Examining the Efficacy of Culturally Responsive Interventions for Autistic Children and Their Families: A Meta-Analysis : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : James D. LEE, Auteur ; Veronica Y. KANG, Auteur ; Adriana Kaori TEROL, Auteur ; Sean JOO, Auteur Article en page(s) : p.706-726 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Culturally responsive interventions for autistic children and their families have been developed and implemented to address issues related to limited representation, inequities, and disparities in access to care of minoritized families in research. Currently available reviews are relatively limited in scope or do not synthesize interventions specifically. Therefore, we conducted a meta-analysis to synthesize autism intervention literature that specifically targeted autistic individuals and their family members from minoritized backgrounds, such as immigrant families. We used four databases to identify studies that used culturally responsive interventions with minoritized autistic children and their families. An article was included if it included empirical intervention data using an experimental design. A total of 354 studies were initially screened, and 24 studies were included. Effect sizes of these studies were extracted across two levels (i.e., child and family levels). Data from group design studies were extracted manually, and data from single-case design studies were extracted using a web-based tool. We used design-comparable standardized effect sizes to compare across both designs. The analysis revealed a large, positive, and significant overall effect size across culturally responsive interventions. Specifically, social-communication and mental health outcomes yielded significant effects at the child level. Additionally, parents' mental health and fidelity of strategy implementation also yielded significant results. Our results suggest that culturally responsive interventions yield comparable outcomes to unadapted, original interventions. Future research should examine the distinction between the effect of cultural adaptation and the efficacy of the intervention itself. En ligne : https://doi.org/10.1007/s10803-023-06212-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Examining the Efficacy of Culturally Responsive Interventions for Autistic Children and Their Families: A Meta-Analysis : Journal of Autism and Developmental Disorders [texte imprimé] / James D. LEE, Auteur ; Veronica Y. KANG, Auteur ; Adriana Kaori TEROL, Auteur ; Sean JOO, Auteur . - p.706-726. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-2 (February 2025) . - p.706-726 Index. décimale : PER Périodiques Résumé : Culturally responsive interventions for autistic children and their families have been developed and implemented to address issues related to limited representation, inequities, and disparities in access to care of minoritized families in research. Currently available reviews are relatively limited in scope or do not synthesize interventions specifically. Therefore, we conducted a meta-analysis to synthesize autism intervention literature that specifically targeted autistic individuals and their family members from minoritized backgrounds, such as immigrant families. We used four databases to identify studies that used culturally responsive interventions with minoritized autistic children and their families. An article was included if it included empirical intervention data using an experimental design. A total of 354 studies were initially screened, and 24 studies were included. Effect sizes of these studies were extracted across two levels (i.e., child and family levels). Data from group design studies were extracted manually, and data from single-case design studies were extracted using a web-based tool. We used design-comparable standardized effect sizes to compare across both designs. The analysis revealed a large, positive, and significant overall effect size across culturally responsive interventions. Specifically, social-communication and mental health outcomes yielded significant effects at the child level. Additionally, parents' mental health and fidelity of strategy implementation also yielded significant results. Our results suggest that culturally responsive interventions yield comparable outcomes to unadapted, original interventions. Future research should examine the distinction between the effect of cultural adaptation and the efficacy of the intervention itself. En ligne : https://doi.org/10.1007/s10803-023-06212-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

Examining the use of implementation science in autism intervention research: A scoping review / James D. LEE in Autism, 29-12 (December 2025)  

