Caregiver-Mediated NDBI for Latine Mothers of Young Autistic Children: Assessment of Parent Fidelity and Social Communication / Ana D. DUEÑAS 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.156-167 Titre : Caregiver-Mediated NDBI for Latine Mothers of Young Autistic Children: Assessment of Parent Fidelity and Social Communication Type de document : texte imprimé Auteurs : Ana D. DUEÑAS, Auteur ; Sophia R. D’AGOSTINO, Auteur ; Marisa SOLÉ, Auteur ; Alyssa BLASKO, Auteur Article en page(s) : p.156-167 Langues : Anglais (eng) Mots-clés : caregiver-mediated NDBI  Latine caregivers  naturalistic developmental behavioral interventions  single-case design research Index. décimale : PER Périodiques Résumé : Limited research exists regarding caregiver-mediated naturalistic developmental behavioral interventions (NDBIs) with the Latine community. To understand the effectiveness of caregiver-mediated NDBI, we must investigate feasibility and effectiveness with marginalized populations to assure family-centered and culturally sensitive care. This study examined the effects of a caregiver-mediated NDBI with three caregiver–child dyads in the U.S. state of Pennsylvania using single-case design (SCD) research informed by a brief a priori cultural adaptation. Caregivers demonstrated improved implementation fidelity of NDBI strategies with empowerment-based coaching. We discuss Latine caregiving practices and make recommendations for culturally congruent NDBI caregiver coaching. En ligne : https://dx.doi.org/10.1177/10883576251396819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Caregiver-Mediated NDBI for Latine Mothers of Young Autistic Children: Assessment of Parent Fidelity and Social Communication [texte imprimé] / Ana D. DUEÑAS, Auteur ; Sophia R. D’AGOSTINO, Auteur ; Marisa SOLÉ, Auteur ; Alyssa BLASKO, Auteur . - p.156-167. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-3 (September 2026) . - p.156-167 Mots-clés : caregiver-mediated NDBI  Latine caregivers  naturalistic developmental behavioral interventions  single-case design research Index. décimale : PER Périodiques Résumé : Limited research exists regarding caregiver-mediated naturalistic developmental behavioral interventions (NDBIs) with the Latine community. To understand the effectiveness of caregiver-mediated NDBI, we must investigate feasibility and effectiveness with marginalized populations to assure family-centered and culturally sensitive care. This study examined the effects of a caregiver-mediated NDBI with three caregiver–child dyads in the U.S. state of Pennsylvania using single-case design (SCD) research informed by a brief a priori cultural adaptation. Caregivers demonstrated improved implementation fidelity of NDBI strategies with empowerment-based coaching. We discuss Latine caregiving practices and make recommendations for culturally congruent NDBI caregiver coaching. En ligne : https://dx.doi.org/10.1177/10883576251396819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Considerations for effective dissemination of evidence-based early intervention approaches / Sophia R. D’AGOSTINO in Autism, 28-11 (November 2024)  

Public ISBD [article]  inAutism > 28-11 (November 2024) . - p.2943 - 2945 Titre : Considerations for effective dissemination of evidence-based early intervention approaches Type de document : texte imprimé Auteurs : Sophia R. D’AGOSTINO, Auteur ; Kyle M. FROST, Auteur ; Katherine PICKARD, Auteur Article en page(s) : p.2943 - 2945 Langues : Anglais (eng) Mots-clés : dissemination  early childhood  early intervention  naturalistic developmental behavior interventions Index. décimale : PER Périodiques Résumé : Dissemination efforts play an important role in bridging the gap between research and practice. Many evidence-based early intervention programs for young autistic children have yet to be widely disseminated to the early childhood workforce. The purpose of this letter is to discuss how packaging and branding early intervention approaches may facilitate or hinder widespread dissemination to community-based early childhood settings. To disseminate early interventions more effectively, we argue that it will be important to account for factors that are known to impact the widespread uptake within community settings. Lay abstract Dissemination, or the widespread sharing of information, is important for moving research evidence into community practice. Early intervention programs for young autistic children have not yet been widely disseminated to the early childhood workforce. This letter describes factors that may support or prevent dissemination to community-based settings, such as packaging and branding early intervention approaches. We argue that an increased focus on dissemination research is needed. En ligne : https://dx.doi.org/10.1177/13623613241253117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 [article] Considerations for effective dissemination of evidence-based early intervention approaches [texte imprimé] / Sophia R. D’AGOSTINO, Auteur ; Kyle M. FROST, Auteur ; Katherine PICKARD, Auteur . - p.2943 - 2945. Langues : Anglais (eng) in Autism > 28-11 (November 2024) . - p.2943 - 2945 Mots-clés : dissemination  early childhood  early intervention  naturalistic developmental behavior interventions Index. décimale : PER Périodiques Résumé : Dissemination efforts play an important role in bridging the gap between research and practice. Many evidence-based early intervention programs for young autistic children have yet to be widely disseminated to the early childhood workforce. The purpose of this letter is to discuss how packaging and branding early intervention approaches may facilitate or hinder widespread dissemination to community-based early childhood settings. To disseminate early interventions more effectively, we argue that it will be important to account for factors that are known to impact the widespread uptake within community settings. Lay abstract Dissemination, or the widespread sharing of information, is important for moving research evidence into community practice. Early intervention programs for young autistic children have not yet been widely disseminated to the early childhood workforce. This letter describes factors that may support or prevent dissemination to community-based settings, such as packaging and branding early intervention approaches. We argue that an increased focus on dissemination research is needed. En ligne : https://dx.doi.org/10.1177/13623613241253117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537

