Age of First Words Predicts Cognitive Ability and Adaptive Skills in Children with ASD / Jessica MAYO in Journal of Autism and Developmental Disorders, 43-2 (February 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.253-264 Titre : Age of First Words Predicts Cognitive Ability and Adaptive Skills in Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Jessica MAYO, Auteur ; Colby CHLEBOWSKI, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur Année de publication : 2013 Article en page(s) : p.253-264 Langues : (Eng) Mots-clés : Autism  Autism spectrum disorders  Language acquisition  Language delay  Developmental milestones  Prognosis Index. décimale : PER Périodiques Résumé : Acquiring useful language by age 5 has been identified as a strong predictor of positive outcomes in individuals with Autism Spectrum Disorders (ASD). This study examined the relationship between age of language acquisition and later functioning in children with ASD (n = 119). First word acquisition at a range of ages was probed for its relationship to cognitive ability and adaptive behaviors at 52 months. Results indicated that although producing first words predicted better outcome at every age examined, producing first words by 24 months was a particularly strong predictor of better outcomes. This finding suggests that the historic criterion for positive prognosis (i.e., 'useful language by age 5') can be updated to a more specific criterion with an earlier developmental time point. En ligne : http://dx.doi.org/10.1007/s10803-012-1558-0 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1879 [article] Age of First Words Predicts Cognitive Ability and Adaptive Skills in Children with ASD [Texte imprimé et/ou numérique] / Jessica MAYO, Auteur ; Colby CHLEBOWSKI, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur . - 2013 . - p.253-264. Langues : (Eng) in Journal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.253-264 Mots-clés : Autism  Autism spectrum disorders  Language acquisition  Language delay  Developmental milestones  Prognosis Index. décimale : PER Périodiques Résumé : Acquiring useful language by age 5 has been identified as a strong predictor of positive outcomes in individuals with Autism Spectrum Disorders (ASD). This study examined the relationship between age of language acquisition and later functioning in children with ASD (n = 119). First word acquisition at a range of ages was probed for its relationship to cognitive ability and adaptive behaviors at 52 months. Results indicated that although producing first words predicted better outcome at every age examined, producing first words by 24 months was a particularly strong predictor of better outcomes. This finding suggests that the historic criterion for positive prognosis (i.e., 'useful language by age 5') can be updated to a more specific criterion with an earlier developmental time point. En ligne : http://dx.doi.org/10.1007/s10803-012-1558-0 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1879

Caregiver-Teacher Concordance of Challenging Behaviors in Children with Autism Spectrum Disorder Served in Community Mental Health Settings / Nicole STADNICK in Journal of Autism and Developmental Disorders, 47-6 (June 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1780-1790 Titre : Caregiver-Teacher Concordance of Challenging Behaviors in Children with Autism Spectrum Disorder Served in Community Mental Health Settings Type de document : Texte imprimé et/ou numérique Auteurs : Nicole STADNICK, Auteur ; Colby CHLEBOWSKI, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Article en page(s) : p.1780-1790 Langues : Anglais (eng) Mots-clés : Caregiver-teacher concordance  Challenging behaviors  Psychiatric comorbidity  School-age children  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) exhibit high rates of challenging behaviors that impair functioning and represent the primary presenting problem in mental health (MH) services. Obtaining symptom reports from multiple informants is critical for treatment planning. This study evaluated caregiver-teacher concordance of ratings of the intensity of challenging behaviors in children with ASD receiving MH services, and identified child clinical factors associated with concordance. This sample included 141 children (M?=?9.07 years), their caregivers, and teachers. Caregiver-teacher concordance of challenging behaviors was low and impacted by the degree and type of child psychiatric comorbidity. Findings support need for increased attention to the range of psychiatric problems children with ASD present to tailor treatment recommendations and service delivery. En ligne : http://dx.doi.org/10.1007/s10803-017-3101-9 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3081 [article] Caregiver-Teacher Concordance of Challenging Behaviors in Children with Autism Spectrum Disorder Served in Community Mental Health Settings [Texte imprimé et/ou numérique] / Nicole STADNICK, Auteur ; Colby CHLEBOWSKI, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - p.1780-1790. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1780-1790 Mots-clés : Caregiver-teacher concordance  Challenging behaviors  Psychiatric comorbidity  School-age children  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) exhibit high rates of challenging behaviors that impair functioning and represent the primary presenting problem in mental health (MH) services. Obtaining symptom reports from multiple informants is critical for treatment planning. This study evaluated caregiver-teacher concordance of ratings of the intensity of challenging behaviors in children with ASD receiving MH services, and identified child clinical factors associated with concordance. This sample included 141 children (M?=?9.07 years), their caregivers, and teachers. Caregiver-teacher concordance of challenging behaviors was low and impacted by the degree and type of child psychiatric comorbidity. Findings support need for increased attention to the range of psychiatric problems children with ASD present to tailor treatment recommendations and service delivery. En ligne : http://dx.doi.org/10.1007/s10803-017-3101-9 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3081

Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery / Eliana HURWICH-REISS in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1709-1720 Titre : Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery Type de document : Texte imprimé et/ou numérique Auteurs : Eliana HURWICH-REISS, Auteur ; Colby CHLEBOWSKI, Auteur ; Teresa LIND, Auteur ; Kassandra MARTINEZ, Auteur ; Karin M. BEST, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Article en page(s) : p.1709-1720 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Child  Evidence-Based Medicine  Humans  Mental Health  Mental Health Services  Problem Behavior  autism spectrum disorder  evidence-based intervention strategies  mental health services Index. décimale : PER Périodiques Résumé : This study was conducted to identify patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder receiving publicly funded mental health services and compare strategy use for therapists delivering usual care to those trained to deliver AIM HI ("An Individualized Mental Health Intervention for ASD"), an intervention designed to reduce challenging behaviors in children with autism spectrum disorder. For therapists trained in AIM HI, intervention strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies, while strategies used by usual care therapists grouped onto a broader single factor, General Strategies. Among usual care therapists, General Strategies were related to an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were related with reductions in child behavior problems over 18months. Findings support the use of active teaching strategies in reducing challenging behaviors in children with autism spectrum disorder and provide support for the effectiveness of training therapists in evidence-based interventions to promote the delivery of targeted, specific intervention strategies to children with autism spectrum disorder in mental health services. En ligne : http://dx.doi.org/10.1177/13623613211001614 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4842 [article] Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery [Texte imprimé et/ou numérique] / Eliana HURWICH-REISS, Auteur ; Colby CHLEBOWSKI, Auteur ; Teresa LIND, Auteur ; Kassandra MARTINEZ, Auteur ; Karin M. BEST, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - p.1709-1720. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1709-1720 Mots-clés : Autism Spectrum Disorder/therapy  Child  Evidence-Based Medicine  Humans  Mental Health  Mental Health Services  Problem Behavior  autism spectrum disorder  evidence-based intervention strategies  mental health services Index. décimale : PER Périodiques Résumé : This study was conducted to identify patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder receiving publicly funded mental health services and compare strategy use for therapists delivering usual care to those trained to deliver AIM HI ("An Individualized Mental Health Intervention for ASD"), an intervention designed to reduce challenging behaviors in children with autism spectrum disorder. For therapists trained in AIM HI, intervention strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies, while strategies used by usual care therapists grouped onto a broader single factor, General Strategies. Among usual care therapists, General Strategies were related to an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were related with reductions in child behavior problems over 18months. Findings support the use of active teaching strategies in reducing challenging behaviors in children with autism spectrum disorder and provide support for the effectiveness of training therapists in evidence-based interventions to promote the delivery of targeted, specific intervention strategies to children with autism spectrum disorder in mental health services. En ligne : http://dx.doi.org/10.1177/13623613211001614 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4842

Dissemination and Implementation of Behavioral Treatments for Anxiety in ASD A2 - Kerns, Connor M / Amy DRAHOTA  

