Correction to: "Going Mobile"-increasing the reach of parent-mediated intervention for toddlers with ASD via group-based and virtual delivery / Jessica BRIAN in Journal of Autism and Developmental Disorders, 52-12 (December 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5221 Titre : Correction to: "Going Mobile"-increasing the reach of parent-mediated intervention for toddlers with ASD via group-based and virtual delivery Type de document : Texte imprimé et/ou numérique Auteurs : Jessica BRIAN, Auteur ; Abbie SOLISH, Auteur ; Erin DOWDS, Auteur ; Ian ROTH, Auteur ; Kate BERNARDI, Auteur ; Kate PERRY, Auteur ; Sara DAOUD, Auteur ; Sanne JILDERDA, Auteur ; Stacey MACWILLIAM, Auteur ; Isabel M. SMITH, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Susan BRYSON, Auteur Année de publication : 2022 Article en page(s) : p.5221 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-022-05657-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Correction to: "Going Mobile"-increasing the reach of parent-mediated intervention for toddlers with ASD via group-based and virtual delivery [Texte imprimé et/ou numérique] / Jessica BRIAN, Auteur ; Abbie SOLISH, Auteur ; Erin DOWDS, Auteur ; Ian ROTH, Auteur ; Kate BERNARDI, Auteur ; Kate PERRY, Auteur ; Sara DAOUD, Auteur ; Sanne JILDERDA, Auteur ; Stacey MACWILLIAM, Auteur ; Isabel M. SMITH, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Susan BRYSON, Auteur . - 2022 . - p.5221. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5221 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-022-05657-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Effectiveness of a modified group cognitive behavioral therapy program for anxiety in children with ASD delivered in a community context / Abbie SOLISH in Molecular Autism, 11 (2020)  

Public ISBD [article]  inMolecular Autism > 11 (2020) . - 34 p. Titre : Effectiveness of a modified group cognitive behavioral therapy program for anxiety in children with ASD delivered in a community context Type de document : Texte imprimé et/ou numérique Auteurs : Abbie SOLISH, Auteur ; Nora KLEMENCIC, Auteur ; Anne RITZEMA, Auteur ; Vicki NOLAN, Auteur ; Martha PILKINGTON, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Jessica BRIAN, Auteur Article en page(s) : 34 p. Langues : Anglais (eng) Mots-clés : Anxiety  Autism  Autism spectrum disorder  Cognitive behavioral therapy  Community  Group  Implementation  Intervention Index. décimale : PER Périodiques Résumé : BACKGROUND: Youth with autism spectrum disorder (ASD) experience high rates (approximately 50-79%) of comorbid anxiety problems. Given the significant interference and distress that excessive anxiety can cause, evidence-based intervention is necessary in order to reduce long-term negative effects. Cognitive behavioral therapy (CBT) has demonstrated efficacy for treating anxiety disorders across the lifespan, both in individual and group formats. Recently, modified CBT programs for youth with ASD have been developed, showing positive outcomes. To date, these modified CBT programs have primarily been evaluated in controlled research settings. METHODS: The current community effectiveness study investigated the effectiveness of a modified group CBT program (Facing Your Fears) delivered in a tertiary care hospital and across six community-based agencies providing services for youth with ASD. Data were collected over six years (N = 105 youth with ASD; ages 6-15 years). RESULTS: Hospital and community samples did not differ significantly, except in terms of age (hospital M = 10.08 years; community M = 10.87 years). Results indicated significant improvements in anxiety levels from baseline to post-treatment across measures, with medium effect sizes. An attempt to uncover individual characteristics that predict response to treatment was unsuccessful. CONCLUSIONS: Overall, this study demonstrated that community implementation of a modified group CBT program for youth with ASD is feasible and effective for treating elevated anxiety. En ligne : http://dx.doi.org/10.1186/s13229-020-00341-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427 [article] Effectiveness of a modified group cognitive behavioral therapy program for anxiety in children with ASD delivered in a community context [Texte imprimé et/ou numérique] / Abbie SOLISH, Auteur ; Nora KLEMENCIC, Auteur ; Anne RITZEMA, Auteur ; Vicki NOLAN, Auteur ; Martha PILKINGTON, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Jessica BRIAN, Auteur . - 34 p. Langues : Anglais (eng) in Molecular Autism > 11 (2020) . - 34 p. Mots-clés : Anxiety  Autism  Autism