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Auteur Yue YU |
Documents disponibles écrits par cet auteur (7)
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Parent Activation Measure for Developmental Disabilities (PAM-DD) in Caregivers of Individuals With ASD / Yue YU in Journal of Autism and Developmental Disorders, 53-1 (January 2023)
[article]
Titre : Parent Activation Measure for Developmental Disabilities (PAM-DD) in Caregivers of Individuals With ASD Type de document : Texte imprimé et/ou numérique Auteurs : Yue YU, Auteur ; Lisa RUBLE, Auteur ; John MCGREW, Auteur ; Donna MURRAY, Auteur Article en page(s) : p.110-120 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Activation refers to patients’ belief, knowledge, ability, and persistence to manage care. The concept is adapted to parent activation in developmental disorders. This study examined the psychometrics of the Parent Activation Measure for Developmental Disabilities (PAM-DD) and factors related to parent activation in ASD. Data from 658 caregivers of children with ASD in the Autism Treatment Network Registry Call Back Assessment study were analyzed. The actual ordering of the scale items was inconsistent with the assumptions of a Guttman scaling. Factor analysis revealed two PAM-DD factors. Lower child symptom severity was related to higher Factor 1 and lower Factor 2 activation. Future studies should use caution when treating PAM-DD as a Guttman and unidimensional scale. En ligne : https://doi.org/10.1007/s10803-021-05263-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493
in Journal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.110-120[article] Parent Activation Measure for Developmental Disabilities (PAM-DD) in Caregivers of Individuals With ASD [Texte imprimé et/ou numérique] / Yue YU, Auteur ; Lisa RUBLE, Auteur ; John MCGREW, Auteur ; Donna MURRAY, Auteur . - p.110-120.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.110-120
Index. décimale : PER Périodiques Résumé : Activation refers to patients’ belief, knowledge, ability, and persistence to manage care. The concept is adapted to parent activation in developmental disorders. This study examined the psychometrics of the Parent Activation Measure for Developmental Disabilities (PAM-DD) and factors related to parent activation in ASD. Data from 658 caregivers of children with ASD in the Autism Treatment Network Registry Call Back Assessment study were analyzed. The actual ordering of the scale items was inconsistent with the assumptions of a Guttman scaling. Factor analysis revealed two PAM-DD factors. Lower child symptom severity was related to higher Factor 1 and lower Factor 2 activation. Future studies should use caution when treating PAM-DD as a Guttman and unidimensional scale. En ligne : https://doi.org/10.1007/s10803-021-05263-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 Practice-driven research for statewide scale up: Implementation outcomes of the California Autism Professional Training and Information Network / Jessica SUHRHEINRICH in Autism, 26-3 (April 2022)
[article]
Titre : Practice-driven research for statewide scale up: Implementation outcomes of the California Autism Professional Training and Information Network Type de document : Texte imprimé et/ou numérique Auteurs : Jessica SUHRHEINRICH, Auteur ; Allison S. NAHMIAS, Auteur ; Yue YU, Auteur ; Melina MELGAREJO, Auteur ; Patricia SCHETTER, Auteur ; Tana C. HOLT, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : p.727-736 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder/therapy California Evidence-Based Practice Humans Information Services education services implementation science professional development scale up Index. décimale : PER Périodiques Résumé : Supporting use of evidence-based practice in public service programs for autistic individuals is critical. The California Autism Professional Training and Information Network (CAPTAIN) brings together best practices from intervention and implementation research to support scale up of autism services. The current study was designed to evaluate the impact of CAPTAIN on provider-level outcomes including attitude toward, knowledge, fidelity, and use of autism EBPs and overall classroom quality. Overall, results indicated variability across measures, with some significant differences between CAPTAIN-trained and non-CAPTAIN-trained providers. These preliminary findings show promise for the efficacy of the CAPTAIN model to increase dissemination and implementation of EBP at the classroom level. En ligne : https://dx.doi.org/10.1177/13623613211068224 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.727-736[article] Practice-driven research for statewide scale up: Implementation outcomes of the California Autism Professional Training and Information Network [Texte imprimé et/ou numérique] / Jessica SUHRHEINRICH, Auteur ; Allison S. NAHMIAS, Auteur ; Yue YU, Auteur ; Melina MELGAREJO, Auteur ; Patricia SCHETTER, Auteur ; Tana C. HOLT, Auteur ; Aubyn C. STAHMER, Auteur . - p.727-736.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.727-736
Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder/therapy California Evidence-Based Practice Humans Information Services education services implementation science professional development scale up Index. décimale : PER Périodiques Résumé : Supporting use of evidence-based practice in public service programs for autistic individuals is critical. The California Autism Professional Training and Information Network (CAPTAIN) brings together best practices from intervention and implementation research to support scale up of autism services. The current study was designed to evaluate the impact of CAPTAIN on provider-level outcomes including attitude toward, knowledge, fidelity, and use of autism EBPs and overall classroom quality. Overall, results indicated variability across measures, with some significant differences between CAPTAIN-trained and non-CAPTAIN-trained providers. These preliminary findings show promise for the efficacy of the CAPTAIN model to increase dissemination and implementation of EBP at the classroom level. En ligne : https://dx.doi.org/10.1177/13623613211068224 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder / Claire SNELL-ROOD in Autism, 24-5 (July 2020)
[article]
Titre : Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Claire SNELL-ROOD, Auteur ; Lisa RUBLE, Auteur ; Harold KLEINERT, Auteur ; John H. MCGREW, Auteur ; Medina ADAMS, Auteur ; Alexis RODGERS, Auteur ; Jaye ODOM, Auteur ; Wing Hang WONG, Auteur ; Yue YU, Auteur Article en page(s) : p.1164-1176 Langues : Anglais (eng) Mots-clés : Compass Epis autism spectrum disorder implementation science stakeholders transition planning Index. décimale : PER Périodiques Résumé : Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by an implementation science framework that takes into account the multiple factors that influence transition outcomes, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth with autism spectrum disorder access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N?=?40). Participants described how core tenets of the individualized education planning process were not reliably implemented: planning was described by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services specified in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse stakeholder perspectives illuminate the need for implementation efforts to target the provider, organizational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319894827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Autism > 24-5 (July 2020) . - p.1164-1176[article] Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder [Texte imprimé et/ou numérique] / Claire SNELL-ROOD, Auteur ; Lisa RUBLE, Auteur ; Harold KLEINERT, Auteur ; John H. MCGREW, Auteur ; Medina ADAMS, Auteur ; Alexis RODGERS, Auteur ; Jaye ODOM, Auteur ; Wing Hang WONG, Auteur ; Yue YU, Auteur . - p.1164-1176.
Langues : Anglais (eng)
in Autism > 24-5 (July 2020) . - p.1164-1176
Mots-clés : Compass Epis autism spectrum disorder implementation science stakeholders transition planning Index. décimale : PER Périodiques Résumé : Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by an implementation science framework that takes into account the multiple factors that influence transition outcomes, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth with autism spectrum disorder access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N?=?40). Participants described how core tenets of the individualized education planning process were not reliably implemented: planning was described by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services specified in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse stakeholder perspectives illuminate the need for implementation efforts to target the provider, organizational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319894827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 Stress in Parents of Children with Autism Spectrum Disorder: An Exploration of Demands and Resources / Teri M. KRAKOVICH in Journal of Autism and Developmental Disorders, 46-6 (June 2016)
[article]
Titre : Stress in Parents of Children with Autism Spectrum Disorder: An Exploration of Demands and Resources Type de document : Texte imprimé et/ou numérique Auteurs : Teri M. KRAKOVICH, Auteur ; John H. MCGREW, Auteur ; Yue YU, Auteur ; Lisa A. RUBLE, Auteur Article en page(s) : p.2042-2053 Langues : Anglais (eng) Mots-clés : Autism Parent Stress Intervention Resources Demands Index. décimale : PER Périodiques Résumé : We applied the ABCX model of stress and coping to assess the association between child and family demands, school-based resources (i.e., parent–teacher alliance and COMPASS, a consultation intervention), and two measures of parent stress: perceptions of the demands of raising a child (Child domain) and reactions to those demands (Parent domain). Data were analyzed from seventy-nine parents of children ages 3–9 with ASD participating in two randomized controlled trials of COMPASS. Stronger parent–teacher alliance correlated with decreased Parent domain stress and participation in COMPASS correlated with decreased Child domain stress after controlling for baseline stress. The study indicates that school-based resources can help reduce parent stress. En ligne : http://dx.doi.org/10.1007/s10803-016-2728-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2042-2053[article] Stress in Parents of Children with Autism Spectrum Disorder: An Exploration of Demands and Resources [Texte imprimé et/ou numérique] / Teri M. KRAKOVICH, Auteur ; John H. MCGREW, Auteur ; Yue YU, Auteur ; Lisa A. RUBLE, Auteur . - p.2042-2053.