Common and Differing Elements Across Caregiver-Mediated Social Communication Programs Supporting Autistic Children: A Scoping Review With Content Analysis / Vipula RAJESH KUMAR in Autism, 30-10 (October 2026)  

Public ISBD [article]  inAutism > 30-10 (October 2026) . - p.2443-2464 Titre : Common and Differing Elements Across Caregiver-Mediated Social Communication Programs Supporting Autistic Children: A Scoping Review With Content Analysis Type de document : texte imprimé Auteurs : Vipula RAJESH KUMAR, Auteur ; Lauren CHOI, Auteur ; Janis ORAM, Auteur ; Amanda BINNS, Auteur Article en page(s) : p.2443-2464 Langues : Anglais (eng) Mots-clés : autism  caregiver-mediated interventions  social communication  coaching strategies  program elements  content analysis Index. décimale : PER Périodiques Résumé : Caregiver-mediated interventions are widely used to support social communication development in young autistic children. While many such interventions are evidence-informed, limited information exists about their shared and unique elements, making it challenging for caregivers and clinicians to tailor program selection to individual needs and preferences—an essential part of personalized care in autism. This scoping review with content analysis examined 18 commercially available, caregiver-mediated social communication interventions to identify similarities and differences in child skills targeted and caregiver-coached strategies. Data were extracted from program manuals, fidelity tools, published literature, and program websites for eight developmental social pragmatic (DSP) programs and 10 naturalistic developmental behavioral interventions (NDBIs). Programs varied in scope, with some supporting a broad range of child skills and others focusing on specific areas. Across all programs, 70 caregiver-coached strategies were identified, and then thematically grouped into eight categories aligned with the developmental skills the strategies aim to support. Although some strategies were common across all programs, some unique strategies were also identified. In addition, there were notable differences in how these strategies were operationalized despite using similar terminology, underscoring the need for more precise, clearly defined fidelity measures to enable accurate assessment of caregiver implementation and meaningful comparisons across programs. This study lays the groundwork for future research to identify active ingredients of interventions and supports more informed, individualized decision-making in clinical practice.Lay Abstract Young autistic children may engage with others and communicate in ways that differ from non-autistic peers, and may need support to develop skills to communicate with, and navigate interactions with others. Many programs have been developed for this purpose, with a growing number of programs including caregivers in this process. In programs where caregivers play a primary role, professionals coach them to use certain techniques that can support social communication. Although many such programs exist, we still lack clarity on how these programs are similar or different, making it tough for families to choose among them. To address this gap, we reviewed 18 well-known caregiver-led programs to compare the skills they aim to support children with, and the specific techniques they teach caregivers. We gathered information from program resource materials, published research, and official program websites. We found that some programs focused on supporting a wide range of skills, whereas others targeted only certain developmental areas. In total, we identified 70 distinct caregiver-coached techniques, which we organized into eight categories. Many techniques were common across all programs, but others were unique to specific programs. Even among the shared techniques, there were differences in the way they were practiced, despite using the same strategy name. For example, a technique like “following the child’s lead” could look quite different depending on the program. These findings show that having descriptions of how techniques should be used is important to understanding and comparing different programs. Overall, these findings provide families with information about program ingredients and can be used to guide clinicians toward programs that match individuals’ needs and wants. This work also paves way for future research exploring how these social communication programs work, and evaluating which techniques are most effective for specific groups of children and families. En ligne : https://dx.doi.org/10.1177/13623613261469913 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Common and Differing Elements Across Caregiver-Mediated Social Communication Programs Supporting Autistic Children: A Scoping Review With Content Analysis [texte imprimé] / Vipula RAJESH KUMAR, Auteur ; Lauren CHOI, Auteur ; Janis ORAM, Auteur ; Amanda BINNS, Auteur . - p.2443-2464. Langues : Anglais (eng) in Autism > 30-10 (October 2026) . - p.2443-2464 Mots-clés : autism  caregiver-mediated interventions  social communication  coaching strategies  program elements  content analysis Index. décimale : PER Périodiques Résumé : Caregiver-mediated interventions are widely used to support social communication development in young autistic children. While many such interventions are evidence-informed, limited information exists about their shared and unique elements, making it challenging for caregivers and clinicians to tailor program selection to individual needs and preferences—an essential part of personalized care in autism. This scoping review with content analysis examined 18 commercially available, caregiver-mediated social communication interventions to identify similarities and differences in child skills targeted and caregiver-coached strategies. Data were extracted from program manuals, fidelity tools, published literature, and program websites for eight