Digital citizenship of children and youth with autism: Developing guidelines and strategies for caregivers and clinicians to support healthy use of screens / Yael MAYER in Autism, 28-4 (April 2024)  

Public ISBD [article]  inAutism > 28-4 (April 2024) . - p.1010-1028 Titre : Digital citizenship of children and youth with autism: Developing guidelines and strategies for caregivers and clinicians to support healthy use of screens Type de document : texte imprimé Auteurs : Yael MAYER, Auteur ; Mor COHEN-EILIG, Auteur ; Janice CHAN, Auteur ; Natasha KUZYK, Auteur ; Armansa GLODJO, Auteur ; Tal JARUS, Auteur Article en page(s) : p.1010-1028 Langues : Anglais (eng) Mots-clés : autism,caregivers and clinicians,children and youth,digital citizenship,guidelines,screen time use Index. décimale : PER Périodiques Résumé : Over the past few years, screen-based usage among children and youth has increased significantly, particularly among those with autism. Yet current screen time guidelines do not address the specific needs of autistic children and youth. Therefore, the objective of this study was to develop specific and clear guidelines and strategies that caregivers and expert clinicians agree upon to support the digital citizenship of children with autism. Using the Delphi method, 30 experts, including 20 clinicians and 10 caregivers, were invited to complete a series of three surveys. The experts had to rate their agreement levels on a series of statements that included possible guidelines and strategies. The final statements to be included in the guidelines were accepted by more than 75% of the panel. The final guidelines included six sections: (1) general principles, (2) considerations for timing and content of leisure screen time use, (3) strategies for caregivers and clinicians to monitor and regulate screen time use, (4) behaviors to monitor for screen time overuse, (5) additional guidelines for clinicians, and (6) resources. The agreed-upon guidelines developed in this study could be the stepping stones for clinical interventions targeting screen time overuse of children with autism, addressing the screen time challenges that many families are experiencing. Lay Abstract Children and youth with autism use screens in their daily lives and in their rehabilitation programs. Although parents and clinicians experience specific challenges when supporting positive screen time use of children and youth with autism, no detailed information for this group exists. Therefore, this study aimed to develop clear guidelines that are agreed by expert clinicians and parents of children and youth with autism. Using a method called Delphi, 30 experts-20 clinicians and 10 caregivers, who have experience working with or caring for children and youth with autism were invited to complete a series of three surveys. In each round, the experts had to rate their agreement with statements regarding screen time management. The agreement level was set to 75%. The final themes to be included in the guidelines were accepted by more than 75% of the panel. The final guidelines included six main sections: (1) general principles, (2) considerations for timing and content of leisure screen time use, (3) strategies for caregivers and clinicians to monitor and regulate screen time use, (4) behaviors to monitor for screen time overuse, (5) additional guidelines for clinicians, and (6) resources. The new guidelines developed in this study can provide potential guidance on how to further the development of digital citizenship for children and youth with autism and provide strategies to families to help manage screen time use. En ligne : https://dx.doi.org/10.1177/13623613231192870 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526 [article] Digital citizenship of children and youth with autism: Developing guidelines and strategies for caregivers and clinicians to support healthy use of screens [texte imprimé] / Yael MAYER, Auteur ; Mor COHEN-EILIG, Auteur ; Janice CHAN, Auteur ; Natasha KUZYK, Auteur ; Armansa GLODJO, Auteur ; Tal JARUS, Auteur . - p.1010-1028. Langues : Anglais (eng) in Autism > 28-4 (April 2024) . - p.1010-1028 Mots-clés : autism,caregivers and clinicians,children and youth,digital citizenship,guidelines,screen time use Index. décimale : PER Périodiques Résumé : Over the past few years, screen-based usage among children and youth has increased significantly, particularly among those with autism. Yet current screen time guidelines do not address the specific needs of autistic children and youth. Therefore, the objective of this study was to develop specific and clear guidelines and strategies that caregivers and expert clinicians agree upon to support the digital citizenship of children with autism. Using the Delphi method, 30 experts, including 20 clinicians and 10 caregivers, were invited to complete a series