Increasing autism acceptance: The impact of the Sesame Street "See Amazing in All Children" initiative / Bruno J. ANTHONY in Autism, 24-1 (January 2020)  

Public ISBD [article]  inAutism > 24-1 (January 2020) . - p.95-108 Titre : Increasing autism acceptance: The impact of the Sesame Street "See Amazing in All Children" initiative Type de document : texte imprimé Auteurs : Bruno J. ANTHONY, Auteur ; Hillary A. ROBERTSON, Auteur ; Alyssa VERBALIS, Auteur ; Yetta MYRICK, Auteur ; Mary TROXEL, Auteur ; Sydney SEESE, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.95-108 Langues : Anglais (eng) Mots-clés : acceptance  autism spectrum disorders  community inclusion  preschool Index. décimale : PER Périodiques Résumé : To promote knowledge and acceptance of autism, Sesame Workshop created an online initiative: See Amazing in All Children. This nationwide evaluation of See Amazing assessed whether it increased knowledge and acceptance, promoted community inclusion, reduced parenting strain, and enhanced parenting competence. Survey responses were collected online from parents of children (age 6) with and without autism before (N = 1010), 1 week after (N = 510), and, for parents of autistic children, 1 month after (N = 182) they viewed the See Amazing materials. Following exposure, parents of non-autistic children showed small but significant increases in knowledge of autism and, like parents of autistic children, greater acceptance of autistic children. Parents of autistic children reported less strain, increased parenting competence, and more hope about involving their child in their community. That the See Amazing materials invoked positive changes in the general parent community and in parents of autistic children suggests that See Amazing materials have the potential to be an effective resource to increase acceptance and community inclusion, although limitations of self-selection, dropout rate, and lack of control group constrain interpretation. Implications include support for targeting acceptance as a step beyond awareness campaigns, though actual behavior change is a subject for future research. En ligne : http://dx.doi.org/10.1177/1362361319847927 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Increasing autism acceptance: The impact of the Sesame Street "See Amazing in All Children" initiative [texte imprimé] / Bruno J. ANTHONY, Auteur ; Hillary A. ROBERTSON, Auteur ; Alyssa VERBALIS, Auteur ; Yetta MYRICK, Auteur ; Mary TROXEL, Auteur ; Sydney SEESE, Auteur ; Laura G. ANTHONY, Auteur . - p.95-108. Langues : Anglais (eng) in Autism > 24-1 (January 2020) . - p.95-108 Mots-clés : acceptance  autism spectrum disorders  community inclusion  preschool Index. décimale : PER Périodiques Résumé : To promote knowledge and acceptance of autism, Sesame Workshop created an online initiative: See Amazing in All Children. This nationwide evaluation of See Amazing assessed whether it increased knowledge and acceptance, promoted community inclusion, reduced parenting strain, and enhanced parenting competence. Survey responses were collected online from parents of children (age 6) with and without autism before (N = 1010), 1 week after (N = 510), and, for parents of autistic children, 1 month after (N = 182) they viewed the See Amazing materials. Following exposure, parents of non-autistic children showed small but significant increases in knowledge of autism and, like parents of autistic children, greater acceptance of autistic children. Parents of autistic children reported less strain, increased parenting competence, and more hope about involving their child in their community. That the See Amazing materials invoked positive changes in the general parent community and in parents of autistic children suggests that See Amazing materials have the potential to be an effective resource to increase acceptance and community inclusion, although limitations of self-selection, dropout rate, and lack of control group constrain interpretation. Implications include support for targeting acceptance as a step beyond awareness campaigns, though actual behavior change is a subject for future research. En ligne : http://dx.doi.org/10.1177/1362361319847927 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Leveraging technology to make parent training more accessible: Randomized trial of in-person versus online executive function training for parents of autistic children / Lauren KENWORTHY in Autism, 27-3 (April 2023)  