developmental social pragmatic (DSP) programs and 10 naturalistic developmental behavioral interventions (NDBIs). Programs varied in scope, with some supporting a broad range of child skills and others focusing on specific areas. Across all programs, 70 caregiver-coached strategies were identified, and then thematically grouped into eight categories aligned with the developmental skills the strategies aim to support. Although some strategies were common across all programs, some unique strategies were also identified. In addition, there were notable differences in how these strategies were operationalized despite using similar terminology, underscoring the need for more precise, clearly defined fidelity measures to enable accurate assessment of caregiver implementation and meaningful comparisons across programs. This study lays the groundwork for future research to identify active ingredients of interventions and supports more informed, individualized decision-making in clinical practice.Lay Abstract Young autistic children may engage with others and communicate in ways that differ from non-autistic peers, and may need support to develop skills to communicate with, and navigate interactions with others. Many programs have been developed for this purpose, with a growing number of programs including caregivers in this process. In programs where caregivers play a primary role, professionals coach them to use certain techniques that can support social communication. Although many such programs exist, we still lack clarity on how these programs are similar or different, making it tough for families to choose among them. To address this gap, we reviewed 18 well-known caregiver-led programs to compare the skills they aim to support children with, and the specific techniques they teach caregivers. We gathered information from program resource materials, published research, and official program websites. We found that some programs focused on supporting a wide range of skills, whereas others targeted only certain developmental areas. In total, we identified 70 distinct caregiver-coached techniques, which we organized into eight categories. Many techniques were common across all programs, but others were unique to specific programs. Even among the shared techniques, there were differences in the way they were practiced, despite using the same strategy name. For example, a technique like “following the child’s lead” could look quite different depending on the program. These findings show that having descriptions of how techniques should be used is important to understanding and comparing different programs. Overall, these findings provide families with information about program ingredients and can be used to guide clinicians toward programs that match individuals’ needs and wants. This work also paves way for future research exploring how these social communication programs work, and evaluating which techniques are most effective for specific groups of children and families. En ligne : https://dx.doi.org/10.1177/13623613261469913 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Extent and Rigor of Cultural Adaptations in Social Communication Interventions for Autistic Children and Adolescents: A Systematic Review / Vipula RAJESH KUMAR in Autism, 30-9 (September 2026)  

Public ISBD [article]  inAutism > 30-9 (September 2026) . - p.2173-2190 Titre : Extent and Rigor of Cultural Adaptations in Social Communication Interventions for Autistic Children and Adolescents: A Systematic Review Type de document : texte imprimé Auteurs : Vipula RAJESH KUMAR, Auteur ; Aditi IYER, Auteur ; Theresa PHAM, Auteur ; Marie Y. SAVUNDRANAYAGAM, Auteur ; Sheila T. MOODIE, Auteur ; Janis ORAM, Auteur Article en page(s) : p.2173-2190 Langues : Anglais (eng) Mots-clés : cultural adaptations  autism spectrum disorder  social communication interventions  systematic review  quality appraisal  Cultural Adaptation Checklist Index. décimale : PER Périodiques Résumé : Social communication interventions to support autistic people are primarily developed and tested in Western countries with predominantly White, English-speaking participants. Although numerous frameworks have been developed to adapt these interventions for diverse ethnocultural groups, the quality of these adaptations is not well understood. This review used the Cultural Adaptation Checklist (CAC) to appraise the quality of cultural adaptations of social communication interventions for autistic children and adolescents. Searches across eight databases identified 16 studies involving 474 participants. Included studies reflected seven different culturally adapted interventions delivered across 12 countries in 11 languages. The methodological quality of the studies was assessed using QualSyst, and data were analyzed through narrative synthesis. All studies demonstrated at least adequate methodological quality, but only three reported using a specific framework to guide their cultural adaptations. The extent of adaptations varied, with fulfillment of CAC items across studies ranging from 44% to 91%. This review highlights the need for more comprehensively reported cultural adaptations to best support the global autistic community. The CAC offers a useful framework that researchers can use to facilitate this process. Future research should examine to what extent cultural adaptations are needed and which types of adaptations best support desired intervention outcomes.Lay Abstract Many programs have been designed in Western countries to support social communication skills such as understanding others, making friends, and building relationships in autistic people. Those who participate in these programs have mainly been English-speaking participants, so the suitability of these programs to other language, cultural, and ethnic backgrounds remains unknown. To make programs more culturally and linguistically relevant, researchers have adapted them in