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Auteur Brooke R. INGERSOLL |
Documents disponibles écrits par cet auteur (59)
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Increased rates of depressed mood in mothers of children with ASD associated with the presence of the broader autism phenotype / Brooke R. INGERSOLL in Autism Research, 4-2 (April 2011)
[article]
Titre : Increased rates of depressed mood in mothers of children with ASD associated with the presence of the broader autism phenotype Type de document : Texte imprimé et/ou numérique Auteurs : Brooke R. INGERSOLL, Auteur ; Katherine MEYER, Auteur ; Mark W. BECKER, Auteur Année de publication : 2011 Article en page(s) : p.143-148 Langues : Anglais (eng) Mots-clés : broader autism phenotype depressed mood parenting stress Index. décimale : PER Périodiques Résumé : This study examined the relationship between the broader autism phenotype (BAP) and depressed mood in mothers of children with and without autism spectrum disorders (ASD). One hundred and sixty-five mothers (71 with an ASD child and 94 with a non-ASD child) completed a survey of child autism severity (ASD mothers only), parenting stress, BAP, and depression. Mothers of children with ASD reported greater depressed mood, higher parenting stress, and more characteristics associated with the BAP than mothers of children without ASD. For mothers of children with ASD, the BAP uniquely predicted number of depressive symptoms after controlling for child autism severity and parenting stress. In the full sample, the relationship between group status and depressed mood was no longer significant after controlling for parenting stress and maternal BAP. These findings suggest that the higher rate of depression found in mothers of children with ASD may be attributed both to the increased stress of raising a child with ASD, as well as a greater number of autistic features in the mothers that may place them at higher risk for developing depression. En ligne : http://dx.doi.org/10.1002/aur.170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121
in Autism Research > 4-2 (April 2011) . - p.143-148[article] Increased rates of depressed mood in mothers of children with ASD associated with the presence of the broader autism phenotype [Texte imprimé et/ou numérique] / Brooke R. INGERSOLL, Auteur ; Katherine MEYER, Auteur ; Mark W. BECKER, Auteur . - 2011 . - p.143-148.
Langues : Anglais (eng)
in Autism Research > 4-2 (April 2011) . - p.143-148
Mots-clés : broader autism phenotype depressed mood parenting stress Index. décimale : PER Périodiques Résumé : This study examined the relationship between the broader autism phenotype (BAP) and depressed mood in mothers of children with and without autism spectrum disorders (ASD). One hundred and sixty-five mothers (71 with an ASD child and 94 with a non-ASD child) completed a survey of child autism severity (ASD mothers only), parenting stress, BAP, and depression. Mothers of children with ASD reported greater depressed mood, higher parenting stress, and more characteristics associated with the BAP than mothers of children without ASD. For mothers of children with ASD, the BAP uniquely predicted number of depressive symptoms after controlling for child autism severity and parenting stress. In the full sample, the relationship between group status and depressed mood was no longer significant after controlling for parenting stress and maternal BAP. These findings suggest that the higher rate of depression found in mothers of children with ASD may be attributed both to the increased stress of raising a child with ASD, as well as a greater number of autistic features in the mothers that may place them at higher risk for developing depression. En ligne : http://dx.doi.org/10.1002/aur.170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 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)
[article]
Titre : Increasing Access to an ASD Imitation Intervention Via a Telehealth Parent Training Program Type de document : Texte imprimé et/ou numérique Auteurs : Allison L. WAINER, Auteur ; Brooke R. INGERSOLL, Auteur Année de publication : 2015 Article en page(s) : p.3877-3890 Langues : Anglais (eng) Mots-clés : Telehealth Parent training Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Systematic research focused on developing and improving strategies for the dissemination and implementation of effective ASD services is essential. An innovative and promising area of research is the use of telehealth programs to train parents of children with ASD in intervention techniques. A hybrid telehealth program, combining self-directed internet-based instruction with remote coaching, was created to introduce parents of children with ASD to an imitation intervention. A single-subject multiple-baseline design study evaluated the effect of the program on changes in parent and child behavior. Parents improved in their use of the intervention techniques and their children demonstrated concurrent increases in spontaneous imitation skills. Parents also indicated that the intervention and telehealth service delivery model were acceptable, useable, and effective. Results suggest that this hybrid telehealth program has the potential to increase access to ASD services. En ligne : http://dx.doi.org/10.1007/s10803-014-2186-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3877-3890[article] Increasing Access to an ASD Imitation Intervention Via a Telehealth Parent Training Program [Texte imprimé et/ou numérique] / Allison L. WAINER, Auteur ; Brooke R. INGERSOLL, Auteur . - 2015 . - p.3877-3890.