Building Family Capacity: supporting multiple family members to implement aided Language modeling / Sarah N. DOUGLAS in Journal of Autism and Developmental Disorders, 53-7 (July 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2587-2599 Titre : Building Family Capacity: supporting multiple family members to implement aided Language modeling Type de document : texte imprimé Auteurs : Sarah N. DOUGLAS, Auteur ; Hedda MEADAN, Auteur ; Elizabeth E. BIGGS, Auteur ; Atikah BAGAWAN, Auteur ; Adriana Kaori TEROL, Auteur Article en page(s) : p.2587-2599 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Family-centered capacity-building practices have been shown to benefit children and families. However, limited research explores these practices for children who use augmentative and alternative communication. This study explored an intervention to teach family members to implement an Aided Language Modeling (ALM) strategy across natural activities at home. A single case multiple probe design was used to evaluate the intervention with five family members and a girl with autism. Results showed the intervention increased family members' percentage of high-fidelity ALM strategy use and rate of ALM. Descriptively, a modest increase was also observed in the proportion of the child?s communication using the speech-generating device. Social validity interviews suggested the goals, procedures, and outcomes were socially valid and supported family capacity building. En ligne : https://doi.org/10.1007/s10803-022-05492-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 [article] Building Family Capacity: supporting multiple family members to implement aided Language modeling [texte imprimé] / Sarah N. DOUGLAS, Auteur ; Hedda MEADAN, Auteur ; Elizabeth E. BIGGS, Auteur ; Atikah BAGAWAN, Auteur ; Adriana Kaori TEROL, Auteur . - p.2587-2599. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2587-2599 Index. décimale : PER Périodiques Résumé : Family-centered capacity-building practices have been shown to benefit children and families. However, limited research explores these practices for children who use augmentative and alternative communication. This study explored an intervention to teach family members to implement an Aided Language Modeling (ALM) strategy across natural activities at home. A single case multiple probe design was used to evaluate the intervention with five family members and a girl with autism. Results showed the intervention increased family members' percentage of high-fidelity ALM strategy use and rate of ALM. Descriptively, a modest increase was also observed in the proportion of the child?s communication using the speech-generating device. Social validity interviews suggested the goals, procedures, and outcomes were socially valid and supported family capacity building. En ligne : https://doi.org/10.1007/s10803-022-05492-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507

Correlation Between Gaze Behaviors and Social Communication Skills of Young Autistic Children: A Meta-Analysis of Eye-Tracking Studies / Christy D. YOON in Journal of Autism and Developmental Disorders, 55-3 (March 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.843-861 Titre : Correlation Between Gaze Behaviors and Social Communication Skills of Young Autistic Children: A Meta-Analysis of Eye-Tracking Studies Type de document : texte imprimé Auteurs : Christy D. YOON, Auteur ; Yan XIA, Auteur ; Adriana Kaori TEROL, Auteur ; Hedda MEADAN, Auteur ; James D. LEE, Auteur Article en page(s) : p.843-861 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This meta-analysis examined correlations between eye-tracking measures of gaze behaviors manifested during dynamic salient social stimuli and behavioral assessment measures of social communication skills of young autistic children. We employed a multilevel model with random effects to perform three separate meta-analyses for correlation between social communication skills and (a) all gaze behaviors, (b) gaze duration, and (c) gaze transition. Subsequently, we performed meta-regression to assess the role of four moderators, including age, continuum of naturalness of stimuli, gaze metric, and area of interest, on correlation effect sizes that were heterogeneous at the population level. A total of 111 correlation coefficients from 17 studies for 1132 young autistic children or children with high-likelihood for autism (Mage range = 6-95 months) were included in this meta-analysis. The correlation effect sizes for all three meta-analyses were significant, supporting the relation between improved gaze behaviors and better social communication skills. In addition, age, gaze metric, and area of interest were significant moderators. This suggests the importance of identifying meaningful gaze behaviors related to social communication skills and the increasingly influential role of gaze behaviors in shaping social communication skills as young autistic children progress through the early childhood stage. The continuum of naturalness of stimuli, however, was revealed to trend towards having a significant moderating effect. Lastly, it is important to note the evidence of potential publication bias. Our findings are discussed in the context of early identification and intervention and unraveling the complex nature of autism. En ligne : https://doi.org/10.1007/s10803-024-06257-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Correlation Between Gaze Behaviors and Social Communication Skills of Young Autistic Children: A Meta-Analysis of Eye-Tracking Studies [texte imprimé] / Christy D. YOON, Auteur ; Yan XIA, Auteur ; Adriana Kaori TEROL, Auteur ; Hedda MEADAN, Auteur ; James D. LEE, Auteur . - p.843-861. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.843-861 Index. décimale : PER Périodiques Résumé : This meta-analysis examined correlations between eye-tracking measures of gaze behaviors manifested during dynamic salient social stimuli and behavioral assessment measures of social communication skills of young autistic children. We employed a multilevel model with random effects to perform three separate meta-analyses for correlation between social communication skills and (a) all gaze behaviors, (b) gaze duration, and (c) gaze transition. Subsequently, we performed meta-regression to assess the role of four moderators, including age, continuum of naturalness of stimuli, gaze metric, and area of interest, on correlation effect sizes that were heterogeneous at the population level. A total of 111 correlation coefficients from 17 studies for 1132 young autistic children or children with high-likelihood for autism (Mage range = 6-95 months) were included in this meta-analysis. The correlation effect sizes for all three meta-analyses were significant, supporting the relation between improved gaze behaviors and better social communication skills. In addition, age, gaze metric, and area of interest were significant moderators. This suggests the importance of identifying meaningful gaze behaviors related to social communication skills and the increasingly influential role of gaze behaviors in shaping social communication skills as young autistic children progress through the early childhood stage. The continuum of naturalness of stimuli, however, was revealed to trend towards having a significant moderating effect. Lastly, it is important to note the evidence of potential publication bias. Our findings are discussed in the context of early identification and intervention and unraveling the complex nature of autism. En ligne : https://doi.org/10.1007/s10803-024-06257-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

Demographic and autism characteristics as predictors of age of autism diagnosis of individuals with autism in Paraguay / Adriana Kaori TEROL in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2647-2656 Titre : Demographic and autism characteristics as predictors of age of autism diagnosis of individuals with autism in Paraguay Type de document : texte imprimé Auteurs : Adriana Kaori TEROL, Auteur ; Yan XIA, Auteur ; Ronaldo L. Rodas JARA, Auteur ; Hedda MEADAN, Auteur Article en page(s) : p.2647-2656 Langues : Anglais (eng) Mots-clés : autism  caregivers  diagnosis  low- to middle-income country  Paraguay Index. décimale : PER Périodiques Résumé : Autism is a lifelong condition characterized by repetitive and restrictive behaviors and differences in social communication. The reported prevalence of autism has risen exponentially in the past years. Early identification and subsequent early intervention are key to promoting better outcomes for autistic individuals. However, there is a dearth of research focusing on understanding variables that impact the age of diagnosis of autistic children in Paraguay. We collected data from 176 caregivers of autistic individuals aged 18 years or younger who lived in Paraguay and conducted a hierarchical regression analysis to understand whether demographic and clinical variables predicted the age of autism diagnosis in Paraguayan autistic children. Our results indicated that child?s age, child?s age at caregivers' first concerns for their development, and child?s verbal skills were significant predictors of the age of autism diagnosis in Paraguay. Educating caregivers and professionals to increase awareness of autism characteristics and atypical behaviors in social communication beyond verbal skills may support the early identification of autism and subsequent access to early intervention. Lay abstract Autism is a lifelong condition characterized by repetitive behaviors and social communication differences. The reported cases of autism increased globally in the past years. Detecting autism early and providing appropriate supports promptly are crucial for better outcomes. Yet, little research focuses on what factors interplay in the diagnostic process of autistic children in Paraguay. We gathered data from 176 caregivers of autistic children under 18 years in Paraguay. Through a detailed analysis, we found that child?s age, child?s age at the caregiver?s first concerns about their development, and the child?s verbal skills are key in predicting the age of autism diagnosis in Paraguay. Educating caregivers and professionals about autism and social communication development can help identify autism early and provide timely support. En ligne : https://dx.doi.org/10.1177/13623613241236527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Demographic and autism characteristics as predictors of age of autism diagnosis of individuals with autism in Paraguay [texte imprimé] / Adriana Kaori TEROL, Auteur ; Yan XIA, Auteur ; Ronaldo L. Rodas JARA, Auteur ; Hedda MEADAN, Auteur . - p.2647-2656. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2647-2656 Mots-clés : autism  caregivers  diagnosis  low- to middle-income country  Paraguay Index. décimale : PER Périodiques Résumé : Autism is a lifelong condition characterized by repetitive and restrictive behaviors and differences in social communication. The reported prevalence of autism has risen exponentially in the past years. Early identification and subsequent early intervention are key to promoting better outcomes for autistic individuals. However, there is a dearth of research focusing on understanding variables that impact the age of diagnosis of autistic children in Paraguay. We collected data from 176 caregivers of autistic individuals aged 18 years or younger who lived in Paraguay and conducted a hierarchical regression analysis to understand whether demographic and clinical variables predicted the age of autism diagnosis in Paraguayan autistic children. Our results indicated that child?s age, child?s age at caregivers' first concerns for their development, and child?s verbal skills were significant predictors of the age of autism diagnosis in Paraguay. Educating caregivers and professionals to increase awareness of autism characteristics and atypical behaviors in social communication beyond verbal skills may support the early identification of autism and subsequent access to early intervention. Lay abstract Autism is a lifelong condition characterized by repetitive behaviors and social communication differences. The reported cases of autism increased globally in the past years. Detecting autism early and providing appropriate supports promptly are crucial for better outcomes. Yet, little research focuses on what factors interplay in the diagnostic process of autistic children in Paraguay. We gathered data from 176 caregivers of autistic children under 18 years in Paraguay. Through a detailed analysis, we found that child?s age, child?s age at the caregiver?s first concerns about their development, and the child?s verbal skills are key in predicting the age of autism diagnosis in Paraguay. Educating caregivers and professionals about autism and social communication development can help identify autism early and provide timely support. En ligne : https://dx.doi.org/10.1177/13623613241236527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Examining the Efficacy of Culturally Responsive Interventions for Autistic Children and Their Families: A Meta-Analysis / James D. LEE ; Veronica Y. KANG ; Adriana Kaori TEROL ; Sean JOO in Journal of Autism and Developmental Disorders, 55-2 (February 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-2 (February 2025) . - p.706-726 Titre : Examining the Efficacy of Culturally Responsive Interventions for Autistic Children and Their Families: A Meta-Analysis : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : James D. LEE, Auteur ; Veronica Y. KANG, Auteur ; Adriana Kaori TEROL, Auteur ; Sean JOO, Auteur Article en page(s) : p.706-726 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Culturally responsive interventions for autistic children and their families have been developed and implemented to address issues related to limited representation, inequities, and disparities in access to care of minoritized families in research. Currently available reviews are relatively limited in scope or do not synthesize interventions specifically. Therefore, we conducted a meta-analysis to synthesize autism intervention literature that specifically targeted autistic individuals and their family members from minoritized backgrounds, such as immigrant families. We used four databases to identify studies that used culturally responsive interventions with minoritized autistic children and their families. An article was included if it included empirical intervention data using an experimental design. A total of 354 studies were initially screened, and 24 studies were included. Effect sizes of these studies were extracted across two levels (i.e., child and family levels). Data from group design studies were extracted manually, and data from single-case design studies were extracted using a web-based tool. We used design-comparable standardized effect sizes to compare across both designs. The analysis revealed a large, positive, and significant overall effect size across culturally responsive interventions. Specifically, social-communication and mental health outcomes yielded significant effects at the child level. Additionally, parents' mental health and fidelity of strategy implementation also yielded significant results. Our results suggest that culturally responsive interventions yield comparable outcomes to unadapted, original interventions. Future research should examine the distinction between the effect of cultural adaptation and the efficacy of the intervention itself. En ligne : https://doi.org/10.1007/s10803-023-06212-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Examining the Efficacy of Culturally Responsive Interventions for Autistic Children and Their Families: A Meta-Analysis : Journal of Autism and Developmental Disorders [texte imprimé] / James D. LEE, Auteur ; Veronica Y. KANG, Auteur ; Adriana Kaori TEROL, Auteur ; Sean JOO, Auteur . - p.706-726. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-2 (February 2025) . - p.706-726 Index. décimale : PER Périodiques Résumé : Culturally responsive interventions for autistic children and their families have been developed and implemented to address issues related to limited representation, inequities, and disparities in access to care of minoritized families in research. Currently available reviews are relatively limited in scope or do not synthesize interventions specifically. Therefore, we conducted a meta-analysis to synthesize autism intervention literature that specifically targeted autistic individuals and their family members from minoritized backgrounds, such as immigrant families. We used four databases to identify studies that used culturally responsive interventions with minoritized autistic children and their families. An article was included if it included empirical intervention data using an experimental design. A total of 354 studies were initially screened, and 24 studies were included. Effect sizes of these studies were extracted across two levels (i.e., child and family levels). Data from group design studies were extracted manually, and data from single-case design studies were extracted using a web-based tool. We used design-comparable standardized effect sizes to compare across both designs. The analysis revealed a large, positive, and significant overall effect size across culturally responsive interventions. Specifically, social-communication and mental health outcomes yielded significant effects at the child level. Additionally, parents' mental health and fidelity of strategy implementation also yielded significant results. Our results suggest that culturally responsive interventions yield comparable outcomes to unadapted, original interventions. Future research should examine the distinction between the effect of cultural adaptation and the efficacy of the intervention itself. En ligne : https://doi.org/10.1007/s10803-023-06212-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

Examining the use of implementation science in autism intervention research: A scoping review / James D. LEE in Autism, 29-12 (December 2025)  

Public ISBD [article]  inAutism > 29-12 (December 2025) . - p.2911-2926 Titre : Examining the use of implementation science in autism intervention research: A scoping review Type de document : texte imprimé Auteurs : James D. LEE, Auteur ; Adriana Kaori TEROL, Auteur ; Jessica E. TSCHIDA, Auteur ; Anamiguel POMALES-RAMOS, Auteur ; Scott MCEATHRON, Auteur ; Anna WALLISCH, Auteur ; Brian A. BOYD, Auteur Article en page(s) : p.2911-2926 Langues : Anglais (eng) Mots-clés : autism intervention  framework  implementation science  outcomes  strategies Index. décimale : PER Périodiques Résumé : Although the field of autism intervention has strived to identify evidence-based practices, translating these interventions into real-world settings remains a significant challenge. This gap particularly impacts marginalized communities, where access to and quality of services are often inferior. Implementation science addresses these gaps by promoting the adoption and integration of evidence-based practices in community-based settings, thereby helping reduce disparities. While various frameworks and strategies have emerged to guide the successful implementation of autism evidence-based practices, the application of implementation science within autism intervention research remains underexplored. To address this gap, we conducted this scoping review that included 13 studies to examine how implementation science is applied in autism intervention research delivered in community-based settings. Specifically, we aimed to (1) describe the characteristics of implementation-focused studies (e.g. study design, participant types, intervention contexts); (2) examine how implementation frameworks, strategies, and outcomes were used to guide and evaluate intervention efforts; and (3) analyze how studies align with phases of the autism-specific implementation framework developed by Boyd et al. (Autism). Most studies were conducted in school settings. Fidelity was the most frequently assessed implementation outcome, while acceptability, adoption, and appropriateness were also commonly measured. Nearly all studies focused on early-phase implementation (e.g. exploration, initial implementation), with limited attention to sustainment or scale-up. The findings offer a starting point for future research to better implement autism evidence-based practices in community settings.Lay Abstract This study looks at ways to improve how autism support programs are used in everyday community settings like schools and clinics. These programs are approaches that research has shown can help autistic individuals develop important skills, such as communication, social interaction, and managing behavior. Many of these are psychosocial programs, which means they focus on