Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum / Heather J. NUSKE in Journal of Autism and Developmental Disorders, 55-9 (September 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3100-3117 Titre : Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum Type de document : texte imprimé Auteurs : Heather J. NUSKE, Auteur ; Tristram SMITH, Auteur ; Lynne LEVATO, Auteur ; Briana BRONSTEIN, Auteur ; Nicole SPARAPANI, Auteur ; Consuelo GARCIA, Auteur ; Fernanda CASTELLON, Auteur ; Hyon Soo LEE, Auteur ; Sarah F. VEJNOSKA, Auteur ; Samantha HOCHHEIMER, Auteur ; Amber R. FITZGERALD, Auteur ; Jenny C. CHIAPPE, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur ; Jennica LI, Auteur ; Wendy SHIH, Auteur ; Ashlee BROWN, Auteur ; Michelle CULLEN, Auteur ; Lisa M. HUND, Auteur ; Aubyn C. STAHMER, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur Article en page(s) : p.3100-3117 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed Building Better Bridges (BBB), a caregiver coaching intervention that includes training on effective school communication, educational rights, advocacy, and child preparation strategies. We compared BBB (n = 83) to a module/resources-only comparison (n = 87) in a four-site randomized controlled trial in racially and ethnically diverse, under-resourced communities. In our intent-to-treat analysis, caregivers and teachers in BBB rated students' transitions to the new classroom as more positive, relative to the comparison group. Results suggest this low-cost intervention can improve the transition process for families and students at high risk of poor transitions. En ligne : https://doi.org/10.1007/s10803-024-06285-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum [texte imprimé] / Heather J. NUSKE, Auteur ; Tristram SMITH, Auteur ; Lynne LEVATO, Auteur ; Briana BRONSTEIN, Auteur ; Nicole SPARAPANI, Auteur ; Consuelo GARCIA, Auteur ; Fernanda CASTELLON, Auteur ; Hyon Soo LEE, Auteur ; Sarah F. VEJNOSKA, Auteur ; Samantha HOCHHEIMER, Auteur ; Amber R. FITZGERALD, Auteur ; Jenny C. CHIAPPE, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur ; Jennica LI, Auteur ; Wendy SHIH, Auteur ; Ashlee BROWN, Auteur ; Michelle CULLEN, Auteur ; Lisa M. HUND, Auteur ; Aubyn C. STAHMER, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur . - p.3100-3117. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3100-3117 Index. décimale : PER Périodiques Résumé : New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed Building Better Bridges (BBB), a caregiver coaching intervention that includes training on effective school communication, educational rights, advocacy, and child preparation strategies. We compared BBB (n = 83) to a module/resources-only comparison (n = 87) in a four-site randomized controlled trial in racially and ethnically diverse, under-resourced communities. In our intent-to-treat analysis, caregivers and teachers in BBB rated students' transitions to the new classroom as more positive, relative to the comparison group. Results suggest this low-cost intervention can improve the transition process for families and students at high risk of poor transitions. En ligne : https://doi.org/10.1007/s10803-024-06285-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Educator Involvement in Research & Evaluation / Jessica SUHRHEINRICH

Public ISBD in The SAGE Handbook of Autism and Education / Rita JORDAN Titre : Educator Involvement in Research & Evaluation Type de document : texte imprimé Auteurs : Jessica SUHRHEINRICH, Auteur ; Sasha ZEEDYK, Auteur ; Sarah VEJNOSKA, Auteur ; Aubyn C. STAHMER, Auteur Année de publication : 2019 Importance : p.380-393 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 in The SAGE Handbook of Autism and Education / Rita JORDAN Educator Involvement in Research & Evaluation [texte imprimé] / Jessica SUHRHEINRICH, Auteur ; Sasha ZEEDYK, Auteur ; Sarah VEJNOSKA, Auteur ; Aubyn C. STAHMER, Auteur . - 2019 . - p.380-393. Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

Exemplaires(0)