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3877-3890
Mots-clés : Telehealth Parent training Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Systematic research focused on developing and improving strategies for the dissemination and implementation of effective ASD services is essential. An innovative and promising area of research is the use of telehealth programs to train parents of children with ASD in intervention techniques. A hybrid telehealth program, combining self-directed internet-based instruction with remote coaching, was created to introduce parents of children with ASD to an imitation intervention. A single-subject multiple-baseline design study evaluated the effect of the program on changes in parent and child behavior. Parents improved in their use of the intervention techniques and their children demonstrated concurrent increases in spontaneous imitation skills. Parents also indicated that the intervention and telehealth service delivery model were acceptable, useable, and effective. Results suggest that this hybrid telehealth program has the potential to increase access to ASD services. En ligne : http://dx.doi.org/10.1007/s10803-014-2186-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 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)
[article]
Titre : Initial Efficacy of Project ImPACT: A Parent-Mediated Social Communication Intervention for Young Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur Article en page(s) : p.2943-2952 Langues : Anglais (eng) Mots-clés : Autism ASD Social communication Parent Intervention Index. décimale : PER Périodiques Résumé : Project ImPACT is a parent-mediated social communication intervention for young children with ASD that was developed in community settings to encourage dissemination. A single-subject, multiple-baseline design was conducted across 8 preschoolers with ASD and their mothers to examine the efficacy of the model for improving parent intervention fidelity and child spontaneous language. Multilevel modeling was used to examine the relationship between parent fidelity and child language within session. All parents increased their use of the intervention techniques. Improvements in spontaneous use of language targets were observed for 6 of the 8 children. There was a significant association between parents’ use of the intervention strategies and their child’s spontaneous language use. En ligne : http://dx.doi.org/10.1007/s10803-013-1840-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218
in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2943-2952[article] Initial Efficacy of Project ImPACT: A Parent-Mediated Social Communication Intervention for Young Children with ASD [Texte imprimé et/ou numérique] / Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur . - p.2943-2952.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2943-2952
Mots-clés : Autism ASD Social communication Parent Intervention Index. décimale : PER Périodiques Résumé : Project ImPACT is a parent-mediated social communication intervention for young children with ASD that was developed in community settings to encourage dissemination. A single-subject, multiple-baseline design was conducted across 8 preschoolers with ASD and their mothers to examine the efficacy of the model for improving parent intervention fidelity and child spontaneous language. Multilevel modeling was used to examine the relationship between parent fidelity and child language within session. All parents increased their use of the intervention techniques. Improvements in spontaneous use of language targets were observed for 6 of the 8 children. There was a significant association between parents’ use of the intervention strategies and their child’s spontaneous language use. En ligne : http://dx.doi.org/10.1007/s10803-013-1840-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 Measuring child social communication across contexts: Similarities and differences across play and snack routines / K. M. FROST in Autism Research, 12-4 (April 2019)
[article]