Public ISBD [article]  inAutism > 29-12 (December 2025) . - p.2911-2926 Titre : Examining the use of implementation science in autism intervention research: A scoping review Type de document : texte imprimé Auteurs : James D. LEE, Auteur ; Adriana Kaori TEROL, Auteur ; Jessica E. TSCHIDA, Auteur ; Anamiguel POMALES-RAMOS, Auteur ; Scott MCEATHRON, Auteur ; Anna WALLISCH, Auteur ; Brian A. BOYD, Auteur Article en page(s) : p.2911-2926 Langues : Anglais (eng) Mots-clés : autism intervention  framework  implementation science  outcomes  strategies Index. décimale : PER Périodiques Résumé : Although the field of autism intervention has strived to identify evidence-based practices, translating these interventions into real-world settings remains a significant challenge. This gap particularly impacts marginalized communities, where access to and quality of services are often inferior. Implementation science addresses these gaps by promoting the adoption and integration of evidence-based practices in community-based settings, thereby helping reduce disparities. While various frameworks and strategies have emerged to guide the successful implementation of autism evidence-based practices, the application of implementation science within autism intervention research remains underexplored. To address this gap, we conducted this scoping review that included 13 studies to examine how implementation science is applied in autism intervention research delivered in community-based settings. Specifically, we aimed to (1) describe the characteristics of implementation-focused studies (e.g. study design, participant types, intervention contexts); (2) examine how implementation frameworks, strategies, and outcomes were used to guide and evaluate intervention efforts; and (3) analyze how studies align with phases of the autism-specific implementation framework developed by Boyd et al. (Autism). Most studies were conducted in school settings. Fidelity was the most frequently assessed implementation outcome, while acceptability, adoption, and appropriateness were also commonly measured. Nearly all studies focused on early-phase implementation (e.g. exploration, initial implementation), with limited attention to sustainment or scale-up. The findings offer a starting point for future research to better implement autism evidence-based practices in community settings.Lay Abstract This study looks at ways to improve how autism support programs are used in everyday community settings like schools and clinics. These programs are approaches that research has shown can help autistic individuals develop important skills, such as communication, social interaction, and managing behavior. Many of these are psychosocial programs, which means they focus on emotional, social, and behavioral support rather than medication or medical treatment. However, there is a challenge in implementing these interventions in real-world settings, especially in marginalized communities where services are often lacking or lower in quality. The field of implementation science helps bridge this gap by guiding and encouraging the use of evidence-based practices in community settings, aiming to reduce disparities. To better understand this, we did a scoping review that included 13 studies that used implementation science to support autism interventions. We looked at what types of strategies were used, how success was measured, and how well the programs fit into the communities where they were used. Most of the studies took place in schools and involved teachers, school staff, or caregivers of autistic children-altogether including data from 3488 participants. These studies tested different programs to improve outcomes of autistic individuals, such as social skills, communication, and behavior in schools. En ligne : https://dx.doi.org/10.1177/13623613251351344 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=571 [article] Examining the use of implementation science in autism intervention research: A scoping review [texte imprimé] / James D. LEE, Auteur ; Adriana Kaori TEROL, Auteur ; Jessica E. TSCHIDA, Auteur ; Anamiguel POMALES-RAMOS, Auteur ; Scott MCEATHRON, Auteur ; Anna WALLISCH, Auteur ; Brian A. BOYD, Auteur . - p.2911-2926. Langues : Anglais (eng) in Autism > 29-12 (December 2025) . - p.2911-2926 Mots-clés : autism intervention  framework  implementation science  outcomes  strategies Index. décimale : PER Périodiques Résumé : Although the field of autism intervention has strived to identify evidence-based practices, translating these interventions into real-world settings remains a significant challenge. This gap particularly impacts marginalized communities, where access to and quality of services are often inferior. Implementation science addresses these gaps by promoting the adoption and integration of evidence-based practices in community-based settings, thereby helping reduce disparities. While various frameworks and strategies have emerged to guide the successful implementation of autism evidence-based practices, the application of implementation science within autism intervention research remains underexplored. To address this gap, we conducted this scoping review that included 13 studies to examine how implementation science is applied in autism intervention research delivered in community-based settings. Specifically, we aimed to (1) describe the characteristics of implementation-focused studies (e.g. study design, participant types, intervention contexts); (2) examine how implementation frameworks, strategies, and outcomes were used to guide and evaluate intervention efforts; and (3) analyze how studies align with phases of the autism-specific implementation framework developed by Boyd et al. (Autism). Most studies were conducted in school settings. Fidelity was the most frequently assessed implementation outcome, while acceptability, adoption, and appropriateness were also commonly measured. Nearly all studies focused on early-phase implementation (e.g. exploration, initial implementation), with limited attention to sustainment or scale-up. The findings offer a starting point for future research to better implement autism evidence-based practices in community settings.Lay Abstract This study looks at ways to improve how autism support programs are used in everyday community settings like schools and clinics. These programs are approaches that research has shown can help autistic individuals develop important skills, such as communication, social interaction, and managing behavior. Many of these are psychosocial programs, which means they focus on emotional, social, and behavioral support rather than medication or medical treatment. However, there is a challenge in implementing these interventions in real-world settings, especially in marginalized communities where services are often lacking or lower in quality. The field of implementation science helps bridge this gap by guiding and encouraging the use of evidence-based practices in community settings, aiming to reduce disparities. To better understand this, we did a scoping review that included 13 studies that used implementation science to support autism interventions. We looked at what types of strategies were used, how success was measured, and how well the programs fit into the communities where they were used. Most of the studies took place in schools and involved teachers, school staff, or caregivers of autistic children-altogether including data from 3488 participants. These studies tested different programs to improve outcomes of autistic individuals, such as social skills, communication, and behavior in schools. En ligne : https://dx.doi.org/10.1177/13623613251351344 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=571

Parent peer coaching program: A cascading intervention for parents of children with autism in Mongolia / James D. LEE in Autism, 26-8 (November 2022)  

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Reported quality indicators and implementation outcomes of community partnership in autism intervention research: A systematic review / Jessica E. TSCHIDA in Autism Research, 17-2 (February 2024)  

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Short report: Examining race, ethnicity, sex, and gender among autistic youth and their educators who participated in school-based research / Olivia LINKOUS in Autism, 28-10 (October 2024)  

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