of three surveys. The experts had to rate their agreement levels on a series of statements that included possible guidelines and strategies. The final statements to be included in the guidelines were accepted by more than 75% of the panel. The final guidelines included six sections: (1) general principles, (2) considerations for timing and content of leisure screen time use, (3) strategies for caregivers and clinicians to monitor and regulate screen time use, (4) behaviors to monitor for screen time overuse, (5) additional guidelines for clinicians, and (6) resources. The agreed-upon guidelines developed in this study could be the stepping stones for clinical interventions targeting screen time overuse of children with autism, addressing the screen time challenges that many families are experiencing. Lay Abstract Children and youth with autism use screens in their daily lives and in their rehabilitation programs. Although parents and clinicians experience specific challenges when supporting positive screen time use of children and youth with autism, no detailed information for this group exists. Therefore, this study aimed to develop clear guidelines that are agreed by expert clinicians and parents of children and youth with autism. Using a method called Delphi, 30 experts-20 clinicians and 10 caregivers, who have experience working with or caring for children and youth with autism were invited to complete a series of three surveys. In each round, the experts had to rate their agreement with statements regarding screen time management. The agreement level was set to 75%. The final themes to be included in the guidelines were accepted by more than 75% of the panel. The final guidelines included six main sections: (1) general principles, (2) considerations for timing and content of leisure screen time use, (3) strategies for caregivers and clinicians to monitor and regulate screen time use, (4) behaviors to monitor for screen time overuse, (5) additional guidelines for clinicians, and (6) resources. The new guidelines developed in this study can provide potential guidance on how to further the development of digital citizenship for children and youth with autism and provide strategies to families to help manage screen time use. En ligne : https://dx.doi.org/10.1177/13623613231192870 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526

Enhancing emotion recognition in young autistic children with or without attention-deficit/hyperactivity disorder in Hong Kong using a Chinese App version of The Transporters / Janice CHAN in Autism, 28-4 (April 2024)  

Public ISBD [article]  inAutism > 28-4 (April 2024) . - p.945-958 Titre : Enhancing emotion recognition in young autistic children with or without attention-deficit/hyperactivity disorder in Hong Kong using a Chinese App version of The Transporters Type de document : texte imprimé Auteurs : Janice CHAN, Auteur ; Theodore Ching-Kong CHEUNG, Auteur ; Chi-Wai CHAN, Auteur ; Fan FANG, Auteur ; Kelly Yee-Ching LAI, Auteur ; Xiang SUN, Auteur ; Helen O'REILLY, Auteur ; Ofer GOLAN, Auteur ; Carrie ALLISON, Auteur ; Simon BARON-COHEN, Auteur ; Patrick WING-LEUNG LEUNG, Auteur Article en page(s) : p.945-958 Langues : Anglais (eng) Mots-clés : attention-deficit/hyperactivity disorder,autism,autism spectrum disorder,Chinese,clinical trial,emotion recognition,The Transporters Index. décimale : PER Périodiques Résumé : The Transporters intervention contains 15 animated episodes that autistic children watch daily for a month and learn emotion recognition through stories depicting social interactions between vehicle characters with grafted human faces, expressing emotions. Its automated, home-based format is cost-effective. This study included four groups of young Chinese children in Hong Kong: two intervention groups (an autism intervention group and an autism+attention-deficit/hyperactivity disorder (ADHD) intervention group), an autism control group and a non-autistic group. The autism+ADHD intervention group was one that had not been separately examined before. In this study, The Transporters episodes were delivered via an App instead of the dated DVD technology. Following The Transporters intervention, both autism and autism+ADHD intervention groups improved significantly and similarly on emotion recognition and were more like the non-autistic group, while the autism control group did not. Learning was generalizable to novel situations/characters. There was no dosage effect, with the standard recommended number of episodes viewed as sufficient for significant improvement. Besides confirming the effectiveness of The Transporters for young Chinese autistic children, this study contributes to the literature/practice by expanding the range of applicability of The Transporters to autistic children with ADHD, which is important given the high