Collateral Effects of the Tell Me MORE! Intervention on the Joint Reminiscing of Mothers of Children with Autism Spectrum Disorder / Naima BHANA LOPEZ in Journal of Autism and Developmental Disorders, 54-10 (October 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3745-3758 Titre : Collateral Effects of the Tell Me MORE! Intervention on the Joint Reminiscing of Mothers of Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Naima BHANA LOPEZ, Auteur ; Tracy J. RAULSTON, Auteur ; Christina S. GILHUBER, Auteur Article en page(s) : p.3745-3758 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to analyze secondary data from three mother-child dyads in order to evaluate how family photographs and training in naturalistic strategies affected the way mothers reminisce with their children with autism spectrum disorders. En ligne : https://doi.org/10.1007/s10803-023-06103-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Collateral Effects of the Tell Me MORE! Intervention on the Joint Reminiscing of Mothers of Children with Autism Spectrum Disorder [texte imprimé] / Naima BHANA LOPEZ, Auteur ; Tracy J. RAULSTON, Auteur ; Christina S. GILHUBER, Auteur . - p.3745-3758. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3745-3758 Index. décimale : PER Périodiques Résumé : The purpose of this study was to analyze secondary data from three mother-child dyads in order to evaluate how family photographs and training in naturalistic strategies affected the way mothers reminisce with their children with autism spectrum disorders. En ligne : https://doi.org/10.1007/s10803-023-06103-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Language and communication skills in multilingual children on the autism spectrum: A systematic review / Christina S. GILHUBER in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1516-1531 Titre : Language and communication skills in multilingual children on the autism spectrum: A systematic review Type de document : texte imprimé Auteurs : Christina S. GILHUBER, Auteur ; Tracy J. RAULSTON, Auteur ; Kasie GALLEY, Auteur Article en page(s) : p.1516-1531 Langues : Anglais (eng) Mots-clés : autism;bilingualism;communication and language;multilingualism Index. décimale : PER Périodiques Résumé : More than half the global population is estimated to be multilingual, yet research on autistic children who grow up in multilingual environments remains scant. We conducted a systematic review of peer-reviewed studies on multilingualism in autistic children and its impact on children s language and communication skills. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, our search identified 22 group comparison studies published from 2011 to 2022. The current review addressed two main questions: (a) Which language and communication skills of multilingual autistic children were assessed and how; and (b) how the skills of multilingual autistic children compared with their peers. Semantic-related skills were most frequently reported, while phonology and pragmatics were the most underreported dimensions of language. Most reviewed studies used a combination of direct and indirect language assessments. Available research provides no indication that being exposed to more than one language has adverse effects on the communication skills of autistic children. Although multilingual autistic children often have common autism characteristics, such as pragmatic difficulties affecting their communication skills, preliminary findings also indicate that they may share some advantages of multilingualism with their multilingual nonautistic peers. Studies often excluded participants with co-occurring diagnoses, which may have impacted the generalizability of the findings.Lay AbstractBoth parents and service providers have voiced concerns about the potential negative impact of exposure to multiple languages on the language and communication skills of autistic children. The current literature review summarized research that assessed the language and communication skills of multilingual autistic children in comparison with their autistic and nonautistic peers. After a comprehensive search, 22 relevant publications were identified that met the inclusion criteria of the current review. Thirteen studies used both direct (directly administered screening/diagnostic tools) and indirect language assessments (e.g. parent questionnaires). Receptive and expressive vocabulary was the most frequently assessed language skill. Available research does not support the assumption that bilingualism has negative effects on the language and communication skills of autistic children. The language and communication skills of multilingual autistic children frequently resembled their monolingual autistic peers in both strengths and areas of growth. Preliminary findings indicate that multilingual autistic children may share some advantages of multilingualism with their multilingual nonautistic peers. Studies often excluded participants with intellectual disabilities or complex communication needs, which means that a large population of autistic children is not yet represented in research about the effects of multilingualism. En ligne : http://dx.doi.org/10.1177/13623613221147780 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Language and communication skills in multilingual children on the autism spectrum: A systematic review [texte imprimé] / Christina S. GILHUBER, Auteur ; Tracy J. RAULSTON, Auteur ; Kasie GALLEY, Auteur . - p.1516-1531. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1516-1531 Mots-clés : autism;bilingualism;communication and language;multilingualism Index. décimale : PER Périodiques Résumé : More than half the global population is estimated to be multilingual, yet research on autistic children who grow up in multilingual environments remains scant. We conducted a systematic review of peer-reviewed studies on multilingualism in autistic children and its impact on children s language and communication skills. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, our search identified 22 group comparison studies published from 2011 to 2022. The current review addressed two main questions: (a) Which language and communication skills of multilingual autistic children were assessed and how; and (b) how the skills of multilingual autistic children compared with their peers. Semantic-related skills were most frequently reported, while phonology and pragmatics were the most underreported dimensions of language. Most reviewed studies used a combination of direct and indirect language assessments. Available research provides no indication that being exposed to more than one language has adverse effects on the communication skills of autistic children. Although multilingual autistic children often have common autism characteristics, such as pragmatic difficulties affecting their communication skills, preliminary findings also indicate that they may share some advantages of multilingualism with their multilingual nonautistic peers. Studies often excluded participants with co-occurring diagnoses, which may have impacted the generalizability of the findings.Lay AbstractBoth parents and service providers have voiced concerns about the potential negative impact of exposure to multiple languages on the language and communication skills of autistic children. The current literature review summarized research that assessed the language and communication skills of multilingual autistic children in comparison with their autistic and nonautistic peers. After a comprehensive search, 22 relevant publications were identified that met the inclusion criteria of the current review. Thirteen studies used both direct (directly administered screening/diagnostic tools) and indirect language assessments (e.g. parent questionnaires). Receptive and expressive vocabulary was the most frequently assessed language skill. Available research does not support the assumption that bilingualism has negative effects on the language and communication skills of autistic children. The language and communication skills of multilingual autistic children frequently resembled their monolingual autistic peers in both strengths and areas of growth. Preliminary findings indicate that multilingual autistic children may share some advantages of multilingualism with their multilingual nonautistic peers. Studies often excluded participants with intellectual disabilities or complex communication needs, which means that a large population of autistic children is not yet represented in research about the effects of multilingualism. En ligne : http://dx.doi.org/10.1177/13623613221147780 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Parent-led Communication Therapy for Young Bilingual Autistic Children: A Scoping Review / Sarah OUDET in Journal of Autism and Developmental Disorders, 55-11 (November 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-11 (November 2025) . - p.3860-3887 Titre : Parent-led Communication Therapy for Young Bilingual Autistic Children: A Scoping Review Type de document : texte imprimé Auteurs : Sarah OUDET, Auteur ; Katie HOWARD, Auteur ; Christina S. GILHUBER, Auteur ; Marie ROBERT, Auteur ; Joanna ZIMMERLI, Auteur ; Napoleon KATSOS, Auteur ; Stephanie DURRLEMAN, Auteur Article en page(s) : p.3860-3887 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A scoping review of the literature was undertaken using JBI guidelines to map the evidence of parent-led therapy (PLT) for young autistic children (≤ 6 years) raised in bilingual environments. Reviewers used Covidence to screen located sources. Sixteen papers met inclusion criteria. A strong acceleration of reports of PLT for young autistic children measured in bilingual environments was observed, with 93.8% of papers (n = 15) published since 2015. Reporting of participants’ language environments (home language(s)/L1s and societal language(s)/L2s) was inconsistent. A large majority of these studies, 87.5% (n = 14) were conducted in North America or in collaboration with a North American institution. Diverse PLT programs and methodologies were identified. There is variation in demographic information collected and outcomes reported. Evidence gaps in the literature are identified and the value of undertaking systematic review on this topic is considered. This scoping review points to the necessity of further empirical research and practice that centres parents in early and specific support for autistic children raised in bilingual environments. Suggestions for improving reporting standards of language profiles are provided. En ligne : https://doi.org/10.1007/s10803-024-06478-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Parent-led Communication Therapy for Young Bilingual Autistic Children: A Scoping Review [texte imprimé] / Sarah OUDET, Auteur ; Katie HOWARD, Auteur ; Christina S. GILHUBER, Auteur ; Marie ROBERT, Auteur ; Joanna ZIMMERLI, Auteur ; Napoleon KATSOS, Auteur ; Stephanie DURRLEMAN, Auteur . - p.3860-3887. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-11 (November 2025) . - p.3860-3887 Index. décimale : PER Périodiques Résumé : A scoping review of the literature was undertaken using JBI guidelines to map the evidence of parent-led therapy (PLT) for young autistic children (≤ 6 years) raised in bilingual environments. Reviewers used Covidence to screen located sources. Sixteen papers met inclusion criteria. A strong acceleration of reports of PLT for young autistic children measured in bilingual environments was observed, with 93.8% of papers (n = 15) published since 2015. Reporting of participants’ language environments (home language(s)/L1s and societal language(s)/L2s) was inconsistent. A large majority of these studies, 87.5% (n = 14) were conducted in North America or in collaboration with a North American institution. Diverse PLT programs and methodologies were identified. There is variation in demographic information collected and outcomes reported. Evidence gaps in the literature are identified and the value of undertaking systematic review on this topic is considered. This scoping review points to the necessity of further empirical research and practice that centres parents in early and specific support for autistic children raised in bilingual environments. Suggestions for improving reporting standards of language profiles are provided. En ligne : https://doi.org/10.1007/s10803-024-06478-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Telecoaching for Parents of Young Autistic Children Using Strength-Based Video Feedback / Ciara OUSLEY ; Tracy J. RAULSTON ; Christina S. GILHUBER in Journal of Autism and Developmental Disorders, 55-1 (January 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.14-29 Titre : Telecoaching for Parents of Young Autistic Children Using Strength-Based Video Feedback : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : Ciara OUSLEY, Auteur ; Tracy J. RAULSTON, Auteur ; Christina S. GILHUBER, Auteur Article en page(s) : p.14-29 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parent-implemented Naturalistic Developmental Behavioral Interventions (NDBIs), rooted from applied behavioral and developmental sciences, focus on empowering families by training and coaching natural change agents to embed evidence-based strategies during regular events or contexts (e.g., play time). No research, however, has relied on strength-based video feedback coaching within parent-implemented NDBIs while providing flexibility with self-recorded sessions. We conducted a single case multiple-baseline design across five parent-child dyads to evaluate the effects of a telepractice-based parent-training on five NDBI strategies (i.e., Follow and Imitate, Model Language, Arrange Environment, Wait Time, Reward and Expand), utilizing strength-based video feedback coaching with parents (i.e., two mothers and three fathers) of young autistic children (i.e., ages 2 to 5) on parent strategy use and child social communication. An additional coaching package (i.e., parent self-reflections, goal setting, and joint discussions) was introduced to parents who did not meet a predetermined criterion. Maintenance data were collected 2-, 4-, and 6-weeks after intervention concluded. Visual analyses, nonoverlap calculations, and standardized mean difference effect sizes indicate strong effects for parent strategy use and small, varied effects on child social communication. Maintenance of parent strategy use and child social communication varied, with most remaining at equivalent or higher levels. Parent-implemented interventions that are delivered via telepractice may continue to be successful when coaching is focused on the parents' strengths, all coaching feedback is provided asynchronously, and families can flexibly record sessions based upon their week?s schedules rather than relying on regularly scheduled meeting times with a coach. En ligne : https://doi.org/10.1007/s10803-023-06199-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Telecoaching for Parents of Young Autistic Children Using Strength-Based Video Feedback : Journal of Autism and Developmental Disorders [texte imprimé] / Ciara OUSLEY, Auteur ; Tracy J. RAULSTON, Auteur ; Christina S. GILHUBER, Auteur . - p.14-29. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.14-29 Index. décimale : PER Périodiques Résumé : Parent-implemented Naturalistic Developmental Behavioral Interventions (NDBIs), rooted from applied behavioral and developmental sciences, focus on empowering families by training and coaching natural change agents to embed evidence-based strategies during regular events or contexts (e.g., play time). No research, however, has relied on strength-based video feedback coaching within parent-implemented NDBIs while providing flexibility with self-recorded sessions. We conducted a single case multiple-baseline design across five parent-child dyads to evaluate the effects of a telepractice-based parent-training on five NDBI strategies (i.e., Follow and Imitate, Model Language, Arrange Environment, Wait Time, Reward and Expand), utilizing strength-based video feedback coaching with parents (i.e., two mothers and three fathers) of young autistic children (i.e., ages 2 to 5) on parent strategy use and child social communication. An additional coaching package (i.e., parent self-reflections, goal setting, and joint discussions) was introduced to parents who did not meet a predetermined criterion. Maintenance data were collected 2-, 4-, and 6-weeks after intervention concluded. Visual analyses, nonoverlap calculations, and standardized mean difference effect sizes indicate strong effects for parent strategy use and small, varied effects on child social communication. Maintenance of parent strategy use and child social communication varied, with most remaining at equivalent or higher levels. Parent-implemented interventions that are delivered via telepractice may continue to be successful when coaching is focused on the parents' strengths, all coaching feedback is provided asynchronously, and families can flexibly record sessions based upon their week?s schedules rather than relying on regularly scheduled meeting times with a coach. En ligne : https://doi.org/10.1007/s10803-023-06199-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

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