Comparing the 1-year impact of preschool autism intervention programs in two Canadian provinces / Isabel M. SMITH in Autism Research, 12-4 (April 2019)  

Public ISBD [article]  inAutism Research > 12-4 (April 2019) . - p.667-681 Titre : Comparing the 1-year impact of preschool autism intervention programs in two Canadian provinces Type de document : texte imprimé Auteurs : Isabel M. SMITH, Auteur ; Helen E. FLANAGAN, Auteur ; Wendy J. UNGAR, Auteur ; Barbara D'ENTREMONT, Auteur ; Nancy GARON, Auteur ; Jeffrey DEN OTTER, Auteur ; Charlotte WADDELL, Auteur ; Susan E. BRYSON, Auteur ; Kate TSIPLOVA, Auteur ; Natalie LEGER, Auteur ; Francine VEZINA, Auteur ; Patricia MURRAY, Auteur Article en page(s) : p.667-681 Langues : Anglais (eng) Mots-clés : adaptive behavior  autism spectrum disorder  early intervention  preschool children Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is associated with early differences in children's social interactions, communication, and play/interests. In many countries, considerable resources are invested in early intensive behavioral intervention (EIBI) programs for children with ASD, which aim to build adaptive skills and prevent or treat problem behavior. However, these programs vary widely in structure and delivery. Research evidence supports the efficacy of EIBI, but large knowledge gaps remain about the effectiveness of publicly funded EIBI programs. With policy-makers as formal research partners, we compared children's progress over 1 year in public preschool programs in adjacent Canadian provinces, New Brunswick (NB) and Nova Scotia (NS). In NB, children received up to 20 hr/week of comprehensive EIBI in a publicly funded, privately provided program. In NS, children received up to 15 hr/week of Pivotal Response Treatment and Positive Behavior Support delivered through the publicly funded healthcare system. In this observational parallel cohort study, we collected parent-reported data on 298 NB preschoolers (76.5% boys) and 221 NS preschoolers (86.9% boys) at EIBI start and 1 year later. Multilevel analysis revealed significant differences at baseline: NS children were older, with lower adaptive functioning and more severe ASD symptoms than NB children. Despite these pre-treatment differences that favor NB, children in both provinces showed similar adaptive functioning gains and reductions of maladaptive behavior. No changes were seen in mean ASD symptom severity in either province over time. Results highlight the value of evaluating interventions in their implementation contexts, and have important implications for devising optimal ASD policy. Autism Research 2019, 12: 667-681. (c) 2019 International Society for Autism Research,Wiley Periodicals, Inc. LAY SUMMARY: We need to know more about the impact of different forms of early intensive behavioral intervention (EIBI) for young children with autism spectrum disorder (ASD). We showed that preschoolers with ASD gained important skills while in public EIBI programs in two Canadian provinces. We also saw that differences in how EIBI programs are structured and characteristics of children who are served may affect outcomes. For these reasons, policy making requires evidence that fits the local context. En ligne : https://dx.doi.org/10.1002/aur.2072 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] Comparing the 1-year impact of preschool autism intervention programs in two Canadian provinces [texte imprimé] / Isabel M. SMITH, Auteur ; Helen E. FLANAGAN, Auteur ; Wendy J. UNGAR, Auteur ; Barbara D'ENTREMONT, Auteur ; Nancy GARON, Auteur ; Jeffrey DEN OTTER, Auteur ; Charlotte WADDELL, Auteur ; Susan E. BRYSON, Auteur ; Kate TSIPLOVA, Auteur ; Natalie LEGER, Auteur ; Francine VEZINA, Auteur ; Patricia MURRAY, Auteur . - p.667-681. Langues : Anglais (eng) in Autism Research > 12-4 (April 2019) . - p.667-681 Mots-clés : adaptive behavior  autism spectrum disorder  early intervention  preschool children Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is associated with early differences in children's social interactions, communication, and play/interests. In many countries, considerable resources are invested in early intensive behavioral intervention (EIBI) programs for children with ASD, which aim to build adaptive skills and prevent or treat problem behavior. However, these programs vary widely in structure and delivery. Research evidence supports the efficacy of EIBI, but large knowledge gaps remain about the effectiveness of publicly funded EIBI programs. With policy-makers as formal research partners, we compared children's progress over 1 year in public preschool programs in adjacent Canadian provinces, New Brunswick (NB) and Nova Scotia (NS). In NB, children received up to 20 hr/week of comprehensive EIBI in a publicly funded, privately provided program. In NS, children