Disponibilité
aucun exemplaire

Exploring differences and disparities in school-based services received by students with autism: A systematic review / Jessica SUHRHEINRICH in Research in Autism Spectrum Disorders, 85 (July 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 85 (July 2021) . - 101791 Titre : Exploring differences and disparities in school-based services received by students with autism: A systematic review Type de document : texte imprimé Auteurs : Jessica SUHRHEINRICH, Auteur ; Brittney V. ROOT, Auteur ; Melina MELGAREJO, Auteur ; Kelsey S. DICKSON, Auteur ; Sarah VEJNOSKA, Auteur ; Sarah R. REITH, Auteur Article en page(s) : 101791 Langues : Anglais (eng) Mots-clés : Educational services  Service disparities Index. décimale : PER Périodiques Résumé : Background While disparities in general Autism Spectrum Disorder (ASD) diagnoses and services for the population broadly are often documented, the presence and determinants of differences in the services that students with ASD receive specifically in (or funded by) schools are less studied and understood. Method This systematic review sought to characterize the range of services received by students with ASD in school settings; identify individual, family, and program factors associated with receipt of specific services; and identify relationships between services and individual, family or program factors to reveal potential systematic differences and disparities. Article identification involved Keyword searches in ERIC and PsycINFO, abstract. and full text review. Data extraction included basic publication details, school-based services, factors measured across the services examined, type of analysis, service-related results, and study demographics. Results In total, 487 articles were screened and reviewed, resulting in 36 eligible articles. Only one study (3 %) used mixed methodology, while all others used quantitative methodology (97 %, n = 35). Youth clinical characteristics by service type was the most frequently examined factor by service characteristic (58 %, n = 21), followed by youth demographics with service type (36 %, n = 13), family demographics by service type (33 %, n = 12), and youth clinical characteristics by service attributes (33 %, n = 12). The majority of reviewed studies explored differences by student race/ethnicity. Conclusions This systematic review identifies determinants of disparities for school-based services for ASD. Findings from this review serve as a first step in developing targeted implementation efforts to reduce disparities in school-based ASD services. En ligne : https://doi.org/10.1016/j.rasd.2021.101791 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Exploring differences and disparities in school-based services received by students with autism: A systematic review [texte imprimé] / Jessica SUHRHEINRICH, Auteur ; Brittney V. ROOT, Auteur ; Melina MELGAREJO, Auteur ; Kelsey S. DICKSON, Auteur ; Sarah VEJNOSKA, Auteur ; Sarah R. REITH, Auteur . - 101791. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 85 (July 2021) . - 101791 Mots-clés : Educational services  Service disparities Index. décimale : PER Périodiques Résumé : Background While disparities in general Autism Spectrum Disorder (ASD) diagnoses and services for the population broadly are often documented, the presence and determinants of differences in the services that students with ASD receive specifically in (or funded by) schools are less studied and understood. Method This systematic review sought to characterize the range of services received by students with ASD in school settings; identify individual, family, and program factors associated with receipt of specific services; and identify relationships between services and individual, family or program factors to reveal potential systematic differences and disparities. Article identification involved Keyword searches in ERIC and PsycINFO, abstract. and full text review. Data extraction included basic publication details, school-based services, factors measured across the services examined, type of analysis, service-related results, and study demographics. Results In total, 487 articles were screened and reviewed, resulting in 36 eligible articles. Only one study (3 %) used mixed methodology, while all others used quantitative methodology (97 %, n = 35). Youth clinical characteristics by service type was the most frequently examined factor by service characteristic (58 %, n = 21), followed by youth demographics with service type (36 %, n = 13), family demographics by service type (33 %, n = 12), and youth clinical characteristics by service attributes (33 %, n = 12). The majority of reviewed studies explored differences by student race/ethnicity. Conclusions This systematic review identifies determinants of disparities for school-based services for ASD. Findings from this review serve as a first step in developing targeted implementation efforts to reduce disparities in school-based ASD services. En ligne : https://doi.org/10.1016/j.rasd.2021.101791 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