several ways. This study looked at how well programs for autistic children and adolescents have been adapted for various communities. Using the Cultural Adaptation Checklist (CAC), we examined 16 studies and found that the amount of adaptations varied widely. Only three studies mentioned using a framework that guided their adaptations. Our findings show that although all studies described some level of cultural adaptation, very few reported on ensuring stronger community involvement or making the programs more accessible for all. Using tools like the CAC can help researchers and clinicians make programs more inclusive and relevant for autistic individuals and their families worldwide. En ligne : https://dx.doi.org/10.1177/13623613261455374 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Extent and Rigor of Cultural Adaptations in Social Communication Interventions for Autistic Children and Adolescents: A Systematic Review [texte imprimé] / Vipula RAJESH KUMAR, Auteur ; Aditi IYER, Auteur ; Theresa PHAM, Auteur ; Marie Y. SAVUNDRANAYAGAM, Auteur ; Sheila T. MOODIE, Auteur ; Janis ORAM, Auteur . - p.2173-2190. Langues : Anglais (eng) in Autism > 30-9 (September 2026) . - p.2173-2190 Mots-clés : cultural adaptations  autism spectrum disorder  social communication interventions  systematic review  quality appraisal  Cultural Adaptation Checklist Index. décimale : PER Périodiques Résumé : Social communication interventions to support autistic people are primarily developed and tested in Western countries with predominantly White, English-speaking participants. Although numerous frameworks have been developed to adapt these interventions for diverse ethnocultural groups, the quality of these adaptations is not well understood. This review used the Cultural Adaptation Checklist (CAC) to appraise the quality of cultural adaptations of social communication interventions for autistic children and adolescents. Searches across eight databases identified 16 studies involving 474 participants. Included studies reflected seven different culturally adapted interventions delivered across 12 countries in 11 languages. The methodological quality of the studies was assessed using QualSyst, and data were analyzed through narrative synthesis. All studies demonstrated at least adequate methodological quality, but only three reported using a specific framework to guide their cultural adaptations. The extent of adaptations varied, with fulfillment of CAC items across studies ranging from 44% to 91%. This review highlights the need for more comprehensively reported cultural adaptations to best support the global autistic community. The CAC offers a useful framework that researchers can use to facilitate this process. Future research should examine to what extent cultural adaptations are needed and which types of adaptations best support desired intervention outcomes.Lay Abstract Many programs have been designed in Western countries to support social communication skills such as understanding others, making friends, and building relationships in autistic people. Those who participate in these programs have mainly been English-speaking participants, so the suitability of these programs to other language, cultural, and ethnic backgrounds remains unknown. To make programs more culturally and linguistically relevant, researchers have adapted them in several ways. This study looked at how well programs for autistic children and adolescents have been adapted for various communities. Using the Cultural Adaptation Checklist (CAC), we examined 16 studies and found that the amount of adaptations varied widely. Only three studies mentioned using a framework that guided their adaptations. Our findings show that although all studies described some level of cultural adaptation, very few reported on ensuring stronger community involvement or making the programs more accessible for all. Using tools like the CAC can help researchers and clinicians make programs more inclusive and relevant for autistic individuals and their families worldwide. En ligne : https://dx.doi.org/10.1177/13623613261455374 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

"We were the best people to do the job": Caregivers' reported outcomes of a virtual caregiver-delivered program for autistic preschoolers / Lauren DENUSIK in Autism & Developmental Language Impairments, 9 (January-December 2024)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 9 (January-December 2024) Titre : "We were the best people to do the job": Caregivers' reported outcomes of a virtual caregiver-delivered program for autistic preschoolers Type de document : texte imprimé Auteurs : Lauren DENUSIK, Auteur ; Danielle GLISTA, Auteur ; Michelle SERVAIS, Auteur ; Jodi FRIESEN, Auteur ; Janis ORAM, Auteur ; Barbara Jane CUNNINGHAM, Auteur Langues : Anglais (eng) Mots-clés : Autism  caregiver-delivered programs  virtual services Index. décimale : PER Périodiques Résumé : Background and aims Caregiver-delivered programs are a recommended best practice to support young autistic children. While research has extensively explored children s outcomes quantitatively, minimal qualitative research has been conducted to understand caregivers' perspectives of program outcomes for themselves and their children. Hearing directly from caregivers is an important step in ensuring these programs are meeting the needs of those who use them. This study explored caregivers' perceived outcomes following one virtual caregiver-delivered program, The Hanen Centre?s More Than Words® (MTW) program. Methods This study was a secondary analysis of data from individual interviews conducted with 21 caregivers who had recently participated in a virtual MTW program. A hybrid codebook thematic analysis approach was taken to analyze the interview data. Program outcomes were coded and analyzed within the International Classification Functioning, Disability, and Health (ICF) framework. Additionally, caregivers completed an online survey and rated Likert Scale items about perceived program outcomes, which were analyzed descriptively. Results Five themes were identified: (1) caregivers learned new strategies to facilitate their child?s development, (2) caregivers developed a new mindset, (3) children gained functional communication skills, (4) caregiver-child relationships improved, and (5) caregivers gained a social and professional support network. These themes fell within four of five ICF framework components (activities, participation, personal factors, and environmental factors). No themes were identified under Body Structures and Functions. Survey results indicated most caregivers reported learning new communication strategies (n = 20, 95%), and identifying new teaching opportunities with their child (n = 21, 100%). Conclusions Some reported outcomes, related to Activities and Participation, were consistent with previous reports in the literature on the MTW program. In line with previous research, caregivers learned strategies to support their child?s communication development. Contrary to previous quantitative studies, caregivers in this study rarely commented on gains in vocabulary and instead focused on gains in skills that positively impacted their child?s ability to engage in meaningful social interaction. Novel outcomes were identified within the Participation, Personal Factors, and Environmental Factors components of the ICF framework. Implications Caregivers in this study identified important outcomes for themselves and their child that have not been the focus of prior research, suggesting it is important to integrate their perspectives in the development and evaluation of caregiver-delivered programs. Clinicians should include goals that address outcomes identified as important by caregivers, including those that address children s Participation, and those that target caregivers' Personal and Environmental Factors. Developers of caregiver-delivered programs could integrate identified goals to ensure they are meeting families' needs. En ligne : https://dx.doi.org/10.1177/23969415241244767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538 [article] "We were the best people to do the job": Caregivers' reported outcomes of a virtual caregiver-delivered program for autistic preschoolers [texte imprimé] / Lauren DENUSIK, Auteur ; Danielle GLISTA, Auteur ; Michelle SERVAIS, Auteur ; Jodi FRIESEN, Auteur ; Janis ORAM, Auteur ; Barbara Jane CUNNINGHAM, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 9 (January-December 2024) Mots-clés : Autism  caregiver-delivered programs  virtual services Index. décimale : PER Périodiques Résumé : Background and aims Caregiver-delivered programs are a recommended best practice to support young autistic children. While research has extensively explored children s outcomes quantitatively, minimal qualitative research has been conducted to understand caregivers' perspectives of program outcomes for themselves and their children. Hearing directly from caregivers is an important step in ensuring these programs are meeting the needs of those who use them. This study explored caregivers' perceived outcomes following one virtual caregiver-delivered program, The Hanen Centre?s More Than Words® (MTW) program. Methods This study was a secondary analysis of data from individual interviews conducted with 21 caregivers who had recently participated in a virtual MTW program. A hybrid codebook thematic analysis approach was taken to analyze the interview data. Program outcomes were coded and analyzed within the International Classification Functioning, Disability, and Health (ICF) framework. Additionally, caregivers completed an online survey and rated Likert Scale items about perceived program outcomes, which were analyzed descriptively. Results Five themes were identified: (1) caregivers learned new strategies to facilitate their child?s development, (2) caregivers developed a new mindset, (3) children gained functional communication skills, (4) caregiver-child relationships improved, and (5) caregivers gained a social and professional support network. These themes fell within four of five ICF framework components (activities, participation, personal factors, and environmental factors). No themes were identified under Body Structures and Functions. Survey results indicated most caregivers reported learning new communication strategies (n = 20, 95%), and identifying new teaching opportunities with their child (n = 21, 100%). Conclusions Some reported outcomes, related to Activities and Participation, were consistent with previous reports in the literature on the MTW program. In line with previous research, caregivers learned strategies to support their child?s communication development. Contrary to previous quantitative studies, caregivers in this study rarely commented on gains in vocabulary and instead focused on gains in skills that positively impacted their child?s ability to engage in meaningful social interaction. Novel outcomes were identified within the Participation, Personal Factors, and Environmental Factors components of the ICF framework. Implications Caregivers in this study identified important outcomes for themselves and their child that have not been the focus of prior research, suggesting it is important to integrate their perspectives in the development and evaluation of caregiver-delivered programs. Clinicians should include goals that address outcomes identified as important by caregivers, including those that address children s Participation, and those that target caregivers' Personal and Environmental Factors. Developers of caregiver-delivered programs could integrate identified goals to ensure they are meeting families' needs. En ligne : https://dx.doi.org/10.1177/23969415241244767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538

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