co-occurrence rate between autism and ADHD. Trial Registration: This study was registered with the German Clinical Trials Register - Deutschen Register Klinischer Studien (DRKS) on 23 December 2018. The Trial Registration Number (TRN) is DRKS00016506. Lay Abstract The Transporters App is an intervention programme with 15 animated episodes that teach emotion recognition skills to autistic children between 4 and 6 years of age. Each episode contains a story depicting social interactions between characters in the form of a vehicle, with human faces grafted on to each of them. Each episode teaches a specific emotion in a story context. Autistic children watched at least three episodes at home for about 15 min daily for a month, with parental guidance. Its automated, home-based format is cost-saving and readily accessible. This study translated The Transporters to a Cantonese-Chinese version. Results showed a significant improvement in emotion recognition following viewing The Transporters in a group of Hong Kong Chinese autistic children, between 4 and 6 years of age, with and without attention-deficit/hyperactivity disorder (n = 48) relative to a control group (n = 24). A non-autistic group (n = 23) showed that the autistic children scored lower in emotion recognition pre-intervention. Post-intervention, the autistic children had improved in emotion recognition to the level of the non-autistic children. The autistic children in the intervention groups also generalized their learning to novel situations/characters not taught within The Transporters. There was no dosage effect, with the standard recommended number of episodes viewed being sufficient to achieve significant improvement. This study confirms the effectiveness of The Transporters for Chinese autistic children and contributes to the literature/practice by expanding the range of applicability of The Transporters to autistic children with attention-deficit/hyperactivity disorder, which is important given the high rate of co-occurrence between autism and attention-deficit/hyperactivity disorder. En ligne : https://dx.doi.org/10.1177/13623613231187176 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525 [article] Enhancing emotion recognition in young autistic children with or without attention-deficit/hyperactivity disorder in Hong Kong using a Chinese App version of The Transporters [texte imprimé] / Janice CHAN, Auteur ; Theodore Ching-Kong CHEUNG, Auteur ; Chi-Wai CHAN, Auteur ; Fan FANG, Auteur ; Kelly Yee-Ching LAI, Auteur ; Xiang SUN, Auteur ; Helen O'REILLY, Auteur ; Ofer GOLAN, Auteur ; Carrie ALLISON, Auteur ; Simon BARON-COHEN, Auteur ; Patrick WING-LEUNG LEUNG, Auteur . - p.945-958. Langues : Anglais (eng) in Autism > 28-4 (April 2024) . - p.945-958 Mots-clés : attention-deficit/hyperactivity disorder,autism,autism spectrum disorder,Chinese,clinical trial,emotion recognition,The Transporters Index. décimale : PER Périodiques Résumé : The Transporters intervention contains 15 animated episodes that autistic children watch daily for a month and learn emotion recognition through stories depicting social interactions between vehicle characters with grafted human faces, expressing emotions. Its automated, home-based format is cost-effective. This study included four groups of young Chinese children in Hong Kong: two intervention groups (an autism intervention group and an autism+attention-deficit/hyperactivity disorder (ADHD) intervention group), an autism control group and a non-autistic group. The autism+ADHD intervention group was one that had not been separately examined before. In this study, The Transporters episodes were delivered via an App instead of the dated DVD technology. Following The Transporters intervention, both autism and autism+ADHD intervention groups improved significantly and similarly on emotion recognition and were more like the non-autistic group, while the autism control group did not. Learning was generalizable to novel situations/characters. There was no dosage effect, with the standard recommended number of episodes viewed as sufficient for significant improvement. Besides confirming the effectiveness of The Transporters for young Chinese autistic children, this study contributes to the literature/practice by expanding the range of applicability of The Transporters to autistic children with ADHD, which is important given the high co-occurrence rate between autism and ADHD. Trial Registration: This study was registered with the German Clinical Trials Register - Deutschen Register Klinischer Studien (DRKS) on 23 December 2018. The Trial Registration Number (TRN) is DRKS00016506. Lay Abstract The Transporters App is an intervention programme with 15 animated episodes that teach emotion recognition skills to autistic children between 4 and 6 years of age. Each episode contains a story depicting social