Correction to: Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training / Sophia R. D’AGOSTINO in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4456-4458 Titre : Correction to: Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training Type de document : texte imprimé Auteurs : Sophia R. D’AGOSTINO, Auteur ; Sarah N. DOUGLAS, Auteur ; Elizabeth HORTON, Auteur Article en page(s) : p.4456-4458 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-021-04877-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Correction to: Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training [texte imprimé] / Sophia R. D’AGOSTINO, Auteur ; Sarah N. DOUGLAS, Auteur ; Elizabeth HORTON, Auteur . - p.4456-4458. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4456-4458 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-021-04877-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training / Sophia R. D’AGOSTINO in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.864-880 Titre : Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training Type de document : texte imprimé Auteurs : Sophia R. D’AGOSTINO, Auteur ; Sarah N. DOUGLAS, Auteur ; Elizabeth HORTON, Auteur Article en page(s) : p.864-880 Langues : Anglais (eng) Mots-clés : Inclusion  Naturalistic developmental behavioral intervention  Preschool  Single-case design  Telehealth Index. décimale : PER Périodiques Résumé : This single-case investigation was designed to evaluate the effects of telehealth training on practitioner implementation of a naturalistic developmental behavioral intervention (NDBI). Six general education preschool practitioners engaged in an intervention with six children with varying disabilities in inclusive classroom settings. The telehealth training package included a collaborative approach to intervention planning, online training module, video self-evaluation, and performance feedback via videoconferencing. Following telehealth training, practitioners reached criteria for implementation fidelity and increased communication opportunities. Additionally, child participants increased communication behaviors above baseline levels. All behaviors generalized to a different activity context and maintained over time. Social validity was measured and results suggest high levels of acceptability for the telehealth training package. En ligne : http://dx.doi.org/10.1007/s10803-019-04319-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419 [article] Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training [texte imprimé] / Sophia R. D’AGOSTINO, Auteur ; Sarah N. DOUGLAS, Auteur ; Elizabeth HORTON, Auteur . - p.864-880. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.864-880 Mots-clés : Inclusion  Naturalistic developmental behavioral intervention  Preschool  Single-case design  Telehealth Index. décimale : PER Périodiques Résumé : This single-case investigation was designed to evaluate the effects of telehealth training on practitioner implementation of a naturalistic developmental behavioral intervention (NDBI). Six general education preschool practitioners engaged in an intervention with six children with varying disabilities in inclusive classroom settings. The telehealth training package included a collaborative approach to intervention planning, online training module, video self-evaluation, and performance feedback via videoconferencing. Following telehealth training, practitioners reached criteria for implementation fidelity and increased communication opportunities. Additionally, child participants increased communication behaviors above baseline levels. All behaviors generalized to a different activity context and maintained over time. Social validity was measured and results suggest high levels of acceptability for the telehealth training package. En ligne : http://dx.doi.org/10.1007/s10803-019-04319-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419

Teaching Young Children to Make Bids to Play to Peers With Autism Spectrum Disorder / Ana D. DUEÑAS in Focus on Autism and Other Developmental Disabilities, 36-4 (December 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.201-212 Titre : Teaching Young Children to Make Bids to Play to Peers With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Ana D. DUEÑAS, Auteur ; Sophia R. D’AGOSTINO, Auteur ; Joshua B. PLAVNICK, Auteur Article en page(s) : p.201-212 Langues : Anglais (eng) Mots-clés : early childhood inclusion  peer-mediated intervention  video modeling Index. décimale : PER Périodiques Résumé : Peer-mediated intervention (PMI) within the inclusive early childhood setting increases social exposure between children with autism spectrum disorder (ASD) and typically developing peers. However, PMI research to date has provided limited data on the adherence of strategies taught to typically developing peers during training. The present study examined the extent to which a packaged intervention consisting of video modeling (VM) was an effective tool to promote bids to play by typically developing peers to children with ASD during unstructured indoor and outdoor play. A multiple probe across participants design demonstrated that (a) all three typically developing peers learned to invite children with ASD to play after observing video models and (b) children with ASD increased independent responses to initiations with least-to-most prompting from an adult. En ligne : http://dx.doi.org/10.1177/10883576211023326 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Teaching Young Children to Make Bids to Play to Peers With Autism Spectrum Disorder [texte imprimé] / Ana D. DUEÑAS, Auteur ; Sophia R. D’AGOSTINO, Auteur ; Joshua B. PLAVNICK, Auteur . - p.201-212. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.201-212 Mots-clés : early childhood inclusion  peer-mediated intervention  video modeling Index. décimale : PER Périodiques Résumé : Peer-mediated intervention (PMI) within the inclusive early childhood setting increases social exposure between children with autism spectrum disorder (ASD) and typically developing peers. However, PMI research to date has provided limited data on the adherence of strategies taught to typically developing peers during training. The present study examined the extent to which a packaged intervention consisting of video modeling (VM) was an effective tool to promote bids to play by typically developing peers to children with ASD during unstructured indoor and outdoor play. A multiple probe across participants design demonstrated that (a) all three typically developing peers learned to invite children with ASD to play after observing video models and (b) children with ASD increased independent responses to initiations with least-to-most prompting from an adult. En ligne : http://dx.doi.org/10.1177/10883576211023326 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Toward deeper understanding and wide-scale implementation of naturalistic developmental behavioral interventions / Sophia R. D’AGOSTINO in Autism, 27-1 (January 2023)  

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