Brief Report: The Preliminary Psychometric Properties of the Social Communication Checklist / Allison L. WAINER in Journal of Autism and Developmental Disorders, 47-4 (April 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1231-1238 Titre : Brief Report: The Preliminary Psychometric Properties of the Social Communication Checklist Type de document : Texte imprimé et/ou numérique Auteurs : Allison L. WAINER, Auteur ; Natalie I. BERGER, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.1231-1238 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Social communication  Social communication checklist Index. décimale : PER Périodiques Résumé : Despite the expansion of early intervention approaches for young children with ASD, investigators have struggled to identify measures capable of assessing social communication change in response to these interventions. Addressing recent calls for efficient, sensitive, and reliable social communication measures, the current paper outlines the refinement and validation of the Social Communication Checklist (SCC). We discuss two small studies exploring the psychometric properties of the SCC and the SCC-R (revised Social Communication Checklist), including sensitivity to change, inter-rater reliability, and test-retest reliability, in two samples of children with ASD and one sample of typically-developing children. Results indicate this measure is reliable, sensitive to change after a brief social communication intervention, and strongly related to well-established measures of social communicative functioning. En ligne : http://dx.doi.org/10.1007/s10803-016-3026-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Brief Report: The Preliminary Psychometric Properties of the Social Communication Checklist [Texte imprimé et/ou numérique] / Allison L. WAINER, Auteur ; Natalie I. BERGER, Auteur ; Brooke R. INGERSOLL, Auteur . - p.1231-1238. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1231-1238 Mots-clés : Autism spectrum disorder  Social communication  Social communication checklist Index. décimale : PER Périodiques Résumé : Despite the expansion of early intervention approaches for young children with ASD, investigators have struggled to identify measures capable of assessing social communication change in response to these interventions. Addressing recent calls for efficient, sensitive, and reliable social communication measures, the current paper outlines the refinement and validation of the Social Communication Checklist (SCC). We discuss two small studies exploring the psychometric properties of the SCC and the SCC-R (revised Social Communication Checklist), including sensitivity to change, inter-rater reliability, and test-retest reliability, in two samples of children with ASD and one sample of typically-developing children. Results indicate this measure is reliable, sensitive to change after a brief social communication intervention, and strongly related to well-established measures of social communicative functioning. En ligne : http://dx.doi.org/10.1007/s10803-016-3026-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Characterizing Available Tools for Synchronous Virtual Assessment of Toddlers with Suspected Autism Spectrum Disorder: A Brief Report / Natalie I. BERGER in Journal of Autism and Developmental Disorders, 52-1 (January 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.423-434 Titre : Characterizing Available Tools for Synchronous Virtual Assessment of Toddlers with Suspected Autism Spectrum Disorder: A Brief Report Type de document : Texte imprimé et/ou numérique Auteurs : Natalie I. BERGER, Auteur ; Allison L. WAINER, Auteur ; J. KUHN, Auteur ; Karen E. BEARSS, Auteur ; S. ATTAR, Auteur ; Alice S. CARTER, Auteur ; L. V. IBANEZ, Auteur ; Brooke R. INGERSOLL, Auteur ; H. NEIDERMAN, Auteur ; S. SCOTT, Auteur ; W. L. STONE, Auteur Article en page(s) : p.423-434 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/epidemiology  Covid-19  Caregivers  Child, Preschool  Humans  Pandemics  SARS-CoV-2  Assessment  Autism  Autism spectrum disorder (ASD)  Diagnosis  Remote assessment  Telehealth  Toddlers  Virtual Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic, and associated social distancing mandates, has placed significant limitations on in-person health services, requiring creative solutions for supporting clinicians engaged in the diagnosis of autism spectrum disorder (ASD). This report describes the five virtual instruments available at the time of manuscript development for use by experienced clinicians making diagnostic determinations of ASD for toddlers across the 12- to 36-months age range. We focus on synchronous virtual assessments in which clinicians guide the child's caregiver through a range of assessment activities and observe spontaneous and elicited behaviors. Assessments are compared on dimensions of targeted behavioral domains, specific activities and presses employed, scoring approaches, and other key logistical considerations to guide instrument selection for use in varied clinical and research contexts. En ligne : http://dx.doi.org/10.1007/s10803-021-04911-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Characterizing Available Tools for Synchronous Virtual Assessment of Toddlers with Suspected Autism Spectrum Disorder: A Brief Report [Texte imprimé et/ou numérique] / Natalie I. BERGER, Auteur ; Allison L. WAINER, Auteur ; J. KUHN, Auteur ; Karen E. BEARSS, Auteur ; S. ATTAR, Auteur ; Alice S. CARTER, Auteur ; L. V. IBANEZ, Auteur ; Brooke R. INGERSOLL, Auteur ; H. NEIDERMAN, Auteur ; S. SCOTT, Auteur ; W. L. STONE, Auteur . - p.423-434. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.423-434 Mots-clés : Autism Spectrum Disorder/diagnosis/epidemiology  Covid-19  Caregivers  Child, Preschool  Humans  Pandemics  SARS-CoV-2  Assessment  Autism  Autism spectrum disorder (ASD)  Diagnosis  Remote assessment  Telehealth  Toddlers  Virtual Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic, and associated social distancing mandates, has placed significant limitations on in-person health services, requiring creative solutions for supporting clinicians engaged in the diagnosis of autism spectrum disorder (ASD). This report describes the five virtual instruments available at the time of manuscript development for use by experienced clinicians making diagnostic determinations of ASD for toddlers across the 12- to 36-months age range. We focus on synchronous virtual assessments in which clinicians guide the child's caregiver through a range of assessment activities and observe spontaneous and elicited behaviors. Assessments are compared on dimensions of targeted behavioral domains, specific activities and presses employed, scoring approaches, and other key logistical considerations to guide instrument selection for use in varied clinical and research contexts. En ligne : http://dx.doi.org/10.1007/s10803-021-04911-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