emotional, social, and behavioral support rather than medication or medical treatment. However, there is a challenge in implementing these interventions in real-world settings, especially in marginalized communities where services are often lacking or lower in quality. The field of implementation science helps bridge this gap by guiding and encouraging the use of evidence-based practices in community settings, aiming to reduce disparities. To better understand this, we did a scoping review that included 13 studies that used implementation science to support autism interventions. We looked at what types of strategies were used, how success was measured, and how well the programs fit into the communities where they were used. Most of the studies took place in schools and involved teachers, school staff, or caregivers of autistic children-altogether including data from 3488 participants. These studies tested different programs to improve outcomes of autistic individuals, such as social skills, communication, and behavior in schools. En ligne : https://dx.doi.org/10.1177/13623613251351344 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=571 [article] Examining the use of implementation science in autism intervention research: A scoping review [texte imprimé] / James D. LEE, Auteur ; Adriana Kaori TEROL, Auteur ; Jessica E. TSCHIDA, Auteur ; Anamiguel POMALES-RAMOS, Auteur ; Scott MCEATHRON, Auteur ; Anna WALLISCH, Auteur ; Brian A. BOYD, Auteur . - p.2911-2926. Langues : Anglais (eng) in Autism > 29-12 (December 2025) . - p.2911-2926 Mots-clés : autism intervention  framework  implementation science  outcomes  strategies Index. décimale : PER Périodiques Résumé : Although the field of autism intervention has strived to identify evidence-based practices, translating these interventions into real-world settings remains a significant challenge. This gap particularly impacts marginalized communities, where access to and quality of services are often inferior. Implementation science addresses these gaps by promoting the adoption and integration of evidence-based practices in community-based settings, thereby helping reduce disparities. While various frameworks and strategies have emerged to guide the successful implementation of autism evidence-based practices, the application of implementation science within autism intervention research remains underexplored. To address this gap, we conducted this scoping review that included 13 studies to examine how implementation science is applied in autism intervention research delivered in community-based settings. Specifically, we aimed to (1) describe the characteristics of implementation-focused studies (e.g. study design, participant types, intervention contexts); (2) examine how implementation frameworks, strategies, and outcomes were used to guide and evaluate intervention efforts; and (3) analyze how studies align with phases of the autism-specific implementation framework developed by Boyd et al. (Autism). Most studies were conducted in school settings. Fidelity was the most frequently assessed implementation outcome, while acceptability, adoption, and appropriateness were also commonly measured. Nearly all studies focused on early-phase implementation (e.g. exploration, initial implementation), with limited attention to sustainment or scale-up. The findings offer a starting point for future research to better implement autism evidence-based practices in community settings.Lay Abstract This study looks at ways to improve how autism support programs are used in everyday community settings like schools and clinics. These programs are approaches that research has shown can help autistic individuals develop important skills, such as communication, social interaction, and managing behavior. Many of these are psychosocial programs, which means they focus on emotional, social, and behavioral support rather than medication or medical treatment. However, there is a challenge in implementing these interventions in real-world settings, especially in marginalized communities where services are often lacking or lower in quality. The field of implementation science helps bridge this gap by guiding and encouraging the use of evidence-based practices in community settings, aiming to reduce disparities. To better understand this, we did a scoping review that included 13 studies that used implementation science to support autism interventions. We looked at what types of strategies were used, how success was measured, and how well the programs fit into the communities where they were used. Most of the studies took place in schools and involved teachers, school staff, or caregivers of autistic children-altogether including data from 3488 participants. These studies tested different programs to improve outcomes of autistic individuals, such as social skills, communication, and behavior in schools. En ligne : https://dx.doi.org/10.1177/13623613251351344 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=571

Parent-to-parent support among parents of children with autism: A review of the literature / Adriana Kaori TEROL ; Christy D. YOON ; Hedda MEADAN in Autism, 28-2 (February 2024)  

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