Predictors of Parent Engagement in Part C Early Intervention for Autism: The Role of Single Parenthood and Initial Motivation / Hannah TOKISH in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1278-1291 Titre : Predictors of Parent Engagement in Part C Early Intervention for Autism: The Role of Single Parenthood and Initial Motivation Type de document : texte imprimé Auteurs : Hannah TOKISH, Auteur ; Brooke INGERSOLL, Auteur ; null NULL, Auteur Article en page(s) : p.1278-1291 Langues : Anglais (eng) Mots-clés : ASD  autism  early intervention  parent engagement  social communication Index. décimale : PER Périodiques Résumé : Parent engagement in early intervention supports child progress but is variable in community settings and understudied in autism populations. Prior studies have examined attendance and homework completion rather than parent participation engagement—active, independent, and responsive contribution to treatment—and it is unclear how these distinct engagement measures are related. This study examined how observationally-coded parent participation engagement during early intervention sessions, between-session practice, and attendance were interrelated in addition to the influence of sociodemographic (marital status, minoritized racial/ethnic identity, and education) and psychological characteristics (stress, self-efficacy, and motivation) on engagement. The sample included 164 parents of toddlers (16–34 months) with an autism diagnosis or early autism indicators (i.e. social communication delays) receiving services through the publicly funded Part C Early Intervention system in the United States, which serves children under 36 months with developmental delays and disabilities. Observed parent participation engagement, parent-reported between-session practice, and attendance were not significantly correlated. Only marital status significantly predicted observed parent participation engagement, such that single parents exhibited lower parent participation engagement. Low motivation predicted lower parent-reported between-session practice. No parent characteristics predicted session attendance. Results suggest that early intervention providers should consider multiple aspects of parent engagement that are influenced by different parent characteristics when assessing and promoting engagement to support child progress.Lay Abstract Parent engagement in early intervention for autism supports child progress but often varies in the community. Most research studies of parents’ engagement in intervention have examined attendance and homework completion rather than active and independent contribution to treatment during intervention sessions (e.g. participating in practice activities, sharing perspectives about at-home practice). In addition, little research has examined parent engagement in early intervention for autism, which may be higher compared to broader child psychotherapy since parents typically report high satisfaction with early intervention. To address these gaps, we examined how active engagement observed and scored by trained researchers in video-recorded early intervention sessions, parent report of how often they practice intervention strategies at home, and session attendance were related to each other. We also examined how parents’ personal (marital status, racial/ethnic identity, and education) and psychological characteristics (stress, self-efficacy, and motivation) influenced their active engagement, at-home practice, and attendance. Our sample included 164 parents of toddlers with an autism diagnosis or showing early signs of autism participating in the United States publicly funded early intervention system. We found that active engagement, at-home practice, and attendance were not related. While most parent characteristics did not influence active engagement, single parents showed lower engagement during intervention sessions. In addition, parents who reported lower motivation to change their parenting behavior reported less at-home practice. No parent characteristics influenced their session attendance. Our results suggest that active engagement, at-home practice, and attendance may represent different aspects of parent engagement. To assess and increase parent engagement in community early intervention for autism, clinicians should consider multiple signs of engagement and the influence of various parent characteristics. En ligne : https://dx.doi.org/10.1177/13623613261430568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Predictors of Parent Engagement in Part C Early Intervention for Autism: The Role of Single Parenthood and Initial Motivation [texte imprimé] / Hannah TOKISH, Auteur ; Brooke INGERSOLL, Auteur ; null NULL, Auteur . - p.1278-1291. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1278-1291 Mots-clés : ASD  autism  early intervention  parent engagement  social communication Index. décimale : PER Périodiques Résumé : Parent engagement in early intervention supports child progress but is variable in community settings and understudied in autism populations. Prior studies have examined attendance and homework completion rather than parent participation engagement—active, independent, and responsive contribution to treatment—and it is unclear how these distinct engagement measures are related. This study examined how observationally-coded parent participation engagement during early intervention sessions, between-session practice, and attendance were interrelated in addition to the influence of sociodemographic (marital status, minoritized racial/ethnic identity, and education) and psychological characteristics (stress, self-efficacy, and motivation) on engagement. The sample included 164 parents of toddlers (16–34 months) with an autism diagnosis or early autism indicators (i.e. social communication delays) receiving services through the publicly funded Part C Early Intervention system in the United States, which serves children under 36 months with developmental delays and disabilities. Observed parent participation engagement, parent-reported between-session practice, and attendance were not significantly correlated. Only marital status significantly predicted observed parent participation engagement, such that single parents