Empirically-identified subgroups of children with autism spectrum disorder and their response to two types of cognitive behavioral therapy / An Chuen CHO in Development and Psychopathology, 35-3 (August 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-3 (August 2023) . - p.1188-1202 Titre : Empirically-identified subgroups of children with autism spectrum disorder and their response to two types of cognitive behavioral therapy Type de document : texte imprimé Auteurs : An Chuen CHO, Auteur ; Jeffrey J. WOOD, Auteur ; Emilio FERRER, Auteur ; Kashia ROSENAU, Auteur ; Eric A. STORCH, Auteur ; Philip C. KENDALL, Auteur Article en page(s) : p.1188-1202 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  cognitive behavioral therapy  five-factor model of personality  latent profile analysis  treatment response Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is heterogeneous and likely entails distinct phenotypes with varying etiologies. Identifying these subgroups may contribute to hypotheses about differential treatment responses. The present study aimed to discern subgroups among children with ASD and anxiety in context of the five-factor model of personality (FFM) and evaluate treatment response differences to two cognitive-behavioral therapy treatments. The present study is a secondary data analysis of children with ASD and anxiety (N=202; ages 7-13; 20.8% female) in a cognitive behavioral therapy (CBT) randomized controlled trial (Wood et al., 2020). Subgroups were identified via latent profile analysis of parent-reported FFM data. Treatment groups included standard-of-practice CBT (CC), designed for children with anxiety, and adapted CBT (BIACA), designed for children with ASD and comorbid anxiety. Five subgroups with distinct profiles were extracted. Analysis of covariance revealed CBT response was contingent on subgroup membership. Two subgroups responded better to BIACA on the primary outcome measure and a third responded better to BIACA on a peer-social adaptation measure, while a fourth subgroup responded better to CC on a school-related adaptation measure. These findings suggest that the FFM may be useful in empirically identifying subgroups of children with ASD, which could inform intervention selection decisions for children with ASD and anxiety. En ligne : http://dx.doi.org/10.1017/S0954579421001115 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 [article] Empirically-identified subgroups of children with autism spectrum disorder and their response to two types of cognitive behavioral therapy [texte imprimé] / An Chuen CHO, Auteur ; Jeffrey J. WOOD, Auteur ; Emilio FERRER, Auteur ; Kashia ROSENAU, Auteur ; Eric A. STORCH, Auteur ; Philip C. KENDALL, Auteur . - p.1188-1202. Langues : Anglais (eng) in Development and Psychopathology > 35-3 (August 2023) . - p.1188-1202 Mots-clés : autism spectrum disorder  cognitive behavioral therapy  five-factor model of personality  latent profile analysis  treatment response Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is heterogeneous and likely entails distinct phenotypes with varying etiologies. Identifying these subgroups may contribute to hypotheses about differential treatment responses. The present study aimed to discern subgroups among children with ASD and anxiety in context of the five-factor model of personality (FFM) and evaluate treatment response differences to two cognitive-behavioral therapy treatments. The present study is a secondary data analysis of children with ASD and anxiety (N=202; ages 7-13; 20.8% female) in a cognitive behavioral therapy (CBT) randomized controlled trial (Wood et al., 2020). Subgroups were identified via latent profile analysis of parent-reported FFM data. Treatment groups included standard-of-practice CBT (CC), designed for children with anxiety, and adapted CBT (BIACA), designed for children with ASD and comorbid anxiety. Five subgroups with distinct profiles were extracted. Analysis of covariance revealed CBT response was contingent on subgroup membership. Two subgroups responded better to BIACA on the primary outcome measure and a third responded better to BIACA on a peer-social adaptation measure, while a fourth subgroup responded better to CC on a school-related adaptation measure. These findings suggest that the FFM may be useful in empirically identifying subgroups of children with ASD, which could inform intervention selection decisions for children with ASD and anxiety. En ligne : http://dx.doi.org/10.1017/S0954579421001115 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510