Public ISBD in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS Titre : Dissemination and Implementation of Behavioral Treatments for Anxiety in ASD A2 - Kerns, Connor M Type de document : Texte imprimé et/ou numérique Auteurs : Amy DRAHOTA, Auteur ; Colby CHLEBOWSKI, Auteur ; Nicole STADNICK, Auteur ; Mary BAKER-ERICZEN, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Année de publication : 2017 Importance : p.231-249 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  evidence-based intervention  ACT SMART Implementation Toolkit  cognitive behavioral therapy  implementation  dissemination Index. décimale : PAR-B Anxiété Résumé : Abstract Anxiety is a common co-occurring condition in ASD that contributes to the complexity of a youth’s clinical presentation, functioning, and service needs. Although there is a rapidly growing body of evidence for the efficacy of cognitive behavioral therapy for anxiety in ASD, there is a well-documented gap between research-based interventions and routine care. This gap illustrates the potential limited public health impact of interventions developed in laboratory settings. In this chapter, we first provide recommendations for the consideration of anxiety intervention developers to accelerate the bidirectional translation between research and routine care. Second, we introduce dissemination and implementation science (and provide a glossary of implementation terms) as an additional method to address this gap by focusing on developing and testing strategies to improve the systematic process of implementing evidence-based interventions (EBIs) in routine care settings. Specifically, research-based implementation frameworks highlight the multiple phases of implementation (initial exploration and adoption through sustained delivery) and the multi-level contexts to be considered during implementation of EBIs in routine care settings (systems, service organizations, providers, children/families). Lastly, we discuss opportunities at each of these levels and phases of implementation to facilitate EBI implementation through the use of the ACT SMART Implementation Toolkit, a comprehensive implementation strategy developed for routine care settings delivering services to individuals with ASD. En ligne : http://dx.doi.org/10.1016/B978-0-12-805122-1.00012-0 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3003 in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS Dissemination and Implementation of Behavioral Treatments for Anxiety in ASD A2 - Kerns, Connor M [Texte imprimé et/ou numérique] / Amy DRAHOTA, Auteur ; Colby CHLEBOWSKI, Auteur ; Nicole STADNICK, Auteur ; Mary BAKER-ERICZEN, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - 2017 . - p.231-249. Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  evidence-based intervention  ACT SMART Implementation Toolkit  cognitive behavioral therapy  implementation  dissemination Index. décimale : PAR-B Anxiété Résumé : Abstract Anxiety is a common co-occurring condition in ASD that contributes to the complexity of a youth’s clinical presentation, functioning, and service needs. Although there is a rapidly growing body of evidence for the efficacy of cognitive behavioral therapy for anxiety in ASD, there is a well-documented gap between research-based interventions and routine care. This gap illustrates the potential limited public health impact of interventions developed in laboratory settings. In this chapter, we first provide recommendations for the consideration of anxiety intervention developers to accelerate the bidirectional translation between research and routine care. Second, we introduce dissemination and implementation science (and provide a glossary of implementation terms) as an additional method to address this gap by focusing on developing and testing strategies to improve the systematic process of implementing evidence-based interventions (EBIs) in routine care settings. Specifically, research-based implementation frameworks highlight the multiple phases of implementation (initial exploration and adoption through sustained delivery) and the multi-level contexts to be considered during implementation of EBIs in routine care settings (systems, service organizations, providers, children/families). Lastly, we discuss opportunities at each of these levels and phases of implementation to facilitate EBI implementation through the use of the ACT SMART Implementation Toolkit, a comprehensive implementation strategy developed for routine care settings delivering services to individuals with ASD. En ligne : http://dx.doi.org/10.1016/B978-0-12-805122-1.00012-0 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3003

