Paisley: Preliminary validation of a novel app-based e-Screener for ASD in children 18-36?months / Makayla G. HONAKER in Autism Research, 16-10 (October 2023)  

Public ISBD [article]  inAutism Research > 16-10 (October 2023) . - p.1963-1975 Titre : Paisley: Preliminary validation of a novel app-based e-Screener for ASD in children 18-36?months Type de document : Texte imprimé et/ou numérique Auteurs : Makayla G. HONAKER, Auteur ; Amy S. WEITLAUF, Auteur ; Amy R. SWANSON, Auteur ; Madison HOOPER, Auteur ; Nilanjan SARKAR, Auteur ; Joshua WADE, Auteur ; Zachary E. WARREN, Auteur Article en page(s) : p.1963-1975 Index. décimale : PER Périodiques Résumé : Abstract The purpose of this study was to assess the validity of an autism e-screener, Paisley, when utilized in a clinical research setting via a tablet application. The Paisley application used a series of play-based activities, all of which incorporated varying aspects of the ASD-PEDS. Participants included children (18-36?months; n?=?198) referred for evaluation of autism spectrum disorder (ASD) and community providers (n?=?66) with differing levels of familiarity with ASD. Community providers administered the Paisley application to children who then completed a comprehensive psychological evaluation. Based on comprehensive evaluation, 75% of children met diagnostic criteria for ASD. Paisley scores were significantly higher for children diagnosed with ASD (15.06) versus those not diagnosed (9.34). The newly determined cutoff ASD-PEDS cutoff score of 13 had significantly higher specificity and positive predictive value than the originally proposed cutoff of 11. Results support the use of Paisley by community providers to identify autism risk in toddlers. Limitations and strengths of the work, as well as opportunities for future clinical validation, are described. En ligne : https://doi.org/10.1002/aur.2997 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Paisley: Preliminary validation of a novel app-based e-Screener for ASD in children 18-36?months [Texte imprimé et/ou numérique] / Makayla G. HONAKER, Auteur ; Amy S. WEITLAUF, Auteur ; Amy R. SWANSON, Auteur ; Madison HOOPER, Auteur ; Nilanjan SARKAR, Auteur ; Joshua WADE, Auteur ; Zachary E. WARREN, Auteur . - p.1963-1975. in Autism Research > 16-10 (October 2023) . - p.1963-1975 Index. décimale : PER Périodiques Résumé : Abstract The purpose of this study was to assess the validity of an autism e-screener, Paisley, when utilized in a clinical research setting via a tablet application. The Paisley application used a series of play-based activities, all of which incorporated varying aspects of the ASD-PEDS. Participants included children (18-36?months; n?=?198) referred for evaluation of autism spectrum disorder (ASD) and community providers (n?=?66) with differing levels of familiarity with ASD. Community providers administered the Paisley application to children who then completed a comprehensive psychological evaluation. Based on comprehensive evaluation, 75% of children met diagnostic criteria for ASD. Paisley scores were significantly higher for children diagnosed with ASD (15.06) versus those not diagnosed (9.34). The newly determined cutoff ASD-PEDS cutoff score of 13 had significantly higher specificity and positive predictive value than the originally proposed cutoff of 11. Results support the use of Paisley by community providers to identify autism risk in toddlers. Limitations and strengths of the work, as well as opportunities for future clinical validation, are described. En ligne : https://doi.org/10.1002/aur.2997 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

A Randomized Trial of the Accuracy of Novel Telehealth Instruments for the Assessment of Autism in Toddlers / Laura L. CORONA in Journal of Autism and Developmental Disorders, 54-6 (June 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-6 (June 2024) . - p.2069-2080 Titre : A Randomized Trial of the Accuracy of Novel Telehealth Instruments for the Assessment of Autism in Toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Laura L. CORONA, Auteur ; Liliana WAGNER, Auteur ; Madison HOOPER, Auteur ; Amy WEITLAUF, Auteur ; Tori E. FOSTER, Auteur ; Jeffrey HINE, Auteur ; Alexandra MICELI, Auteur ; Amy NICHOLSON, Auteur ; Caitlin STONE, Auteur ; Alison VEHORN, Auteur ; Zachary WARREN, Auteur Article en page(s) : p.2069-2080 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: Telemedicine approaches to autism (ASD) assessment have become increasingly common, yet few validated tools exist for this purpose. This study presents results from a clinical trial investigating two approaches to tele-assessment for ASD in toddlers. Methods: 144 children (29% female) between 17 and 36 months of age (mean = 2.5 years, SD = 0.33 years) completed tele-assessment using either the TELE-ASD-PEDS (TAP) or an experimental remote administration of the Screening Tool for Autism in Toddlers (STAT). All children then completed traditional in-person assessment with a blinded clinician, using the Mullen Scales of Early Learning (MSEL), Vineland Adaptive Behavior Scales, 3rd Edition (VABS-3), and Autism Diagnostic Observation Schedule (ADOS-2). Both tele-assessment and in-person assessment included a clinical interview with caregivers. Results: Results indicated