Comparison of a Self-Directed and Therapist-Assisted Telehealth Parent-Mediated Intervention for Children with ASD: A Pilot RCT / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 46-7 (July 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2275-2284 Titre : Comparison of a Self-Directed and Therapist-Assisted Telehealth Parent-Mediated Intervention for Children with ASD: A Pilot RCT Type de document : Texte imprimé et/ou numérique Auteurs : Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Natalie I. BERGER, Auteur ; Katherine E. PICKARD, Auteur ; Nicole BONTER, Auteur Article en page(s) : p.2275-2284 Langues : Anglais (eng) Mots-clés : Autism  Parent training  Telehealth Index. décimale : PER Périodiques Résumé : This pilot RCT compared the effect of a self-directed and therapist-assisted telehealth-based parent-mediated intervention for young children with ASD. Families were randomly assigned to a self-directed or therapist-assisted program. Parents in both groups improved their intervention fidelity, self-efficacy, stress, and positive perceptions of their child; however, the therapist-assisted group had greater gains in parent fidelity and positive perceptions of child. Children in both groups improved on language measures, with a trend towards greater gains during a parent–child interaction for the therapist-assisted group. Only the children in the therapist-assisted group improved in social skills. Both models show promise for delivering parent-mediated intervention; however, therapist assistance provided an added benefit for some outcomes. A full-scale comparative efficacy trial is warranted. En ligne : http://dx.doi.org/10.1007/s10803-016-2755-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Comparison of a Self-Directed and Therapist-Assisted Telehealth Parent-Mediated Intervention for Children with ASD: A Pilot RCT [Texte imprimé et/ou numérique] / Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Natalie I. BERGER, Auteur ; Katherine E. PICKARD, Auteur ; Nicole BONTER, Auteur . - p.2275-2284. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2275-2284 Mots-clés : Autism  Parent training  Telehealth Index. décimale : PER Périodiques Résumé : This pilot RCT compared the effect of a self-directed and therapist-assisted telehealth-based parent-mediated intervention for young children with ASD. Families were randomly assigned to a self-directed or therapist-assisted program. Parents in both groups improved their intervention fidelity, self-efficacy, stress, and positive perceptions of their child; however, the therapist-assisted group had greater gains in parent fidelity and positive perceptions of child. Children in both groups improved on language measures, with a trend towards greater gains during a parent–child interaction for the therapist-assisted group. Only the children in the therapist-assisted group improved in social skills. Both models show promise for delivering parent-mediated intervention; however, therapist assistance provided an added benefit for some outcomes. A full-scale comparative efficacy trial is warranted. En ligne : http://dx.doi.org/10.1007/s10803-016-2755-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

A Comparison of Three Self-Report Measures of the Broader Autism Phenotype in a Non-Clinical Sample / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 41-12 (December 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-12 (December 2011) . - p.1646-1657 Titre : A Comparison of Three Self-Report Measures of the Broader Autism Phenotype in a Non-Clinical Sample Type de document : Texte imprimé et/ou numérique Auteurs : Brooke R. INGERSOLL, Auteur ; Christopher J. HOPWOOD, Auteur ; Allison L. WAINER, Auteur ; M. Brent DONNELLAN, Auteur Année de publication : 2011 Article en page(s) : p.1646-1657 Langues : Anglais (eng) Mots-clés : Broader autism phenotype  Self-report  Assessment Index. décimale : PER Périodiques Résumé : Three self-report measures of the broader autism phenotype (BAP) were evaluated in terms of their internal consistency, distribution of scores, factor structure, and criterion-related validity in a non-clinical sample. All measures showed a continuous distribution. The SRS-A and BAPQ showed expected sex differences and were superior to the AQ in terms of internal consistency. The proposed factor structure of the BAPQ replicated better than the proposed structures of the other measures. All measures showed evidence of criterion validity via correlations with related constructs and each measure incremented the others in predicting related constructs. However, the SRS-A and BAPQ were generally stronger in this domain. Recommendations for the use of these instruments for measuring the BAP in non-clinical populations are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1192-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] A Comparison of Three Self-Report Measures of the Broader Autism Phenotype in a Non-Clinical Sample [Texte imprimé et/ou numérique] / Brooke R. INGERSOLL, Auteur ; Christopher J. HOPWOOD, Auteur ; Allison L. WAINER, Auteur ; M. Brent DONNELLAN, Auteur . - 2011 . - p.1646-1657. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-12 (December 2011) . - p.1646-1657 Mots-clés : Broader autism phenotype  Self-report  Assessment Index. décimale : PER Périodiques Résumé : Three self-report measures of the broader autism phenotype (BAP) were evaluated in terms of their internal consistency, distribution of scores, factor structure, and criterion-related validity in a non-clinical sample. All measures showed a continuous distribution. The SRS-A and BAPQ showed expected sex differences and were superior to the AQ in terms of internal consistency. The proposed factor structure of the BAPQ replicated better than the proposed structures of the other measures. All measures showed evidence of criterion validity via correlations with related constructs and each measure incremented the others in predicting related constructs. However, the SRS-A and BAPQ were generally stronger in this domain. Recommendations for the use of these instruments for measuring the BAP in non-clinical populations are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1192-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148