Titre : Measuring child social communication across contexts: Similarities and differences across play and snack routines Type de document : Texte imprimé et/ou numérique Auteurs : K. M. FROST, Auteur ; G. N. KOEHN, Auteur ; K. M. RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.636-644 Langues : Anglais (eng) Mots-clés : Asd Psychology measurement social communication Index. décimale : PER Périodiques Résumé : Improving measurement of outcomes in randomized controlled trials of early interventions for autism spectrum disorder (ASD) has been identified as a priority in the field. In addition, the importance of measurement across contexts has been indicated by researchers and community stakeholders alike [Lord et al., ; McConachie et al., ; Schreibman et al., ]. The Brief Observation of Social Communication Change (BOSCC; Grzadzinski et al., ), an observational rating scheme of brief play interactions, was developed to address a need for measures that are reliable, sensitive to change, and valid for use in research settings. The goal of this study was to examine the feasibility and utility of applying the BOSCC to a new context: a home snack routine. Results suggest that rating the BOSCC on home snack routines is feasible and psychometrically sound, and captures change in child social communication behaviors. However, the utility of the BOSCC for measuring restricted and repetitive behaviors (RRBs) is less clear. Nonetheless, differences in RRBs across play and snack lend support for the claim that measurement across contexts is essential. Application of the BOSCC across contexts may allow researchers to obtain a more accurate estimate of intervention response and help capture context-specific changes in social communication. It may also provide a method for researchers to evaluate the effect of context on child social communication more broadly. Autism Res 2019, 12: 636-644. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Improving measurement of outcomes in studies of early interventions for autism spectrum disorder (ASD) has been identified as a priority in the field. The importance of measurement across contexts has also been indicated by researchers and community stakeholders. The goal of this study was to determine whether an existing observational rating scheme, the Brief Observation of Social Communication Change (BOSCC), could be applied to a new activity: a home snack routine. Results suggest that rating the BOSCC on home snack routines is feasible and promising for capturing change over time. In addition, some child behaviors differed across play and snack, lending further support for the claim that measurement across activities is essential. En ligne : https://dx.doi.org/10.1002/aur.2077 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389
in Autism Research > 12-4 (April 2019) . - p.636-644[article] Measuring child social communication across contexts: Similarities and differences across play and snack routines [Texte imprimé et/ou numérique] / K. M. FROST, Auteur ; G. N. KOEHN, Auteur ; K. M. RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur . - p.636-644.
Langues : Anglais (eng)
in Autism Research > 12-4 (April 2019) . - p.636-644
Mots-clés : Asd Psychology measurement social communication Index. décimale : PER Périodiques Résumé : Improving measurement of outcomes in randomized controlled trials of early interventions for autism spectrum disorder (ASD) has been identified as a priority in the field. In addition, the importance of measurement across contexts has been indicated by researchers and community stakeholders alike [Lord et al., ; McConachie et al., ; Schreibman et al., ]. The Brief Observation of Social Communication Change (BOSCC; Grzadzinski et al., ), an observational rating scheme of brief play interactions, was developed to address a need for measures that are reliable, sensitive to change, and valid for use in research settings. The goal of this study was to examine the feasibility and utility of applying the BOSCC to a new context: a home snack routine. Results suggest that rating the BOSCC on home snack routines is feasible and psychometrically sound, and captures change in child social communication behaviors. However, the utility of the BOSCC for measuring restricted and repetitive behaviors (RRBs) is less clear. Nonetheless, differences in RRBs across play and snack lend support for the claim that measurement across contexts is essential. Application of the BOSCC across contexts may allow researchers to obtain a more accurate estimate of intervention response and help capture context-specific changes in social communication. It may also provide a method for researchers to evaluate the effect of context on child social communication more broadly. Autism Res 2019, 12: 636-644. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Improving measurement of outcomes in studies of early interventions for autism spectrum disorder (ASD) has been identified as a priority in the field. The importance of measurement across contexts has also been indicated by researchers and community stakeholders. The goal of this study was to determine whether an existing observational rating scheme, the Brief Observation of Social Communication Change (BOSCC), could be applied to a new activity: a home snack routine. Results suggest that rating the BOSCC on home snack routines is feasible and promising for capturing change over time. In addition, some child behaviors differed across play and snack, lending further support for the claim that measurement across activities is essential. En ligne : https://dx.doi.org/10.1002/aur.2077 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 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)