diagnostic agreement for 92% of participants. Children diagnosed with ASD following in-person assessment who were missed by tele-assessment (n = 8) had lower scores on tele- and in-person ASD assessment tools. Children inaccurately identified as having ASD by tele-assessment (n = 3) were younger than other children and had higher developmental and adaptive behavior scores than children accurately diagnosed with ASD by tele-assessment. Diagnostic certainty was highest for children correctly identified as having ASD via tele-assessment. Clinicians and caregivers reported satisfaction with tele-assessment procedures. Conclusion: This work provides additional support for the use of tele-assessment for identification of ASD in toddlers, with both clinicians and families reporting broad acceptability. Continued development and refinement of tele-assessment procedures is recommended to optimize this approach for the needs of varying clinicians, families, and circumstances. En ligne : https://doi.org/10.1007/s10803-023-05908-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530 [article] A Randomized Trial of the Accuracy of Novel Telehealth Instruments for the Assessment of Autism in Toddlers [Texte imprimé et/ou numérique] / Laura L. CORONA, Auteur ; Liliana WAGNER, Auteur ; Madison HOOPER, Auteur ; Amy WEITLAUF, Auteur ; Tori E. FOSTER, Auteur ; Jeffrey HINE, Auteur ; Alexandra MICELI, Auteur ; Amy NICHOLSON, Auteur ; Caitlin STONE, Auteur ; Alison VEHORN, Auteur ; Zachary WARREN, Auteur . - p.2069-2080. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-6 (June 2024) . - p.2069-2080 Index. décimale : PER Périodiques Résumé : Purpose: Telemedicine approaches to autism (ASD) assessment have become increasingly common, yet few validated tools exist for this purpose. This study presents results from a clinical trial investigating two approaches to tele-assessment for ASD in toddlers. Methods: 144 children (29% female) between 17 and 36 months of age (mean = 2.5 years, SD = 0.33 years) completed tele-assessment using either the TELE-ASD-PEDS (TAP) or an experimental remote administration of the Screening Tool for Autism in Toddlers (STAT). All children then completed traditional in-person assessment with a blinded clinician, using the Mullen Scales of Early Learning (MSEL), Vineland Adaptive Behavior Scales, 3rd Edition (VABS-3), and Autism Diagnostic Observation Schedule (ADOS-2). Both tele-assessment and in-person assessment included a clinical interview with caregivers. Results: Results indicated diagnostic agreement for 92% of participants. Children diagnosed with ASD following in-person assessment who were missed by tele-assessment (n = 8) had lower scores on tele- and in-person ASD assessment tools. Children inaccurately identified as having ASD by tele-assessment (n = 3) were younger than other children and had higher developmental and adaptive behavior scores than children accurately diagnosed with ASD by tele-assessment. Diagnostic certainty was highest for children correctly identified as having ASD via tele-assessment. Clinicians and caregivers reported satisfaction with tele-assessment procedures. Conclusion: This work provides additional support for the use of tele-assessment for identification of ASD in toddlers, with both clinicians and families reporting broad acceptability. Continued development and refinement of tele-assessment procedures is recommended to optimize this approach for the needs of varying clinicians, families, and circumstances. En ligne : https://doi.org/10.1007/s10803-023-05908-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530

Use of telemediated caregiver coaching to increase access to naturalistic developmental behavioral interventions within a statewide early intervention system / Kathleen SIMCOE in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.207-221 Titre : Use of telemediated caregiver coaching to increase access to naturalistic developmental behavioral interventions within a statewide early intervention system Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen SIMCOE, Auteur ; J Alacia STAINBROOK, Auteur ; Kate T CHAZIN, Auteur ; Elaina SCHNELLE, Auteur ; Liliana WAGNER, Auteur ; Madison HOOPER, Auteur ; A Pablo JUAREZ, Auteur ; Zachary WARREN, Auteur Article en page(s) : p.207-221 Langues : Anglais (eng) Mots-clés : autism  early intervention  naturalistic developmental behavioral interventions  telehealth Index. décimale : PER Périodiques Résumé : Despite the clear efficacy and appeal of naturalistic developmental behavioral interventions for families of young children, they are often difficult for families to access due to the limited availability of trained service providers. In recent years, telehealth has emerged as an effective tool for overcoming issues related to access, especially in rural and underserved communities. However, while telehealth offers a strategy to connect with families, it does not address the limited availability of trained providers. In this article, we provide an overview of a statewide model developed to increase access to naturalistic developmental behavioral interventions for families while building the capacity of early intervention providers. Through this model, expert consultants connect to caregivers and providers via telehealth