Exemplaires

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Emergent life events in the delivery of a caregiver-mediated evidence-based intervention for children with autism spectrum disorder in publicly funded mental health services / Teresa LIND in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1286-1299 Titre : Emergent life events in the delivery of a caregiver-mediated evidence-based intervention for children with autism spectrum disorder in publicly funded mental health services Type de document : Texte imprimé et/ou numérique Auteurs : Teresa LIND, Auteur ; Anna S. LAU, Auteur ; Christopher GOMEZ, Auteur ; Adriana RODRIGUEZ, Auteur ; Karen GUAN, Auteur ; Colby CHLEBOWSKI, Auteur ; Aimee ZHANG, Auteur ; Bruce CHORPITA, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Article en page(s) : p.1286-1299 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  emergent life events  evidence-based intervention  fidelity  implementation  mental health services Index. décimale : PER Périodiques Résumé : Mental health clinicians often report significant challenges when delivering evidence-based interventions (EBI) in community settings, particularly when unexpected client stressors (or emergent life events; ELEs) interfere with the therapy process. The current study sought to extend the study of ELEs to children with Autism Spectrum Disorder (ASD) by examining the occurrence and impact of ELEs in the context of a collaborative, caregiver-mediated intervention for reducing challenging behaviors in children with ASD. This intervention was An Individualized Mental Health Intervention for children with ASD (referred to as AIM HI). Participants included 38 clinicians and child clients who were enrolled in a community effectiveness trial of AIM HI. Video recordings of 100 therapy sessions were coded for caregiver-reported ELEs and also how well clinicians adhered to the AIM HI protocol. Results indicated that mild to severe ELEs were reported in 36% of therapy sessions, and were reported for 58% of children at some point during the intervention. Children who had a greater number of diagnoses (in addition to the autism diagnosis) tended to have more ELEs. In addition, clinicians with less years of experience tended to have sessions with more ELEs. There was no significant link between ELEs and how well clinicians adhered to the AIM HI protocol. Findings offer implications for the implementation of EBI, particularly the importance of incorporating clinician training in addressing complex presentations and crises in the context of EBIs. En ligne : http://dx.doi.org/10.1177/1362361319881084 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270 [article] Emergent life events in the delivery of a caregiver-mediated evidence-based intervention for children with autism spectrum disorder in publicly funded mental health services [Texte imprimé et/ou numérique] / Teresa LIND, Auteur ; Anna S. LAU, Auteur ; Christopher GOMEZ, Auteur ; Adriana RODRIGUEZ, Auteur ; Karen GUAN, Auteur ; Colby CHLEBOWSKI, Auteur ; Aimee ZHANG, Auteur ; Bruce CHORPITA, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - p.1286-1299. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1286-1299 Mots-clés : autism spectrum disorder  emergent life events  evidence-based intervention  fidelity  implementation  mental health services Index. décimale : PER Périodiques Résumé : Mental health clinicians often report significant challenges when delivering evidence-based interventions (EBI) in community settings, particularly when unexpected client stressors (or emergent life events; ELEs) interfere with the therapy process. The current study sought to extend the study of ELEs to children with Autism Spectrum Disorder (ASD) by examining the occurrence and impact of ELEs in the context of a collaborative, caregiver-mediated intervention for reducing challenging behaviors in children with ASD. This intervention was An Individualized Mental Health Intervention for children with ASD (referred to as AIM HI). Participants included 38 clinicians and child clients who were enrolled in a community effectiveness trial of AIM HI. Video recordings of 100 therapy sessions were coded for caregiver-reported ELEs and also how well clinicians adhered to the AIM HI protocol. Results indicated that mild to severe ELEs were reported in 36% of therapy sessions, and were reported for 58% of children at some point during the intervention. Children who had a greater number of diagnoses (in addition to the autism diagnosis) tended to have more ELEs. In addition, clinicians with less years of experience tended to have sessions with more ELEs. There was no significant link between ELEs and how well clinicians adhered to the AIM HI protocol. Findings offer implications for the implementation of EBI, particularly the importance of incorporating clinician training in addressing complex presentations and crises in the context of EBIs. En ligne : http://dx.doi.org/10.1177/1362361319881084 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4270

Psychiatric comorbidity in autism spectrum disorder: Correspondence between mental health clinician report and structured parent interview / Nicole STADNICK in Autism, 21-7 (October 2017)  

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Psychometric Assessment of the Eyberg Child Behavior Inventory in Children with Autism in Community Settings / Kassandra MARTINEZ in Journal of Autism and Developmental Disorders, 53-4 (April 2023)  

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The effectiveness of training community mental health therapists in an evidence-based intervention for ASD: Findings from a hybrid effectiveness-implementation trial in outpatient and school-based mental health services / Lauren BROOKMAN-FRAZEE in Autism, 26-3 (April 2022)  

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Using the Childhood Autism Rating Scale to Diagnose Autism Spectrum Disorders / Colby CHLEBOWSKI in Journal of Autism and Developmental Disorders, 40-7 (July 2010)  

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