Disseminating ASD Interventions: A Pilot Study of a Distance Learning Program for Parents and Professionals / Allison L. WAINER in Journal of Autism and Developmental Disorders, 43-1 (January 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-1 (January 2013) . - p.11-24 Titre : Disseminating ASD Interventions: A Pilot Study of a Distance Learning Program for Parents and Professionals Type de document : Texte imprimé et/ou numérique Auteurs : Allison L. WAINER, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.11-24 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Parent training  Distance learning  Internet-based training  Intervention Index. décimale : PER Périodiques Résumé : There is a need for the adaptation of training in evidence-based interventions to non-traditional methods, particularly for individuals working with children with autism spectrum disorders (ASD). An internet-based self-directed distance learning program was created to teach reciprocal imitation training, a naturalistic behavioral intervention aimed at increasing imitation in children with ASD. A single-subject multiple-baseline design study evaluated the effect of the program on changes in therapist (sample 1) and parent (sample 2) knowledge and behavior, and changes in child behavior. Adult participants improved their knowledge and use of the intervention techniques, and child participants improved their rates of imitation. Results suggest that a self-directed distance learning program may be effective for disseminating evidence-based practices to individuals working with children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1538-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187 [article] Disseminating ASD Interventions: A Pilot Study of a Distance Learning Program for Parents and Professionals [Texte imprimé et/ou numérique] / Allison L. WAINER, Auteur ; Brooke R. INGERSOLL, Auteur . - p.11-24. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-1 (January 2013) . - p.11-24 Mots-clés : Autism spectrum disorders  Parent training  Distance learning  Internet-based training  Intervention Index. décimale : PER Périodiques Résumé : There is a need for the adaptation of training in evidence-based interventions to non-traditional methods, particularly for individuals working with children with autism spectrum disorders (ASD). An internet-based self-directed distance learning program was created to teach reciprocal imitation training, a naturalistic behavioral intervention aimed at increasing imitation in children with ASD. A single-subject multiple-baseline design study evaluated the effect of the program on changes in therapist (sample 1) and parent (sample 2) knowledge and behavior, and changes in child behavior. Adult participants improved their knowledge and use of the intervention techniques, and child participants improved their rates of imitation. Results suggest that a self-directed distance learning program may be effective for disseminating evidence-based practices to individuals working with children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1538-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187

Enhancing stakeholder roles in autism early interventions in the United States: A stakeholder-driven research agenda / Katherine M. WALTON in Autism, 28-5 (May 2024)  

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Examining a stepped-care telehealth program for parents of young children with autism: a proof-of-concept trial / Allison L. WAINER in Molecular Autism, 12 (2021)  

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Incorporating Parent Training into School Curricula for Children with Autism Spectrum Disorders / Brooke R. INGERSOLL

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Increasing Access to an ASD Imitation Intervention Via a Telehealth Parent Training Program / Allison L. WAINER in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

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Initial Efficacy of Project ImPACT: A Parent-Mediated Social Communication Intervention for Young Children with ASD / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 43-12 (December 2013)  

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A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example / Sarah R. EDMUNDS in Autism, 26-3 (April 2022)  

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A mixed-method evaluation of the feasibility and acceptability of a telehealth-based parent-mediated intervention for children with autism spectrum disorder / Katherine E PICKARD in Autism, 20-7 (October 2016)  

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Parents training parents: Lessons learned from a study of reciprocal imitation training in young children with autism spectrum disorder / Trevor A. HALL in Autism, 23-6 (August 2019)  

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Pilot study of a school-based parent training program for preschoolers with ASD / Brooke R. INGERSOLL in Autism, 17-4 (July 2013)  

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Remembering parents in parent-mediated early intervention: An approach to examining impact on parents and families / Allison L. WAINER in Autism, 21-1 (January 2017)  

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