[article]
Titre : A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. EDMUNDS, Auteur ; Kyle M. FROST, Auteur ; R. Chris SHELDRICK, Auteur ; Alice BRAVO, Auteur ; Diondra STRAITON, Auteur ; Katherine PICKARD, Auteur ; Valerie GRIM, Auteur ; Amy DRAHOTA, Auteur ; Jocelyn KUHN, Auteur ; Gazi AZAD, Auteur ; Anamiguel POMALES RAMOS, Auteur ; Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Lisa V. IBANEZ, Auteur ; Wendy L. STONE, Auteur ; Alice CARTER, Auteur ; Sarabeth BRODER-FINGERT, Auteur Article en page(s) : p.601-614 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Child Child, Preschool Communication Humans Imitative Behavior Parents/psychology Psychosocial Intervention autism spectrum disorders implementation science intervention fidelity interventions?psychosocial/behavioral social cognition and social behavior Index. décimale : PER Périodiques Résumé : Interventions that support social communication include several "components," or parts (e.g. strategies for working with children and families, targeting specific skills). Some of these components may be essential for the intervention to work, while others may be recommended or viewed as helpful but not necessary for the intervention to work. "Recommended" components are often described as "adaptable" because they can be changed to improve fit in different settings where interventions are offered or with different individuals. We need to understand which parts of an intervention are essential (and which are adaptable) when translating interventions from research to community settings, but it is challenging to do this before studying an intervention in the community. This article presents the CORE (COmponents & Rationales for Effectiveness) Fidelity Method-a new method for defining the essential components of evidence-based interventions-and applies it to a case example of Reciprocal Imitation Teaching, an intervention that parents are taught to deliver with their young children with social communication delays. The CORE Fidelity Method involves three steps: (1) gathering information from multiple sources; (2) integrating information from previous research and theory; and (3) drafting a CORE model for ongoing use. The benefits of using the CORE Fidelity Method may include: (1) improving consistency in intervention and research materials to help all providers emphasize the most important skills or strategies; (2) clarifying which parts of the intervention can be adapted; and (3) supporting future research that evaluates which intervention components work and how they work. En ligne : https://dx.doi.org/10.1177/13623613211064431 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.601-614[article] A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example [Texte imprimé et/ou numérique] / Sarah R. EDMUNDS, Auteur ; Kyle M. FROST, Auteur ; R. Chris SHELDRICK, Auteur ; Alice BRAVO, Auteur ; Diondra STRAITON, Auteur ; Katherine PICKARD, Auteur ; Valerie GRIM, Auteur ; Amy DRAHOTA, Auteur ; Jocelyn KUHN, Auteur ; Gazi AZAD, Auteur ; Anamiguel POMALES RAMOS, Auteur ; Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Lisa V. IBANEZ, Auteur ; Wendy L. STONE, Auteur ; Alice CARTER, Auteur ; Sarabeth BRODER-FINGERT, Auteur . - p.601-614.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.601-614
Mots-clés : Autism Spectrum Disorder Child Child, Preschool Communication Humans Imitative Behavior Parents/psychology Psychosocial Intervention autism spectrum disorders implementation science intervention fidelity interventions?psychosocial/behavioral social cognition and social behavior Index. décimale : PER Périodiques Résumé : Interventions that support social communication include several "components," or parts (e.g. strategies for working with children and families, targeting specific skills). Some of these components may be essential for the intervention to work, while others may be recommended or viewed as helpful but not necessary for the intervention to work. "Recommended" components are often described as "adaptable" because they can be changed to improve fit in different settings where interventions are offered or with different individuals. We need to understand which parts of an intervention are