exhibited lower parent participation engagement. Low motivation predicted lower parent-reported between-session practice. No parent characteristics predicted session attendance. Results suggest that early intervention providers should consider multiple aspects of parent engagement that are influenced by different parent characteristics when assessing and promoting engagement to support child progress.Lay Abstract Parent engagement in early intervention for autism supports child progress but often varies in the community. Most research studies of parents’ engagement in intervention have examined attendance and homework completion rather than active and independent contribution to treatment during intervention sessions (e.g. participating in practice activities, sharing perspectives about at-home practice). In addition, little research has examined parent engagement in early intervention for autism, which may be higher compared to broader child psychotherapy since parents typically report high satisfaction with early intervention. To address these gaps, we examined how active engagement observed and scored by trained researchers in video-recorded early intervention sessions, parent report of how often they practice intervention strategies at home, and session attendance were related to each other. We also examined how parents’ personal (marital status, racial/ethnic identity, and education) and psychological characteristics (stress, self-efficacy, and motivation) influenced their active engagement, at-home practice, and attendance. Our sample included 164 parents of toddlers with an autism diagnosis or showing early signs of autism participating in the United States publicly funded early intervention system. We found that active engagement, at-home practice, and attendance were not related. While most parent characteristics did not influence active engagement, single parents showed lower engagement during intervention sessions. In addition, parents who reported lower motivation to change their parenting behavior reported less at-home practice. No parent characteristics influenced their session attendance. Our results suggest that active engagement, at-home practice, and attendance may represent different aspects of parent engagement. To assess and increase parent engagement in community early intervention for autism, clinicians should consider multiple signs of engagement and the influence of various parent characteristics. En ligne : https://dx.doi.org/10.1177/13623613261430568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Short report: Disparities in hours of applied behavior analysis services for Medicaid-enrolled autistic youth / Diondra STRAITON-WEBSTER in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.1108-1114 Titre : Short report: Disparities in hours of applied behavior analysis services for Medicaid-enrolled autistic youth Type de document : texte imprimé Auteurs : Diondra STRAITON-WEBSTER, Auteur ; Brooke INGERSOLL, Auteur Article en page(s) : p.1108-1114 Langues : Anglais (eng) Mots-clés : applied behavior analysis  autism  disparities  Medicaid Index. décimale : PER Périodiques Résumé : To date, no studies have investigated whether disparities in hours of applied behavior analysis (ABA) exist in the Medicaid system. We used multilevel modeling to analyze Medicaid billing claims for 1,028 autistic youth under the age of 21 years to examine the extent to which there were disparities in hours of ABA services for Medicaid-enrolled youth based on race/ethnicity and rurality. Although younger children received more hours of ABA, F(1, 964.63) = 118.28, p < .001, there were no statistically significant differences in hours of ABA based on minoritized race/ethnicity status or sex. On average, youth served in rural areas received significantly less hours of ABA per month than those in non-rural areas, F(1, 122.13) = 7.89, p = .006; youth in rural areas received 10.86 less hours per month than those in non-rural areas. Results suggest that publicly funded service systems like Medicaid may reduce ABA service disparities by race/ethnicity. Policymakers should focus on improving service provision for youth in rural areas.Lay Abstract We used Medicaid billing claims from 1,028 autistic youth to see if there were differences in hours of applied behavior analysis (ABA) services per month for youth from different racial/ethnic groups, different service settings (rural or non-rural), different sexes, and different ages. We found that younger autistic youth received more hours of ABA per month compared to older youth, and and youth served in rural areas received about 11 hours less per month compared to youth in non-rural areas. There were no differences among different race/ethnic groups or sexes. Policymakers should focus on improving service availability for autistic youth served in rural areas.Plain Language SummaryNo studies of the Medicaid system have shown whether children of color receive less hours of applied behavior analysis (ABA) than White children or whether children in rural areas receive less services than those in non-rural areas. We used Medicaid billing claims to see if these disparities exist. We found that younger children received more hours of ABA per month, and children from rural areas received an average of 10.86 hr less per month than children in non-rural areas. There were no disparities based on race/ethnicity or sex. Publicly funded service systems like Medicaid may help reduce disparities by race/ethnicity, but policymakers should improve services for children living in rural areas. En ligne : https://dx.doi.org/10.1177/13623613251392495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Short report: Disparities in hours of applied behavior analysis services for Medicaid-enrolled autistic youth [texte imprimé] / Diondra STRAITON-WEBSTER, Auteur ; Brooke INGERSOLL, Auteur . - p.1108-1114. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.1108-1114 Mots-clés : applied behavior analysis  autism  disparities  Medicaid Index. décimale : PER Périodiques Résumé : To date, no studies have investigated whether disparities in hours of applied behavior analysis (ABA) exist in the Medicaid system. We used multilevel modeling to analyze Medicaid billing claims for 1,028 autistic youth under the age of 21 years to examine the extent to which there were disparities in hours of ABA services for Medicaid-enrolled youth based on race/ethnicity and rurality. Although younger children received more hours of ABA, F(1, 964.63) = 118.28, p < .001, there were no statistically significant differences in hours of ABA based on minoritized race/ethnicity status or sex. On average, youth served in rural areas received significantly less hours of ABA per month than those in non-rural areas, F(1, 122.13) = 7.89, p = .006; youth in rural areas received 10.86 less hours per month than those in non-rural areas. Results suggest that publicly funded service systems like Medicaid may reduce ABA service disparities by race/ethnicity. Policymakers should focus on improving service provision for youth in rural areas.Lay Abstract We used Medicaid billing claims from 1,028 autistic youth to see if there were differences in hours of applied behavior analysis (ABA) services per month for youth from different racial/ethnic groups, different service settings (rural or non-rural), different sexes, and different ages. We found that younger autistic youth received more hours of ABA per month compared to older youth, and and youth served in rural areas received about 11 hours less per month compared to youth in non-rural areas. There were no differences among different race/ethnic groups or sexes. Policymakers should focus on improving service availability for autistic youth served in rural areas.Plain Language SummaryNo studies of the Medicaid system have shown whether children of color receive less hours of applied behavior analysis (ABA) than White children or whether children in rural areas receive less services than those in non-rural areas. We used Medicaid billing claims to see if these disparities exist. We found that younger children received more hours of ABA per month, and children from rural areas received an average of 10.86 hr less per month than children in non-rural areas. There were no disparities based on race/ethnicity or sex. Publicly funded service systems like Medicaid may help reduce disparities by race/ethnicity, but policymakers should improve services for children living in rural areas. En ligne : https://dx.doi.org/10.1177/13623613251392495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Theory of Change of Caregiver Coaching for an Early Parent-Mediated Autism Intervention / Kyle M. FROST in Journal of Autism and Developmental Disorders, 56-7 (July 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-7 (July 2026) . - p.2815-2831 Titre : Theory of Change of Caregiver Coaching for an Early Parent-Mediated Autism Intervention Type de document : texte imprimé Auteurs : Kyle M. FROST, Auteur ; Brooke INGERSOLL, Auteur Article en page(s) : p.2815-2831 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The goal of this study was to develop a comprehensive Theory of Change of caregiver coaching processes for an early social communication intervention for young autistic children, with attention to the caregiver learning process and a full constellation of outcomes for the caregiver and family unit. We interviewed intervention experts (n = 10), community providers (n = 22), and caregivers (n = 12) about their knowledge and experiences with a parent-mediated intervention (Project ImPACT), guided by the Theory of Change Framework. Qualitative interviews were transcribed and coded using the Framework Method and causation coding. We developed a comprehensive causal model which describes how both learning and motivational processes contribute to caregivers’ implementation of the intervention, as well as broader outcomes with regard to sustainment, quality of life, advocacy, and goals and expectations. We also identified aspects of service need and contextual fit which inform the broader context for our theory of change. This study identified two mechanistic processes by which caregiver coaching impacts relevant short- and long-term caregiver and family outcomes, informed by practice-based knowledge. In the future, these findings can be used to guide empirical research that directly tests the mechanistic processes underlying effective parent-mediated interventions for young autistic children. En ligne : https://doi.org/10.1007/s10803-025-06767-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591 [article] Theory of Change of Caregiver Coaching for an Early Parent-Mediated Autism Intervention [texte imprimé] / Kyle M. FROST, Auteur ; Brooke INGERSOLL, Auteur . - p.2815-2831. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-7 (July 2026) . - p.2815-2831 Index. décimale : PER Périodiques Résumé : The goal of this study was to develop a comprehensive Theory of Change of caregiver coaching processes for an early social communication intervention for young autistic children, with attention to the caregiver learning process and a full constellation of outcomes for the caregiver and family unit. We interviewed intervention experts (n = 10), community providers (n = 22), and caregivers (n = 12) about their knowledge and experiences with a parent-mediated intervention (Project ImPACT), guided by the Theory of Change Framework. Qualitative interviews were transcribed and coded using the Framework Method and causation coding. We developed a comprehensive causal model which describes how both learning and motivational processes contribute to caregivers’ implementation of the intervention, as well as broader outcomes with regard to sustainment, quality of life, advocacy, and goals and expectations. We also identified aspects of service need and contextual fit which inform the broader context for our theory of change. This study identified two mechanistic processes by which caregiver coaching impacts relevant short- and long-term caregiver and family outcomes, informed by practice-based knowledge. In the future, these findings can be used to guide empirical research that directly tests the mechanistic processes underlying effective parent-mediated interventions for young autistic children. En ligne : https://doi.org/10.1007/s10803-025-06767-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591

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