interactions between characters in the form of a vehicle, with human faces grafted on to each of them. Each episode teaches a specific emotion in a story context. Autistic children watched at least three episodes at home for about 15 min daily for a month, with parental guidance. Its automated, home-based format is cost-saving and readily accessible. This study translated The Transporters to a Cantonese-Chinese version. Results showed a significant improvement in emotion recognition following viewing The Transporters in a group of Hong Kong Chinese autistic children, between 4 and 6 years of age, with and without attention-deficit/hyperactivity disorder (n = 48) relative to a control group (n = 24). A non-autistic group (n = 23) showed that the autistic children scored lower in emotion recognition pre-intervention. Post-intervention, the autistic children had improved in emotion recognition to the level of the non-autistic children. The autistic children in the intervention groups also generalized their learning to novel situations/characters not taught within The Transporters. There was no dosage effect, with the standard recommended number of episodes viewed being sufficient to achieve significant improvement. This study confirms the effectiveness of The Transporters for Chinese autistic children and contributes to the literature/practice by expanding the range of applicability of The Transporters to autistic children with attention-deficit/hyperactivity disorder, which is important given the high rate of co-occurrence between autism and attention-deficit/hyperactivity disorder. En ligne : https://dx.doi.org/10.1177/13623613231187176 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525

A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism / Aubyn C. STAHMER in Focus on Autism and Other Developmental Disabilities, 38-1 (March 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.32-44 Titre : A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism Type de document : texte imprimé Auteurs : Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Sarah R. RIETH, Auteur ; Scott ROESCH, Auteur ; Sarah VEJNOSKA, Auteur ; Janice CHAN, Auteur ; Allison NAHMIAS, Auteur ; Tiffany WANG, Auteur Article en page(s) : p.32-44 Langues : Anglais (eng) Mots-clés : autism,school age,classroom,naturalistic intervention Index. décimale : PER Périodiques Résumé : Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included teachers (n = 126) and students with autism (n = 308). Teachers participated in 12 hours of didactic, interactive training and additional in-classroom coaching. Generalized Estimating Equations accounted for clustering. Adjusted models evaluated the relative effects of training group, CPRT fidelity, and classroom quality on student outcomes. Results indicate higher CPRT fidelity was associated with greater increases in student learning. Having received CPRT training predicted increased student engagement and greater decreases in reported approach/withdrawal problems. These differences may be linked to the theoretical foundations of CPRT of increasing student motivation and engagement and collaborative adaptation to increase feasibility in schools. Overall, results suggest CPRT may be a beneficial approach for supporting autistic students. En ligne : https://doi.org/10.1177/10883576221133486 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism [texte imprimé] / Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Sarah R. RIETH, Auteur ; Scott ROESCH, Auteur ; Sarah VEJNOSKA, Auteur ; Janice CHAN, Auteur ; Allison NAHMIAS, Auteur ; Tiffany WANG, Auteur . - p.32-44. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.32-44 Mots-clés : autism,school age,classroom,naturalistic intervention Index. décimale : PER Périodiques Résumé : Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included teachers (n = 126) and students with autism (n = 308). Teachers participated in 12 hours of didactic, interactive training and additional in-classroom coaching. Generalized Estimating Equations accounted for clustering. Adjusted models evaluated the relative effects of training group, CPRT fidelity, and classroom quality on student outcomes. Results indicate higher CPRT fidelity was associated with greater increases in student learning. Having received CPRT training predicted increased student engagement and greater decreases in reported approach/withdrawal problems. These differences may be linked to the theoretical foundations of CPRT of increasing student motivation and engagement and collaborative adaptation to increase feasibility in schools. Overall, results suggest CPRT may be a beneficial approach for supporting autistic students. En ligne : https://doi.org/10.1177/10883576221133486 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

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