received up to 15 hr/week of Pivotal Response Treatment and Positive Behavior Support delivered through the publicly funded healthcare system. In this observational parallel cohort study, we collected parent-reported data on 298 NB preschoolers (76.5% boys) and 221 NS preschoolers (86.9% boys) at EIBI start and 1 year later. Multilevel analysis revealed significant differences at baseline: NS children were older, with lower adaptive functioning and more severe ASD symptoms than NB children. Despite these pre-treatment differences that favor NB, children in both provinces showed similar adaptive functioning gains and reductions of maladaptive behavior. No changes were seen in mean ASD symptom severity in either province over time. Results highlight the value of evaluating interventions in their implementation contexts, and have important implications for devising optimal ASD policy. Autism Research 2019, 12: 667-681. (c) 2019 International Society for Autism Research,Wiley Periodicals, Inc. LAY SUMMARY: We need to know more about the impact of different forms of early intensive behavioral intervention (EIBI) for young children with autism spectrum disorder (ASD). We showed that preschoolers with ASD gained important skills while in public EIBI programs in two Canadian provinces. We also saw that differences in how EIBI programs are structured and characteristics of children who are served may affect outcomes. For these reasons, policy making requires evidence that fits the local context. En ligne : https://dx.doi.org/10.1002/aur.2072 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

Comparing the Impact of Differing Preschool Autism Interventions on Parents in Two Canadian Provinces / Barbara D'ENTREMONT in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.5018-5032 Titre : Comparing the Impact of Differing Preschool Autism Interventions on Parents in Two Canadian Provinces Type de document : texte imprimé Auteurs : Barbara D'ENTREMONT, Auteur ; Helen E. FLANAGAN, Auteur ; Wendy J. UNGAR, Auteur ; Charlotte WADDELL, Auteur ; Nancy GARON, Auteur ; Jeffrey DENOTTER, Auteur ; Natalie LEGER, Auteur ; Francine VEZINA, Auteur ; Isabel M. SMITH, Auteur Article en page(s) : p.5018-5032 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/complications/therapy  Autistic Disorder/complications/therapy  Canada  Child  Child, Preschool  Humans  Parents  Schools  Autism  Early intervention  Family crisis  Parental satisfaction  Parental self-efficacy Index. décimale : PER Périodiques Résumé : Early Intensive Behavioural Intervention (EIBI) is effective for preschoolers with autism spectrum disorder (ASD). Parental measures are rarely included in EIBI effectiveness studies, yet parental distress and lower self-efficacy are associated with poorer child outcomes. Parents of preschoolers with ASD (N=485) were surveyed at baseline (T1), one-year post-intervention (T2), and school entry (T3) about family distress/crisis, parental self-efficacy, and satisfaction with services in two Canadian provinces. Family distress/crisis decreased and parental self-efficacy increased from T1 to T2. Increases in self-efficacy were largely maintained at T3. Parents were highly satisfied with services. Greater satisfaction for those residing in the province utilizing a parent-coaching model suggests that parent involvement is associated with positive parent outcomes. En ligne : http://dx.doi.org/10.1007/s10803-021-05349-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Comparing the Impact of Differing Preschool Autism Interventions on Parents in Two Canadian Provinces [texte imprimé] / Barbara D'ENTREMONT, Auteur ; Helen E. FLANAGAN, Auteur ; Wendy J. UNGAR, Auteur ; Charlotte WADDELL, Auteur ; Nancy GARON, Auteur ; Jeffrey DENOTTER, Auteur ; Natalie LEGER, Auteur ; Francine VEZINA, Auteur ; Isabel M. SMITH, Auteur . - p.5018-5032. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.5018-5032 Mots-clés : Autism Spectrum Disorder/complications/therapy  Autistic Disorder/complications/therapy  Canada  Child  Child, Preschool  Humans  Parents  Schools  Autism  Early intervention  Family crisis  Parental satisfaction  Parental self-efficacy Index. décimale : PER Périodiques Résumé : Early Intensive Behavioural Intervention (EIBI) is effective for preschoolers with autism spectrum disorder (ASD). Parental measures are rarely included in EIBI effectiveness studies, yet parental distress and lower self-efficacy are associated with poorer child outcomes. Parents of preschoolers with ASD (N=485) were surveyed at baseline (T1), one-year post-intervention (T2), and school entry (T3) about family distress/crisis, parental self-efficacy, and satisfaction with services in two Canadian provinces. Family distress/crisis decreased and parental self-efficacy increased from T1 to T2. Increases in