It’s who you know: Caregiver social networks predict service use among under-resourced children with autism / Amanda GULSRUD in Research in Autism Spectrum Disorders, 88 (October 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 88 (October 2021) . - 101843 Titre : It’s who you know: Caregiver social networks predict service use among under-resourced children with autism Type de document : texte imprimé Auteurs : Amanda GULSRUD, Auteur ; Hyon Soo LEE, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Suzannah IADAROLA, Auteur ; Melanie PELLECCHIA, Auteur ; Wendy SHIH, Auteur ; Sarah VEJNOSKA, Auteur ; Elizabeth H. MORGAN, Auteur ; Samantha HOCHHEIMER, Auteur ; Samantha CRABBE, Auteur ; Jennica LI, Auteur ; Lindsay HAUPTMAN, Auteur ; Fernanda CASTELLON, Auteur ; Heather J. NUSKE, Auteur ; Consuelo GARCIA, Auteur ; Rachel KING, Auteur ; Paul LUELMO, Auteur ; Kathleen CARLEY, Auteur ; Tristram SMITH, Auteur ; David S. MANDELL, Auteur ; Connie KASARI, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : 101843 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Disparities  Services  Culture  Social networks Index. décimale : PER Périodiques Résumé : Background Numerous studies have shown that racial/ethnic minority and under-resourced families face barriers that delay timely access to autism services. These barriers include lack of resources and information about autism, financial hardship, mistrust in the service system, cultural and language mismatch, and other factors that have yet to be identified. Method The current study aimed to examine additional caregiver and system-level factors that could be associated with early service access using a diverse sample from four study sites (Los Angeles, CA; Philadelphia, PA; Sacramento, CA; and Rochester, NY). Partnering with community agencies that serve traditionally underrepresented groups, the research team recruited 118 caregivers of young children with autism who were low-income, English, Spanish or Korean speaking and had not accessed autism-specific services. Results Regression analyses revealed that the total number of services accessed were associated with caregiver social network size (p = 0.011) but not by race, autism knowledge and caregiver agency. Among families receiving at least one non-autism specific service, a marginally significant interaction effect of site and primary language on total services received was observed (p = 0.06). Conclusion Findings suggest that caregivers’ social network connections are crucial in early service access, and future interventions could target increasing social networks to improve families’ service engagement. More attention for non-English speaking families, especially those living in areas with few supports in their native languages, is needed. En ligne : https://doi.org/10.1016/j.rasd.2021.101843 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] It’s who you know: Caregiver social networks predict service use among under-resourced children with autism [texte imprimé] / Amanda GULSRUD, Auteur ; Hyon Soo LEE, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Suzannah IADAROLA, Auteur ; Melanie PELLECCHIA, Auteur ; Wendy SHIH, Auteur ; Sarah VEJNOSKA, Auteur ; Elizabeth H. MORGAN, Auteur ; Samantha HOCHHEIMER, Auteur ; Samantha CRABBE, Auteur ; Jennica LI, Auteur ; Lindsay HAUPTMAN, Auteur ; Fernanda CASTELLON, Auteur ; Heather J. NUSKE, Auteur ; Consuelo GARCIA, Auteur ; Rachel KING, Auteur ; Paul LUELMO, Auteur ; Kathleen CARLEY, Auteur ; Tristram SMITH, Auteur ; David S. MANDELL, Auteur ; Connie KASARI, Auteur ; Aubyn C. STAHMER, Auteur . - 101843. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 88 (October 2021) . - 101843 Mots-clés : Autism spectrum disorder  Disparities  Services  Culture  Social networks Index. décimale : PER Périodiques Résumé : Background Numerous studies have shown that racial/ethnic minority and under-resourced families face barriers that delay timely access to autism services. These barriers include lack of resources and information about autism, financial hardship, mistrust in the service system, cultural and language mismatch, and other factors that have yet to be identified. Method The current study aimed to examine additional caregiver and system-level factors that could be associated with early service access using a diverse sample from four study sites (Los Angeles, CA; Philadelphia, PA; Sacramento, CA; and Rochester, NY). Partnering with community agencies that serve traditionally underrepresented groups, the research team recruited 118 caregivers of young children with autism who were low-income, English, Spanish or Korean speaking and had not accessed autism-specific services. Results Regression analyses revealed that the total number of services accessed were associated with caregiver social network size (p = 0.011) but not by race, autism knowledge and caregiver agency. Among families receiving at least one non-autism specific service, a marginally significant interaction effect of site and primary language on total services received was observed (p = 0.06). Conclusion Findings suggest that caregivers’ social network connections are crucial in early service access, and future interventions could target increasing social networks to improve families’ service engagement. More attention for non-English speaking families, especially those living in areas with few supports in their native languages, is needed. En ligne : https://doi.org/10.1016/j.rasd.2021.101843 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Maximizing the Quality and Reporting Standards of Autism Intervention Science / Shannon LAPOINT in Autism Research, 18-11 (November 2025)  