essential (and which are adaptable) when translating interventions from research to community settings, but it is challenging to do this before studying an intervention in the community. This article presents the CORE (COmponents & Rationales for Effectiveness) Fidelity Method-a new method for defining the essential components of evidence-based interventions-and applies it to a case example of Reciprocal Imitation Teaching, an intervention that parents are taught to deliver with their young children with social communication delays. The CORE Fidelity Method involves three steps: (1) gathering information from multiple sources; (2) integrating information from previous research and theory; and (3) drafting a CORE model for ongoing use. The benefits of using the CORE Fidelity Method may include: (1) improving consistency in intervention and research materials to help all providers emphasize the most important skills or strategies; (2) clarifying which parts of the intervention can be adapted; and (3) supporting future research that evaluates which intervention components work and how they work. En ligne : https://dx.doi.org/10.1177/13623613211064431 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 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)
PermalinkA mixed methods exploration of community providers' perceived barriers and facilitators to the use of parent training with Medicaid-enrolled clients with autism / Diondra STRAITON in Autism, 25-5 (July 2021)
PermalinkA mixed methods exploration of community providers' perceived barriers and facilitators to the use of parent training with Medicaid-enrolled clients with autism / Diondra STRAITON in Autism, 26-5 (July 2022)
PermalinkNaturalistic Approaches to Early Behavioral Intervention / Laura SCHREIBMAN
PermalinkA Naturalistic Behavioral Approach to Teaching Imitation to Young Children with Autistic Spectrum Disorders / Brooke R. INGERSOLL
PermalinkNaturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder / Laura SCHREIBMAN in Journal of Autism and Developmental Disorders, 45-8 (August 2015)
PermalinkParent Training for Youth with Autism Served in Community Settings: A Mixed-Methods Investigation Within a Community Mental Health System / D. STRAITON in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
PermalinkPilot study of a school-based parent training program for preschoolers with ASD / Brooke R. INGERSOLL in Autism, 17-4 (July 2013)
PermalinkPsychosocial Adjustment and Sibling Relationships in Siblings of Children with Autism Spectrum Disorder: Risk and Protective Factors / Katherine M. WALTON in Journal of Autism and Developmental Disorders, 45-9 (September 2015)
PermalinkQuality versus quantity: The role of socioeconomic status on parent-reported service knowledge, service use, unmet service needs, and barriers to service use / Katherine E. PICKARD in Autism, 20-1 (January 2016)
PermalinkRevisiting the simplification of adult language input in the context of naturalistic developmental behavioral interventions: A commentary / Kyle M. FROST in Autism Research, 15-10 (October 2022)
PermalinkService deserts and service oases: Utilizing geographic information systems to evaluate service availability for individuals with autism spectrum disorder / Amy DRAHOTA in Autism, 24-8 (November 2020)
PermalinkSocial Stories: Mechanisms of Effectiveness in Increasing Game Play Skills in Children Diagnosed with Autism Spectrum Disorder Using a Pretest Posttest Repeated Measures Randomized Control Group Design / Linda M. QUIRMBACH in Journal of Autism and Developmental Disorders, 39-2 (February 2009)
PermalinkTeaching Social Communication to Children with Autism / Brooke R. INGERSOLL
PermalinkTeaching the Imitation and Spontaneous Use of Descriptive Gestures in Young Children with Autism Using a Naturalistic Behavioral Intervention / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 37-8 (September 2007)
PermalinkThe Broader Autism Phenotype and Friendships in Non-clinical Dyads / Allison L. WAINER in Journal of Autism and Developmental Disorders, 43-10 (October 2013)
PermalinkThe effect of context on imitation skills in children with autism / Brooke R. INGERSOLL in Research in Autism Spectrum Disorders, 2-2 (April-June 2008)
PermalinkThe influence of maternal language responsiveness on the expressive speech production of children with autism spectrum disorders: A microanalysis of mother–child play interactions / Katherine M. WALTON in Autism, 19-4 (May 2015)
PermalinkThe relationship between social experience and subjective well-being in autistic college students: A mixed methods study / Kathryn M BAILEY in Autism, 24-5 (July 2020)
PermalinkThe relationship between subtypes of repetitive behaviors and anxiety in children with autism spectrum disorder / Kaylin M. RUSSELL in Research in Autism Spectrum Disorders, 62 (June 2019)
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