self-efficacy were largely maintained at T3. Parents were highly satisfied with services. Greater satisfaction for those residing in the province utilizing a parent-coaching model suggests that parent involvement is associated with positive parent outcomes. En ligne : http://dx.doi.org/10.1007/s10803-021-05349-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Imitation of Intentional and Accidental Actions by Children with Autism / Barbara D'ENTREMONT in Journal of Autism and Developmental Disorders, 37-9 (October 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-9 (October 2007) . - p.1665-1678 Titre : Imitation of Intentional and Accidental Actions by Children with Autism Type de document : texte imprimé Auteurs : Barbara D'ENTREMONT, Auteur ; Aimée YAZBEK, Auteur Année de publication : 2007 Article en page(s) : p.1665-1678 Langues : Anglais (eng) Mots-clés : Imitation Intentionality Joint-attention Social-cognition Index. décimale : PER Périodiques Résumé : To determine whether children with autism (CWA) would selectively imitate intentional, as opposed to accidental actions, an experimenter demonstrated either an “intentional” and an “accidental” action or two “intentional” actions on the same toy [Carpenter, Akhtar, & Tomasello (1998a) Infant Behavior and Development, 21, 315–330]. CWA tended to imitate the experimenter exactly. Children with developmental delay and older typically developing children (TD) reproduced only the intentional action as often as they imitated the experimenter exactly. Younger TD mostly produced only the intentional action. It is concluded that, contrary to comparison groups, the CWA did not show an appreciation of the model’s intentions. Results are discussed in terms of theories of social cognition. En ligne : http://dx.doi.org/10.1007/s10803-006-0291-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=174 [article] Imitation of Intentional and Accidental Actions by Children with Autism [texte imprimé] / Barbara D'ENTREMONT, Auteur ; Aimée YAZBEK, Auteur . - 2007 . - p.1665-1678. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-9 (October 2007) . - p.1665-1678 Mots-clés : Imitation Intentionality Joint-attention Social-cognition Index. décimale : PER Périodiques Résumé : To determine whether children with autism (CWA) would selectively imitate intentional, as opposed to accidental actions, an experimenter demonstrated either an “intentional” and an “accidental” action or two “intentional” actions on the same toy [Carpenter, Akhtar, & Tomasello (1998a) Infant Behavior and Development, 21, 315–330]. CWA tended to imitate the experimenter exactly. Children with developmental delay and older typically developing children (TD) reproduced only the intentional action as often as they imitated the experimenter exactly. Younger TD mostly produced only the intentional action. It is concluded that, contrary to comparison groups, the CWA did not show an appreciation of the model’s intentions. Results are discussed in terms of theories of social cognition. En ligne : http://dx.doi.org/10.1007/s10803-006-0291-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=174

Types of Services and Costs of Programs for Preschoolers with Autism Spectrum Disorder Across Sectors: A Comparison of Two Canadian Provinces / Kate TSIPLOVA 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.2492-2508 Titre : Types of Services and Costs of Programs for Preschoolers with Autism Spectrum Disorder Across Sectors: A Comparison of Two Canadian Provinces Type de document : texte imprimé Auteurs : Kate TSIPLOVA, Auteur ; Wendy J. UNGAR, Auteur ; Helen E. FLANAGAN, Auteur ; Jeffrey DEN OTTER, Auteur ; Charlotte WADDELL, Auteur ; Patricia MURRAY, Auteur ; Barbara D'ENTREMONT, Auteur ; Natalie LEGER, Auteur ; Nancy GARON, Auteur ; Susan E. BRYSON, Auteur ; Isabel M. SMITH, Auteur Article en page(s) : p.2492-2508 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Cost  Preschool-aged children  Service use Index. décimale : PER Périodiques Résumé : This study measured resource utilization and costs for pre-school autism spectrum disorder (ASD)-related services in community-based sectors from multiple payer perspectives in two Canadian provinces, Nova Scotia (NS) and New Brunswick (NB), during the 12 months prior to and following the start of early intensive behavioural intervention (EIBI). The results indicate significant differences between NB and NS in utilization of services and costs to families, public sector and society. Differences can be attributed to variation in EIBI delivery models and may also be influenced by differences in diagnostic assessment practices. The study results provide resource utilization rates and costs which could be used in future economic evaluations and to inform policy making to improve outcomes for children with ASD. En ligne : https://dx.doi.org/10.1007/s10803-019-03993-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 [article] Types of Services and Costs of Programs for Preschoolers with Autism Spectrum Disorder Across Sectors: A Comparison of Two Canadian Provinces [texte imprimé] / Kate TSIPLOVA, Auteur ; Wendy J. UNGAR, Auteur ; Helen E. FLANAGAN, Auteur ; Jeffrey DEN OTTER, Auteur ; Charlotte WADDELL, Auteur ; Patricia MURRAY, Auteur ; Barbara D'ENTREMONT, Auteur ; Natalie LEGER, Auteur ; Nancy GARON, Auteur ; Susan E. BRYSON, Auteur ; Isabel M. SMITH, Auteur . - p.2492-2508. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2492-2508 Mots-clés : Autism spectrum disorder  Cost  Preschool-aged children  Service use Index. décimale : PER Périodiques Résumé : This study measured resource utilization and costs for pre-school autism spectrum disorder (ASD)-related services in community-based sectors from multiple payer perspectives in two Canadian provinces, Nova Scotia (NS) and New Brunswick (NB), during the 12 months prior to and following the start of early intensive behavioural intervention (EIBI). The results indicate significant differences between NB and NS in utilization of services and costs to families, public sector and society. Differences can be attributed to variation in EIBI delivery models and may also be influenced by differences in diagnostic assessment practices. The study results provide resource utilization rates and costs which could be used in future economic evaluations and to inform policy making to improve outcomes for children with ASD. En ligne : https://dx.doi.org/10.1007/s10803-019-03993-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400

Utility of the Psychoeducational Profile-3 for Assessing Cognitive and Language Skills of Children with Autism Spectrum Disorders / Mandy L. FULTON in Journal of Autism and Developmental Disorders, 43-10 (October 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2460-2471 Titre : Utility of the Psychoeducational Profile-3 for Assessing Cognitive and Language Skills of Children with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Mandy L. FULTON, Auteur ; Barbara D'ENTREMONT, Auteur Article en page(s) : p.2460-2471 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Psychoeducational Profile-3  Psychometric properties  Diagnostic symptomatology Index. décimale : PER Périodiques Résumé : The Psychoeducational Profile-3’s (PEP-3) ability to estimate cognitive and language skills of 136 children (20–75 months) with autism spectrum disorders (ASDs) across a range of functioning, and the association between the PEP-3 and ASD symptomatology was examined using retrospective data. PEP-3 cognitive and language measures were positively correlated with similar measures on the Child Development Inventory, the Merrill-Palmer Revised, and the Vineland Adaptive Behaviour Scale-2. The PEP-3 sometimes provided higher or lower estimates than other measures. Significant differences were found between diagnostic groups on PEP-3 cognitive and language measures. PEP-3 cognitive scores correlated positively with scores on the Autism Diagnostic Observation Schedule. Findings support the use of the PEP-3 to measure cognition and language in children with ASDs. En ligne : http://dx.doi.org/10.1007/s10803-013-1794-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215 [article] Utility of the Psychoeducational Profile-3 for Assessing Cognitive and Language Skills of Children with Autism Spectrum Disorders [texte imprimé] / Mandy L. FULTON, Auteur ; Barbara D'ENTREMONT, Auteur . - p.2460-2471. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2460-2471 Mots-clés : Autism spectrum disorders  Psychoeducational Profile-3  Psychometric properties  Diagnostic symptomatology Index. décimale : PER Périodiques Résumé : The Psychoeducational Profile-3’s (PEP-3) ability to estimate cognitive and language skills of 136 children (20–75 months) with autism spectrum disorders (ASDs) across a range of functioning, and the association between the PEP-3 and ASD symptomatology was examined using retrospective data. PEP-3 cognitive and language measures were positively correlated with similar measures on the Child Development Inventory, the Merrill-Palmer Revised, and the Vineland Adaptive Behaviour Scale-2. The PEP-3 sometimes provided higher or lower estimates than other measures. Significant differences were found between diagnostic groups on PEP-3 cognitive and language measures. PEP-3 cognitive scores correlated positively with scores on the Autism Diagnostic Observation Schedule. Findings support the use of the PEP-3 to measure cognition and language in children with ASDs. En ligne : http://dx.doi.org/10.1007/s10803-013-1794-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215

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