Practitioner Adherence and Competence in MEYA, a Free Online Self-Instruction Program in Modular Psychotherapy and Counseling for Children?s Autism-Related Clinical Needs / Jeffrey J. WOOD ; Karen S. Wood ; Kashia A. ROSENAU ; An Chuen CHO ; Amanda R. Johnson ; Virginia S. Muscatello ; Ingrid S. Tien ; Jolie Straus ; Samara Wolpe ; Ari Zeldin ; Kristofer Kazlauskas ; Bryce D. MCLEOD 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.472-486 Titre : Practitioner Adherence and Competence in MEYA, a Free Online Self-Instruction Program in Modular Psychotherapy and Counseling for Children?s Autism-Related Clinical Needs : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : Jeffrey J. WOOD, Auteur ; Karen S. Wood, Auteur ; Kashia A. ROSENAU, Auteur ; An Chuen CHO, Auteur ; Amanda R. Johnson, Auteur ; Virginia S. Muscatello, Auteur ; Ingrid S. Tien, Auteur ; Jolie Straus, Auteur ; Samara Wolpe, Auteur ; Ari Zeldin, Auteur ; Kristofer Kazlauskas, Auteur ; Bryce D. MCLEOD, Auteur Article en page(s) : p.472-486 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The quality of care in public schools and other community settings for school-aged youths on the autism spectrum is variable and often not evidence-based. Training practitioners in these settings to deliver evidence-based practices (EBPs) may improve the quality of care. We developed a free internet-based training and clinical guidance system synthesizing multiple EBPs for youth on the autism spectrum addressing a range of mental health needs and autism-related behaviors, entitled Modular EBPs for Youth on the Autism Spectrum (MEYA; meya.ucla.edu). A multiple baseline study was conducted with seven practitioners recruited from mental health practice settings across the United States who were providing services to children on the autism spectrum (aged 6 to 17 years). Practitioners were randomly assigned to undergo baseline conditions of 2 to 8 weeks. Once online training in MEYA commenced, practitioners engaged in algorithm-guided self-instruction in EBPs for autism. Participants video-recorded sessions. Independent coders used the MEYA Fidelity Scale (MEYA-FS) to rate adherence and competence in EBPs for autism. Practitioners also completed measures pertaining to implementation outcomes and parents rated youth outcomes on personalized target behaviors. Five of seven practitioners increased their adherence to MEYA practices (i.e., MEYA-FS scores) following MEYA training. Findings for competence were similar, though somewhat less robust. Practitioners generally viewed MEYA as feasible, understandable, and acceptable. Most youth outcomes improved during MEYA. A randomized, controlled trial of MEYA would be helpful in characterizing its effectiveness for supporting practitioner EBP implementation and youth outcomes in school and community service settings. En ligne : https://doi.org/10.1007/s10803-023-06226-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Practitioner Adherence and Competence in MEYA, a Free Online Self-Instruction Program in Modular Psychotherapy and Counseling for Children?s Autism-Related Clinical Needs : Journal of Autism and Developmental Disorders [texte imprimé] / Jeffrey J. WOOD, Auteur ; Karen S. Wood, Auteur ; Kashia A. ROSENAU, Auteur ; An Chuen CHO, Auteur ; Amanda R. Johnson, Auteur ; Virginia S. Muscatello, Auteur ; Ingrid S. Tien, Auteur ; Jolie Straus, Auteur ; Samara Wolpe, Auteur ; Ari Zeldin, Auteur ; Kristofer Kazlauskas, Auteur ; Bryce D. MCLEOD, Auteur . - p.472-486. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-2 (February 2025) . - p.472-486 Index. décimale : PER Périodiques Résumé : The quality of care in public schools and other community settings for school-aged youths on the autism spectrum is variable and often not evidence-based. Training practitioners in these settings to deliver evidence-based practices (EBPs) may improve the quality of care. We developed a free internet-based training and clinical guidance system synthesizing multiple EBPs for youth on the autism spectrum addressing a range of mental health needs and autism-related behaviors, entitled Modular EBPs for Youth on the Autism Spectrum (MEYA; meya.ucla.edu). A multiple baseline study was conducted with seven practitioners recruited from mental health practice settings across the United States who were providing services to children on the autism spectrum (aged 6 to 17 years). Practitioners were randomly assigned to undergo baseline conditions of 2 to 8 weeks. Once online training in MEYA commenced, practitioners engaged in algorithm-guided self-instruction in EBPs for autism. Participants video-recorded sessions. Independent coders used the MEYA Fidelity Scale (MEYA-FS) to rate adherence and competence in EBPs for autism. Practitioners also completed measures pertaining to implementation outcomes and parents rated youth outcomes on personalized target behaviors. Five of seven practitioners increased their adherence to MEYA practices (i.e., MEYA-FS scores) following MEYA training. Findings for competence were similar, though somewhat less robust. Practitioners generally viewed MEYA as feasible, understandable, and acceptable. Most youth outcomes improved during MEYA. A randomized, controlled trial of MEYA would be helpful in characterizing its effectiveness for supporting practitioner EBP implementation and youth outcomes in school and community service settings. En ligne : https://doi.org/10.1007/s10803-023-06226-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

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