spectrum disorder  Cognitive behavioral therapy  Community  Group  Implementation  Intervention Index. décimale : PER Périodiques Résumé : BACKGROUND: Youth with autism spectrum disorder (ASD) experience high rates (approximately 50-79%) of comorbid anxiety problems. Given the significant interference and distress that excessive anxiety can cause, evidence-based intervention is necessary in order to reduce long-term negative effects. Cognitive behavioral therapy (CBT) has demonstrated efficacy for treating anxiety disorders across the lifespan, both in individual and group formats. Recently, modified CBT programs for youth with ASD have been developed, showing positive outcomes. To date, these modified CBT programs have primarily been evaluated in controlled research settings. METHODS: The current community effectiveness study investigated the effectiveness of a modified group CBT program (Facing Your Fears) delivered in a tertiary care hospital and across six community-based agencies providing services for youth with ASD. Data were collected over six years (N = 105 youth with ASD; ages 6-15 years). RESULTS: Hospital and community samples did not differ significantly, except in terms of age (hospital M = 10.08 years; community M = 10.87 years). Results indicated significant improvements in anxiety levels from baseline to post-treatment across measures, with medium effect sizes. An attempt to uncover individual characteristics that predict response to treatment was unsuccessful. CONCLUSIONS: Overall, this study demonstrated that community implementation of a modified group CBT program for youth with ASD is feasible and effective for treating elevated anxiety. En ligne : http://dx.doi.org/10.1186/s13229-020-00341-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427

"Going Mobile"-increasing the reach of parent-mediated intervention for toddlers with ASD via group-based and virtual delivery / Jessica BRIAN in Journal of Autism and Developmental Disorders, 52-12 (December 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5207-5220 Titre : "Going Mobile"-increasing the reach of parent-mediated intervention for toddlers with ASD via group-based and virtual delivery Type de document : Texte imprimé et/ou numérique Auteurs : Jessica BRIAN, Auteur ; Abbie SOLISH, Auteur ; Erin DOWDS, Auteur ; Ian ROTH, Auteur ; Kate BERNARDI, Auteur ; Kate PERRY, Auteur ; Sara DAOUD, Auteur ; Sanne JILDERDA, Auteur ; Stacey MACWILLIAM, Auteur ; Isabel M. SMITH, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Susan BRYSON, Auteur Année de publication : 2022 Article en page(s) : p.5207-5220 Langues : Anglais (eng) Mots-clés : Child, Preschool  Humans  Autism Spectrum Disorder/therapy  Parents  Early Intervention, Educational  Communication  Mentoring  Asd  Autism  Early intervention  Parent group  Parent-mediated  Toddlers  Virtual delivery Index. décimale : PER Périodiques Résumé : Evidence supports early intervention for toddlers with ASD, but barriers to access remain, including system costs, workforce constraints, and a range of family socio-demographic factors. An urgent need exists for innovative models that maximize resource efficiency and promote widespread timely access. We examined uptake and outcomes from 82 families participating in a parent-mediated intervention comprising group-based learning and individual coaching, delivered either in-person (n=45) or virtually (n=37). Parents from diverse linguistic, ethnic, and educational backgrounds gained intervention skills and toddlers evidenced significant social-communication gains. Few differences emerged across socio-demographic factors or delivery conditions. Findings highlight the feasibility, acceptability, and promise of group-based learning when combined with individual coaching, with added potential to increase program reach via virtual delivery. En ligne : http://dx.doi.org/10.1007/s10803-022-05554-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] "Going Mobile"-increasing the reach of parent-mediated intervention for toddlers with ASD via group-based and virtual delivery [Texte imprimé et/ou numérique] / Jessica BRIAN, Auteur ; Abbie SOLISH, Auteur ; Erin DOWDS, Auteur ; Ian ROTH, Auteur ; Kate BERNARDI, Auteur ; Kate PERRY, Auteur ; Sara DAOUD, Auteur ; Sanne JILDERDA, Auteur ; Stacey MACWILLIAM, Auteur ; Isabel M. SMITH, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Susan BRYSON, Auteur . - 2022 . - p.5207-5220. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5207-5220 Mots-clés : Child, Preschool  Humans  Autism Spectrum Disorder/therapy  Parents  Early Intervention, Educational  Communication  Mentoring  Asd  Autism  Early intervention  Parent group  Parent-mediated  Toddlers  Virtual delivery Index. décimale : PER Périodiques Résumé : Evidence supports early intervention for toddlers with ASD, but barriers to access remain, including system costs, workforce constraints, and a range of family socio-demographic factors. An urgent need exists for innovative models that maximize resource efficiency and promote widespread timely access. We examined uptake and outcomes from 82 families participating in a parent-mediated intervention comprising group-based learning and individual coaching, delivered either in-person (n=45) or virtually (n=37). Parents from diverse linguistic, ethnic, and educational backgrounds gained intervention skills and toddlers evidenced significant social-communication gains. Few differences emerged across socio-demographic factors or delivery conditions. Findings highlight the feasibility, acceptability, and promise of group-based learning when combined with individual coaching, with added potential to increase program reach via virtual delivery. En ligne : http://dx.doi.org/10.1007/s10803-022-05554-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Parents’ involvement in their children's behavioral intervention programs: Parent and therapist perspectives / Abbie SOLISH in Research in Autism Spectrum Disorders, 2-4 (October 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-4 (October 2008) . - p.728-738 Titre : Parents’ involvement in their children's behavioral intervention programs: Parent and therapist perspectives Type de document : Texte imprimé et/ou numérique Auteurs : Abbie SOLISH, Auteur ; Adrienne PERRY, Auteur Année de publication : 2008 Article en page(s) : p.728-738 Langues : Anglais (eng) Mots-clés : Parent-involvement Behavioral-intervention Self-efficacy Parents Beliefs Index. décimale : PER Périodiques Résumé : Although the need for active parent involvement in Intensive Behavioral Intervention (IBI) has been emphasized by professionals in the field, little research has explored this involvement or what it entails. A parent self-report questionnaire and a similar therapist questionnaire were designed for this study, in which parent Involvement and five variables believed to influence Involvement were operationalized and measured. The independent variables included: parents’ Self-efficacy; Knowledge of autism and IBI; Belief in IBI; Perception of Child Progress; and Stress. Forty-eight parents and 34 therapists completed questionnaires about parents’ involvement. Both similarities and discrepancies were noted between parent and therapist report. Parents’ Self-efficacy, Knowledge, and Belief in IBI were significantly correlated with their Involvement. Furthermore, according to parent report, Self-efficacy accounted for almost half of the variance in predicting Involvement, even when controlling for child characteristics. Clinical implications are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=609 [article] Parents’ involvement in their children's behavioral intervention programs: Parent and therapist perspectives [Texte imprimé et/ou numérique] / Abbie SOLISH, Auteur ; Adrienne PERRY, Auteur . - 2008 . - p.728-738. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-4 (October 2008) . - p.728-738 Mots-clés : Parent-involvement Behavioral-intervention Self-efficacy Parents Beliefs Index. décimale : PER Périodiques Résumé : Although the need for active parent involvement in Intensive Behavioral Intervention (IBI) has been emphasized by professionals in the field, little research has explored this involvement or what it entails. A parent self-report questionnaire and a similar therapist questionnaire were designed for this study, in which parent Involvement and five variables believed to influence Involvement were operationalized and measured. The independent variables included: parents’ Self-efficacy; Knowledge of autism and IBI; Belief in IBI; Perception of Child Progress; and Stress. Forty-eight parents and 34 therapists completed questionnaires about parents’ involvement. Both similarities and discrepancies were noted between parent and therapist report. Parents’ Self-efficacy, Knowledge, and Belief in IBI were significantly correlated with their Involvement. Furthermore, according to parent report, Self-efficacy accounted for almost half of the variance in predicting Involvement, even when controlling for child characteristics. Clinical implications are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=609

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