to provide information and coaching over a limited series of visits. Collectively, child, caregiver, and provider outcomes support the effectiveness, acceptability, and feasibility of this model while demonstrating that services can be provided successfully to diverse participants.Lay abstractMany families seek access to evidence-based therapy to support their child?s learning. Naturalistic developmental behavioral intervention is a set of practices that use a child?s natural motivation and interest to teach skills in everyday routines. Many families find naturalistic developmental behavioral interventions appealing and they have been proven to be effective. However, families may not be able to enroll in naturalistic developmental behavioral intervention-based programs due to the limited availability of trained service providers. Telehealth is the use of technology to engage with care providers, including doctors and therapists. Telehealth is an effective tool for improving access to services, especially for people in rural and underserved communities. Telehealth offers a way for providers to connect with families but it does not address the low numbers of trained providers. In this article, we share a statewide model developed to increase access to naturalistic developmental behavioral interventions for families while increasing training opportunities for early intervention providers. Through this model, expert consultants worked with caregivers and providers via telehealth for a brief series of visits. During these visits, consultants taught caregivers and providers strategies based in naturalistic developmental behavioral interventions. Feedback from caregivers and providers, along with improvement in child skills, show that this model was effective and acceptable. En ligne : https://dx.doi.org/10.1177/13623613241273081 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Use of telemediated caregiver coaching to increase access to naturalistic developmental behavioral interventions within a statewide early intervention system [Texte imprimé et/ou numérique] / Kathleen SIMCOE, Auteur ; J Alacia STAINBROOK, Auteur ; Kate T CHAZIN, Auteur ; Elaina SCHNELLE, Auteur ; Liliana WAGNER, Auteur ; Madison HOOPER, Auteur ; A Pablo JUAREZ, Auteur ; Zachary WARREN, Auteur . - p.207-221. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.207-221 Mots-clés : autism  early intervention  naturalistic developmental behavioral interventions  telehealth Index. décimale : PER Périodiques Résumé : Despite the clear efficacy and appeal of naturalistic developmental behavioral interventions for families of young children, they are often difficult for families to access due to the limited availability of trained service providers. In recent years, telehealth has emerged as an effective tool for overcoming issues related to access, especially in rural and underserved communities. However, while telehealth offers a strategy to connect with families, it does not address the limited availability of trained providers. In this article, we provide an overview of a statewide model developed to increase access to naturalistic developmental behavioral interventions for families while building the capacity of early intervention providers. Through this model, expert consultants connect to caregivers and providers via telehealth to provide information and coaching over a limited series of visits. Collectively, child, caregiver, and provider outcomes support the effectiveness, acceptability, and feasibility of this model while demonstrating that services can be provided successfully to diverse participants.Lay abstractMany families seek access to evidence-based therapy to support their child?s learning. Naturalistic developmental behavioral intervention is a set of practices that use a child?s natural motivation and interest to teach skills in everyday routines. Many families find naturalistic developmental behavioral interventions appealing and they have been proven to be effective. However, families may not be able to enroll in naturalistic developmental behavioral intervention-based programs due to the limited availability of trained service providers. Telehealth is the use of technology to engage with care providers, including doctors and therapists. Telehealth is an effective tool for improving access to services, especially for people in rural and underserved communities. Telehealth offers a way for providers to connect with families but it does not address the low numbers of trained providers. In this article, we share a statewide model developed to increase access to naturalistic developmental behavioral interventions for families while increasing training opportunities for early intervention providers. Through this model, expert consultants worked with caregivers and providers via telehealth for a brief series of visits. During these visits, consultants taught caregivers and providers strategies based in naturalistic developmental behavioral interventions. Feedback from caregivers and providers, along with improvement in child skills, show that this model was effective and acceptable. En ligne : https://dx.doi.org/10.1177/13623613241273081 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

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