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2042-2053
Mots-clés : Autism Parent Stress Intervention Resources Demands Index. décimale : PER Périodiques Résumé : We applied the ABCX model of stress and coping to assess the association between child and family demands, school-based resources (i.e., parent–teacher alliance and COMPASS, a consultation intervention), and two measures of parent stress: perceptions of the demands of raising a child (Child domain) and reactions to those demands (Parent domain). Data were analyzed from seventy-nine parents of children ages 3–9 with ASD participating in two randomized controlled trials of COMPASS. Stronger parent–teacher alliance correlated with decreased Parent domain stress and participation in COMPASS correlated with decreased Child domain stress after controlling for baseline stress. The study indicates that school-based resources can help reduce parent stress. En ligne : http://dx.doi.org/10.1007/s10803-016-2728-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 Teaching children with autism to attend to socially relevant stimuli / Angela PERSICKE in Research in Autism Spectrum Disorders, 7-12 (December 2013)
[article]
Titre : Teaching children with autism to attend to socially relevant stimuli Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur ; Megan ST. CLAIR, Auteur ; Jonathan TARBOX, Auteur ; Adel NAJDOWSKI, Auteur ; Jennifer RANICK, Auteur ; Yue YU, Auteur ; Yanicka L. DE NOCKER, Auteur Article en page(s) : p.1551-1557 Langues : Anglais (eng) Mots-clés : Autism Attention Shifting attention Executive function Social stimuli Index. décimale : PER Périodiques Résumé : Abstract Research has shown that children with autism often fail to attend to relevant stimuli in social situations, likely resulting in unsuccessful or absent social interactions. The purpose of this study was to teach children with autism to attend to stimuli with socially relevant features. Specifically, this study evaluated a teaching package including rules, modeling, role play, and specific feedback across multiple exemplars to teach children with autism to attend and respond to others’ bids for social attention (e.g., “Whoa!” or “Ouch!”). Three participants successfully learned to shift attention toward others and emit a response to gain more information in response to a socially relevant stimulus. Furthermore, generalization was observed across novel exemplars and people. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219
in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1551-1557[article] Teaching children with autism to attend to socially relevant stimuli [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Megan ST. CLAIR, Auteur ; Jonathan TARBOX, Auteur ; Adel NAJDOWSKI, Auteur ; Jennifer RANICK, Auteur ; Yue YU, Auteur ; Yanicka L. DE NOCKER, Auteur . - p.1551-1557.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1551-1557
Mots-clés : Autism Attention Shifting attention Executive function Social stimuli Index. décimale : PER Périodiques Résumé : Abstract Research has shown that children with autism often fail to attend to relevant stimuli in social situations, likely resulting in unsuccessful or absent social interactions. The purpose of this study was to teach children with autism to attend to stimuli with socially relevant features. Specifically, this study evaluated a teaching package including rules, modeling, role play, and specific feedback across multiple exemplars to teach children with autism to attend and respond to others’ bids for social attention (e.g., “Whoa!” or “Ouch!”). Three participants successfully learned to shift attention toward others and emit a response to gain more information in response to a socially relevant stimulus. Furthermore, generalization was observed across novel exemplars and people. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 The Relationship Between Visual Perspective Taking and Imitation Impairments in Children with Autism / Yue YU
PermalinkUsing a model of family adaptation to examine outcomes of caregivers of individuals with autism spectrum disorder transitioning into adulthood / Yue YU in Research in Autism Spectrum Disorders, 54 (October 2018)
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