Public ISBD [article]  inAutism > 27-3 (April 2023) . - p.616-628 Titre : Leveraging technology to make parent training more accessible: Randomized trial of in-person versus online executive function training for parents of autistic children Type de document : texte imprimé Auteurs : Lauren KENWORTHY, Auteur ; Debra CHILDRESS, Auteur ; Anna Chelsea ARMOUR, Auteur ; Alyssa VERBALIS, Auteur ; Anqing ZHANG, Auteur ; Mary TROXEL, Auteur ; Rebecca HANDSMAN, Auteur ; Kelly KOCHER, Auteur ; Yetta MYRICK, Auteur ; Monica WERNER, Auteur ; Katie C. ALEXANDER, Auteur ; Lynn R. CANNON, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.616-628 Langues : Anglais (eng) Mots-clés : autism,competency,executive function,parent training,randomized controlled trial,strain Index. décimale : PER Périodiques Résumé : This randomized trial compared the first online parent training program for an evidence-supported executive function intervention for autism to in-person parent training with the same dose and content. Parents of autistic children (8-12 years-old; Full Scale IQ above 70) were randomized to in-person (n=51) or online (n=46) training. Training acceptability and feasibility were rated highly by parents, without significant differences between groups. The completion rate was lower for parents in the online versus the in-person training condition, but neither the total time spent with training materials, nor parent and child outcomes differed by condition. Parents reported that training resulted in a reduction in caregiver strain (Cohen s d=0.66) and modest improvements in child flexibility, emotional control and global EF, but not planning and organization. Dose of parent training had a significant positive effect on child planning and organization problems. These findings did not support the hypothesized superiority of online to in-person training, but they did indicate online is as effective as in-person training at helping parents learn to improve their autistic children s EF abilities and reduce their own experience of parenting strain. Implications included increased access to training for parents who experience barriers to receiving in-person care.Trial Registration: clinicaltrials.gov Identifier: NCT02708069Lay AbstractThis study compared the first online parent training program for executive function intervention for autism to in-person parent training on the same content. Participants were parents of autistic children, who were between 8 and 12 years of age and did not have intellectual disability. Parents were randomized to the in-person (n=51) or online (n=46) training conditions. Both trainings were developed with stakeholder (parents and autistic people) guidance. In this trial, most parents reported that they liked both trainings and that they were able to implement what they learned with their children. Parents in both groups spent equivalent amounts of time (about 8 hours) with the training materials, but while 94% of parents in the in-person training attended both parent trainings, only 59% of parents in the online group completed all 10 online modules. Parents reported that it was difficult to stay motivated to complete the online trainings over the 10-week trial. Parent and child outcomes did not differ significantly between the groups. Overall, parents reported that the trainings resulted in a reduction in their own parenting strain and improvements in their child?s flexibility, emotional control, and global executive function, but not planning and organization. These findings indicated brief in-person and online training can help parents learn to support and improve their autistic children s executive function abilities, reducing their own experience of parenting strain. The finding that the online training was equivalent to the in-person trainings is important because it is accessible to parents who encounter barriers to in-person care. En ligne : https://doi.org/10.1177/13623613221111212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Leveraging technology to make parent training more accessible: Randomized trial of in-person versus online executive function training for parents of autistic children [texte imprimé] / Lauren KENWORTHY, Auteur ; Debra CHILDRESS, Auteur ; Anna Chelsea ARMOUR, Auteur ; Alyssa VERBALIS, Auteur ; Anqing ZHANG, Auteur ; Mary TROXEL, Auteur ; Rebecca HANDSMAN, Auteur ; Kelly KOCHER, Auteur ; Yetta MYRICK, Auteur ; Monica WERNER, Auteur ; Katie C. ALEXANDER, Auteur ; Lynn R. CANNON, Auteur ; Laura G. ANTHONY, Auteur . - p.616-628. Langues : Anglais (eng) in Autism > 27-3 (April 2023) . - p.616-628 Mots-clés : autism,competency,executive function,parent training,randomized controlled trial,strain Index. décimale : PER Périodiques Résumé : This randomized trial compared the first online parent training program for an evidence-supported executive function intervention for autism to in-person parent training with the same dose and content. Parents of autistic children (8-12 years-old; Full Scale IQ above 70) were randomized to in-person (n=51) or online (n=46) training. Training acceptability and feasibility were rated highly by parents, without significant differences between groups. The completion rate was lower for parents in the online versus the in-person training condition, but neither the total time spent with training materials, nor parent and child outcomes differed by condition. Parents reported that training resulted in a reduction in caregiver strain (Cohen s d=0.66) and modest improvements in child flexibility, emotional control and global EF, but not planning and organization. Dose of parent training had a significant positive effect on child planning and organization problems. These findings did not support the hypothesized superiority of online to in-person training, but they did indicate online is as effective as in-person training at helping parents learn to improve their autistic children s EF abilities and reduce their own experience of parenting strain. Implications included increased access to training for parents who experience barriers to receiving in-person care.Trial Registration: clinicaltrials.gov Identifier: NCT02708069Lay AbstractThis study compared the first online parent training program for executive function intervention for autism to in-person parent training on the same content. Participants were parents of autistic children, who were between 8 and 12 years of age and did not have intellectual disability. Parents were randomized to the in-person (n=51) or online (n=46) training conditions. Both trainings were developed with stakeholder (parents and autistic people) guidance. In this trial, most parents reported that they liked both trainings and that they were able to implement what they learned with their children. Parents in both groups spent equivalent amounts of time (about 8 hours) with the training materials, but while 94% of parents in the in-person training attended both parent trainings, only 59% of parents in the online group completed all 10 online modules. Parents reported that it was difficult to stay motivated to complete the online trainings over the 10-week trial. Parent and child outcomes did not differ significantly between the groups. Overall, parents reported that the trainings resulted in a reduction in their own parenting strain and improvements in their child?s flexibility, emotional control, and global executive function, but not planning and organization. These findings indicated brief in-person and online training can help parents learn to support and improve their autistic children s executive function abilities, reducing their own experience of parenting strain. The finding that the online training was equivalent to the in-person trainings is important because it is accessible to parents who encounter barriers to in-person care. En ligne : https://doi.org/10.1177/13623613221111212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

