Combining Evidence-Based Practices to Enhance Outcomes for Autistic Students: Considerations and Challenges / Karrie A. SHOGREN in Focus on Autism and Other Developmental Disabilities, 41-3 (September 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-3 (September 2026) . - p.119-129 Titre : Combining Evidence-Based Practices to Enhance Outcomes for Autistic Students: Considerations and Challenges Type de document : texte imprimé Auteurs : Karrie A. SHOGREN, Auteur ; Kara A. HUME, Auteur ; Lindsay F. RENTSCHLER, Auteur ; Brian BOYD, Auteur Article en page(s) : p.119-129 Langues : Anglais (eng) Mots-clés : autism  self-determination  peer support  transition  collaboration  evidence-based practices Index. décimale : PER Périodiques Résumé : Adapting and combining evidence-based practices (EBPs) for use in high school special and general education in support of autistic youth can be a daunting process for researchers and practitioners alike. Ensuring the process is informed by autistic voices, is strengths-based, and addresses outcomes identified as priorities for autistic youth can pose additional challenges. This paper provides a description of the activities undertaken to combine two EBPs for use in inclusive high school settings: the Self-Determined Learning Model of Instruction (SDLMI) and Peer Supports. Points where the autistic voice was embedded in the process are highlighted, along with initial feedback from high school teachers and students. Challenges to the EBP adaptation and combination process, as well as barriers to implementation and next steps, are also discussed. En ligne : https://dx.doi.org/10.1177/10883576251407633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Combining Evidence-Based Practices to Enhance Outcomes for Autistic Students: Considerations and Challenges [texte imprimé] / Karrie A. SHOGREN, Auteur ; Kara A. HUME, Auteur ; Lindsay F. RENTSCHLER, Auteur ; Brian BOYD, Auteur . - p.119-129. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-3 (September 2026) . - p.119-129 Mots-clés : autism  self-determination  peer support  transition  collaboration  evidence-based practices Index. décimale : PER Périodiques Résumé : Adapting and combining evidence-based practices (EBPs) for use in high school special and general education in support of autistic youth can be a daunting process for researchers and practitioners alike. Ensuring the process is informed by autistic voices, is strengths-based, and addresses outcomes identified as priorities for autistic youth can pose additional challenges. This paper provides a description of the activities undertaken to combine two EBPs for use in inclusive high school settings: the Self-Determined Learning Model of Instruction (SDLMI) and Peer Supports. Points where the autistic voice was embedded in the process are highlighted, along with initial feedback from high school teachers and students. Challenges to the EBP adaptation and combination process, as well as barriers to implementation and next steps, are also discussed. En ligne : https://dx.doi.org/10.1177/10883576251407633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

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

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)  

Public ISBD [article]  inAutism > 26-8 (November 2022) . - p.2026-2040 Titre : 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 Type de document : texte imprimé Auteurs : Jessica R. STEINBRENNER, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay F. RENTSCHLER, Auteur ; Jamie N. PEARSON, Auteur ; Paul LUELMO, Auteur ; Maria Elizabeth JARAMILLO, Auteur ; Brian A. BOYD, Auteur ; Connie S. WONG, Auteur ; Sallie W. NOWELL, Auteur ; Samuel L. ODOM, Auteur ; Kara HUME, Auteur Article en page(s) : p.2026-2040 Langues : Anglais (eng) Mots-clés : Child  Humans  Asian People  Autism Spectrum Disorder  Autistic Disorder  Ethnicity  Evidence-Based Practice  Systematic Reviews as Topic  autism  interventions —psychosocial/behavioral  race  systematic review  research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Researchers who study autism-related interventions do a poor job reporting data related to the race and ethnicity of autistic individuals who participate in their studies, and of those who do report these data, the participants are overwhelmingly White. This is problematic for many reasons, as we know little about how interventions are meeting the needs of culturally and linguistically diverse populations, and we assume that interventions are effective for all when they have been developed and validated primarily with and for White children. This study examined the reporting patterns of autism intervention researchers whose work was included in a large-scale systematic review of the intervention literature published between 1990 and 2017. We found that only 25% of studies (out of 1,013 included in the review) included data related to the race and ethnicity of their participants, with minimal change in reporting patterns across the years. In studies with reported data, White participants had the highest rate of participation, with a large gap between the next highest rates of participation among Hispanic/Latino, Black, and Asian participants. Other race and ethnicity groups had very low representation. This study includes additional analyses which examine how the reporting patterns and the inclusion of racially and ethnically diverse participants varies across study types, interventions, and outcome areas. Reporting this data is merely a starting point to begin to address the many disparities in autism-related healthcare, education, and research practices, and this article includes broader implications and next steps to ensure the field becomes more equitable and inclusive. En ligne : http://dx.doi.org/10.1177/13623613211072593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] 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 [texte imprimé] / Jessica R. STEINBRENNER, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay F. RENTSCHLER, Auteur ; Jamie N. PEARSON, Auteur ; Paul LUELMO, Auteur ; Maria Elizabeth JARAMILLO, Auteur ; Brian A. BOYD, Auteur ; Connie S. WONG, Auteur ; Sallie W. NOWELL, Auteur ; Samuel L. ODOM, Auteur ; Kara HUME, Auteur . - p.2026-2040. Langues : Anglais (eng) in Autism > 26-8 (November 2022) . - p.2026-2040 Mots-clés : Child  Humans  Asian People  Autism Spectrum Disorder  Autistic Disorder  Ethnicity  Evidence-Based Practice  Systematic Reviews as Topic  autism  interventions —psychosocial/behavioral  race  systematic review  research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Researchers who study autism-related interventions do a poor job reporting data related to the race and ethnicity of autistic individuals who participate in their studies, and of those who do report these data, the participants are overwhelmingly White. This is problematic for many reasons, as we know little about how interventions are meeting the needs of culturally and linguistically diverse populations, and we assume that interventions are effective for all when they have been developed and validated primarily with and for White children. This study examined the reporting patterns of autism intervention researchers whose work was included in a large-scale systematic review of the intervention literature published between 1990 and 2017. We found that only 25% of studies (out of 1,013 included in the review) included data related to the race and ethnicity of their participants, with minimal change in reporting patterns across the years. In studies with reported data, White participants had the highest rate of participation, with a large gap between the next highest rates of participation among Hispanic/Latino, Black, and Asian participants. Other race and ethnicity groups had very low representation. This study includes additional analyses which examine how the reporting patterns and the inclusion of racially and ethnically diverse participants varies across study types, interventions, and outcome areas. Reporting this data is merely a starting point to begin to address the many disparities in autism-related healthcare, education, and research practices, and this article includes broader implications and next steps to ensure the field becomes more equitable and inclusive. En ligne : http://dx.doi.org/10.1177/13623613211072593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

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