Public ISBD [article]  inAutism Research > 18-11 (November 2025) . - p.2166-2173 Titre : Maximizing the Quality and Reporting Standards of Autism Intervention Science Type de document : texte imprimé Auteurs : Shannon LAPOINT, Auteur ; Claire Brito KLEIN, Auteur ; Micheal SANDBANK, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Sue FLETCHER-WATSON, Auteur ; Gauri DIVAN, Auteur ; Dagmara DIMITRIOU, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Mette Elmose ANDERSEN, Auteur ; Amanda BINNS, Auteur ; Tony CHARMAN, Auteur ; Jasper A. ESTABILLO, Auteur ; Stephanie M. FECTEAU, Auteur ; Anna FERRARI, Auteur ; Marie-Maude GEOFFRAY, Auteur ; Lauren H. HAMPTON, Auteur ; Sabri HERGUNER, Auteur ; Emily S. KUSCHNER, Auteur ; Jia Ying Sarah LEE, Auteur ; Julie SEGERS, Auteur ; Deanna SWAIN, Auteur ; Sarah VEJNOSKA, Auteur ; Giacomo VIVANTI, Auteur ; Chongying WANG, Auteur ; Jonathan GREEN, Auteur Article en page(s) : p.2166-2173 Langues : Anglais (eng) Mots-clés : autism  INSAR  intervention  reporting standards  special interest group  trial Index. décimale : PER Périodiques Résumé : ABSTRACT Although there are clear international standards for intervention science and reporting in healthcare, implementation and uptake have been limited within autism intervention research. To address this concern, a Special Interest Group (SIG) was convened at the International Society for Autism Research (INSAR) Annual Meetings in May 2023 and May 2024. This SIG comprised members of the autistic community, senior clinical scientists, clinicians, advanced researchers, and early career researchers, who discussed and debated quality standards for autism intervention trials. This commentary summarizes relevant literature highlighted by SIG panelists and recommendations generated from small breakout groups and larger group discussions with SIG attendees. We recommend that all journals publishing autism intervention findings, especially autism-focused journals, institute mandatory reporting practices (e.g., trial registration, protocol, analysis plan) to facilitate transparency and rigorous autism intervention science, as well as related education initiatives in support of this goal. Findings from the SIG offer practical, actionable recommendations that we advocate be systematically adopted across autism-focused journals. En ligne : https://doi.org/10.1002/aur.70126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=571 [article] Maximizing the Quality and Reporting Standards of Autism Intervention Science [texte imprimé] / Shannon LAPOINT, Auteur ; Claire Brito KLEIN, Auteur ; Micheal SANDBANK, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Sue FLETCHER-WATSON, Auteur ; Gauri DIVAN, Auteur ; Dagmara DIMITRIOU, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Mette Elmose ANDERSEN, Auteur ; Amanda BINNS, Auteur ; Tony CHARMAN, Auteur ; Jasper A. ESTABILLO, Auteur ; Stephanie M. FECTEAU, Auteur ; Anna FERRARI, Auteur ; Marie-Maude GEOFFRAY, Auteur ; Lauren H. HAMPTON, Auteur ; Sabri HERGUNER, Auteur ; Emily S. KUSCHNER, Auteur ; Jia Ying Sarah LEE, Auteur ; Julie SEGERS, Auteur ; Deanna SWAIN, Auteur ; Sarah VEJNOSKA, Auteur ; Giacomo VIVANTI, Auteur ; Chongying WANG, Auteur ; Jonathan GREEN, Auteur . - p.2166-2173. Langues : Anglais (eng) in Autism Research > 18-11 (November 2025) . - p.2166-2173 Mots-clés : autism  INSAR  intervention  reporting standards  special interest group  trial Index. décimale : PER Périodiques Résumé : ABSTRACT Although there are clear international standards for intervention science and reporting in healthcare, implementation and uptake have been limited within autism intervention research. To address this concern, a Special Interest Group (SIG) was convened at the International Society for Autism Research (INSAR) Annual Meetings in May 2023 and May 2024. This SIG comprised members of the autistic community, senior clinical scientists, clinicians, advanced researchers, and early career researchers, who discussed and debated quality standards for autism intervention trials. This commentary summarizes relevant literature highlighted by SIG panelists and recommendations generated from small breakout groups and larger group discussions with SIG attendees. We recommend that all journals publishing autism intervention findings, especially autism-focused journals, institute mandatory reporting practices (e.g., trial registration, protocol, analysis plan) to facilitate transparency and rigorous autism intervention science, as well as related education initiatives in support of this goal. Findings from the SIG offer practical, actionable recommendations that we advocate be systematically adopted across autism-focused journals. En ligne : https://doi.org/10.1002/aur.70126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=571

Social network support is associated with teacher?s perceptions of transition planning for their autistic students / Amanda DIMACHKIE NUNNALLY in Research in Autism Spectrum Disorders, 113 (May 2024)  

Permalink

A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism / Aubyn C. STAHMER in Focus on Autism and Other Developmental Disabilities, 38-1 (March 2023)  

Permalink

---

1 (1 - 7 / 7) Par page : 25 50 100 200