Limited Sensitivity and Specificity of the Spanish Social Communication Questionnaire in a Clinic Sample in Quito, Ecuador / Jonathan SAFER-LICHTENSTEIN in Autism, 30-9 (September 2026)  

Public ISBD [article]  inAutism > 30-9 (September 2026) . - p.2427-2431 Titre : Limited Sensitivity and Specificity of the Spanish Social Communication Questionnaire in a Clinic Sample in Quito, Ecuador Type de document : texte imprimé Auteurs : Jonathan SAFER-LICHTENSTEIN, Auteur ; Jenniffer VILLARREAL, Auteur ; Lucas FERNANDEZ, Auteur ; Mary TROXEL, Auteur Article en page(s) : p.2427-2431 Langues : Anglais (eng) Mots-clés : autism  Latin America  cross-cultural studies  global context  screening Index. décimale : PER Périodiques Résumé : Accurate identification of autism is critical for timely intervention, yet validated screening tools remain limited in Latin America. This study evaluated the psychometric properties of the Spanish-translated Social Communication Questionnaire (SCQ) in a clinic-based sample of children in Quito, Ecuador. Caregivers of 94 children aged 4-18 years completed the SCQ Lifetime form as part of a diagnostic evaluation that included cognitive testing, developmental history, and the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2). Internal consistency of the SCQ was good (Cronbach’s α = .843). However, the SCQ showed poor diagnostic accuracy, with an area under the receiver operating characteristic curve (AUC) of .60. At the conventional SCQ cut score of 15, sensitivity and specificity were .56 and .60, respectively; using a lower cut score of 11 increased sensitivity (.72) but decreased specificity (.43). These findings indicate limited utility of the SCQ as a screening instrument for autism in this clinical context. Results align with other studies showing variability in SCQ performance across diverse populations and settings, highlighting the need for locally validated screening tools.Lay Abstract Early and accurate identification of autism helps children and families access helpful supports, yet most screening tools have been developed and tested mainly in English-speaking countries, and we know less about how well they work in Latin America. In this study, we examined how well a Spanish translation of the widely used Social Communication Questionnaire (SCQ) identified autism in a clinic in Quito, Ecuador. Caregivers completed the questionnaire as part of a full clinical evaluation by trained professionals. We found that the SCQ was not very accurate at distinguishing which children did or did not have autism in this setting, meaning it may not be reliable on its own for screening. These results suggest that screening tools should be carefully tested with local communities before widespread use and highlight the need for tools that better reflect the languages, cultures, and experiences of families. En ligne : https://dx.doi.org/10.1177/13623613261452239 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Limited Sensitivity and Specificity of the Spanish Social Communication Questionnaire in a Clinic Sample in Quito, Ecuador [texte imprimé] / Jonathan SAFER-LICHTENSTEIN, Auteur ; Jenniffer VILLARREAL, Auteur ; Lucas FERNANDEZ, Auteur ; Mary TROXEL, Auteur . - p.2427-2431. Langues : Anglais (eng) in Autism > 30-9 (September 2026) . - p.2427-2431 Mots-clés : autism  Latin America  cross-cultural studies  global context  screening Index. décimale : PER Périodiques Résumé : Accurate identification of autism is critical for timely intervention, yet validated screening tools remain limited in Latin America. This study evaluated the psychometric properties of the Spanish-translated Social Communication Questionnaire (SCQ) in a clinic-based sample of children in Quito, Ecuador. Caregivers of 94 children aged 4-18 years completed the SCQ Lifetime form as part of a diagnostic evaluation that included cognitive testing, developmental history, and the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2). Internal consistency of the SCQ was good (Cronbach’s α = .843). However, the SCQ showed poor diagnostic accuracy, with an area under the receiver operating characteristic curve (AUC) of .60. At the conventional SCQ cut score of 15, sensitivity and specificity were .56 and .60, respectively; using a lower cut score of 11 increased sensitivity (.72) but decreased specificity (.43). These findings indicate limited utility of the SCQ as a screening instrument for autism in this clinical context. Results align with other studies showing variability in SCQ performance across diverse populations and settings, highlighting the need for locally validated screening tools.Lay Abstract Early and accurate identification of autism helps children and families access helpful supports, yet most screening tools have been developed and tested mainly in English-speaking countries, and we know less about how well they work in Latin America. In this study, we examined how well a Spanish translation of the widely used Social Communication Questionnaire (SCQ) identified autism in a clinic in Quito, Ecuador. Caregivers completed the questionnaire as part of a full clinical evaluation by trained professionals. We found that the SCQ was not very accurate at distinguishing which children did or did not have autism in this setting, meaning it may not be reliable on its own for screening. These results suggest that screening tools should be carefully tested with local communities before widespread use and highlight the need for tools that better reflect the languages, cultures, and experiences of families. En ligne : https://dx.doi.org/10.1177/13623613261452239 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

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