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Auteur Aubyn C. STAHMER |
Documents disponibles écrits par cet auteur (38)
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Overcoming tensions between family-centered care and fidelity within Early Intervention implementation research / Katherine PICKARD in Autism, 27-3 (April 2023)
[article]
Titre : Overcoming tensions between family-centered care and fidelity within Early Intervention implementation research Type de document : Texte imprimé et/ou numérique Auteurs : Katherine PICKARD, Auteur ; Allison WAINER, Auteur ; Sarabeth BRODER-FINGERT, Auteur ; R. Christopher SHELDRICK, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : p.858-863 Langues : Anglais (eng) Mots-clés : autism spectrum disorders,early intervention,family-centered care,family functioning and support,fidelity,interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : The Part C Early Intervention system has been a focus of translational efforts in the autism field, as it is an entry point to services during a critical window of early development. Although Early Intervention systems are perceived as a promising setting in which to implement evidence-based practices for autism, implementation efforts seldom account for the unique service delivery model of Early Intervention systems, which emphasize family-centered care. The principles of family-centered care may at times pose tradeoffs to the implementation of manualized evidence-based practices and, thus, are pertinent to consider within implementation research being conducted within these systems. This commentary highlights family-centered care as an important factor of service delivery in Early Intervention systems that deserve greater attention. We lay out how family-centered care provides a framework for evaluating evidence-based practice adaptation in Early Intervention systems, how it may impact the adoption and implementation of evidence-based practices, and directions for future research to evaluate the impact of family-centered care alongside evidence-based practice delivery. Measuring family-centered care as part of research within Early Intervention systems may shift the autism field to a more balanced view of fidelity as both delivering core evidence-based practice components in a manner that closely align with fundamental tenants of Early Intervention systems.Lay AbstractEarly Intervention systems provide therapeutic services to families of young children birth to 3?years with developmental delays and are considered a natural access point to services for young children and their families. Research studies in the autism field have been interested in training providers to deliver evidence-based practices in Early Intervention systems to increase access to services for young children with an increased likelihood of being autistic. However, research has often overlooked that Early Intervention systems prioritize family-centered care, an approach to working with families that honors and respects their values and choices and that provides supports to strengthen family functioning. This commentary points out that family-centered care deserves greater attention in research being done in Early Intervention systems. We describe how family-centered care may shape how interventions are delivered, and discuss directions for future research to evaluate the impact of family-centered care alongside intervention delivery. En ligne : https://doi.org/10.1177/13623613221133641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499
in Autism > 27-3 (April 2023) . - p.858-863[article] Overcoming tensions between family-centered care and fidelity within Early Intervention implementation research [Texte imprimé et/ou numérique] / Katherine PICKARD, Auteur ; Allison WAINER, Auteur ; Sarabeth BRODER-FINGERT, Auteur ; R. Christopher SHELDRICK, Auteur ; Aubyn C. STAHMER, Auteur . - p.858-863.
Langues : Anglais (eng)
in Autism > 27-3 (April 2023) . - p.858-863
Mots-clés : autism spectrum disorders,early intervention,family-centered care,family functioning and support,fidelity,interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : The Part C Early Intervention system has been a focus of translational efforts in the autism field, as it is an entry point to services during a critical window of early development. Although Early Intervention systems are perceived as a promising setting in which to implement evidence-based practices for autism, implementation efforts seldom account for the unique service delivery model of Early Intervention systems, which emphasize family-centered care. The principles of family-centered care may at times pose tradeoffs to the implementation of manualized evidence-based practices and, thus, are pertinent to consider within implementation research being conducted within these systems. This commentary highlights family-centered care as an important factor of service delivery in Early Intervention systems that deserve greater attention. We lay out how family-centered care provides a framework for evaluating evidence-based practice adaptation in Early Intervention systems, how it may impact the adoption and implementation of evidence-based practices, and directions for future research to evaluate the impact of family-centered care alongside evidence-based practice delivery. Measuring family-centered care as part of research within Early Intervention systems may shift the autism field to a more balanced view of fidelity as both delivering core evidence-based practice components in a manner that closely align with fundamental tenants of Early Intervention systems.Lay AbstractEarly Intervention systems provide therapeutic services to families of young children birth to 3?years with developmental delays and are considered a natural access point to services for young children and their families. Research studies in the autism field have been interested in training providers to deliver evidence-based practices in Early Intervention systems to increase access to services for young children with an increased likelihood of being autistic. However, research has often overlooked that Early Intervention systems prioritize family-centered care, an approach to working with families that honors and respects their values and choices and that provides supports to strengthen family functioning. This commentary points out that family-centered care deserves greater attention in research being done in Early Intervention systems. We describe how family-centered care may shape how interventions are delivered, and discuss directions for future research to evaluate the impact of family-centered care alongside intervention delivery. En ligne : https://doi.org/10.1177/13623613221133641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder / Kelsey S. DICKSON in Journal of Autism and Developmental Disorders, 48-5 (May 2018)
[article]
Titre : Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kelsey S. DICKSON, Auteur ; J. SUHRHEINRICH, Auteur ; S. R. RIETH, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : p.1423-1435 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Child outcomes Parent-teacher correspondence School-aged children Index. décimale : PER Périodiques Résumé : Cross-informant ratings of are considered gold standard for child behavioral assessment. To date, little work has examined informant ratings of adaptive functioning for youth with autism spectrum disorder (ASD). In a large, diverse sample of youth with ASD, this study evaluated parent-teacher concordance of ratings of adaptive functioning and ASD-specific symptomatology across time. The impact of child clinical characteristics on concordance was also examined. Participants included 246 children, their caregivers and teachers. Parent-teacher concordance was variable but generally consistent across time. Concordance was significantly impacted by autism severity and child cognitive abilities. Findings inform the broader concordance literature and support the need to consider child clinical factors when assessing child functioning in samples of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3382-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=354
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1423-1435[article] Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kelsey S. DICKSON, Auteur ; J. SUHRHEINRICH, Auteur ; S. R. RIETH, Auteur ; Aubyn C. STAHMER, Auteur . - p.1423-1435.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1423-1435
Mots-clés : Autism spectrum disorder Child outcomes Parent-teacher correspondence School-aged children Index. décimale : PER Périodiques Résumé : Cross-informant ratings of are considered gold standard for child behavioral assessment. To date, little work has examined informant ratings of adaptive functioning for youth with autism spectrum disorder (ASD). In a large, diverse sample of youth with ASD, this study evaluated parent-teacher concordance of ratings of adaptive functioning and ASD-specific symptomatology across time. The impact of child clinical characteristics on concordance was also examined. Participants included 246 children, their caregivers and teachers. Parent-teacher concordance was variable but generally consistent across time. Concordance was significantly impacted by autism severity and child cognitive abilities. Findings inform the broader concordance literature and support the need to consider child clinical factors when assessing child functioning in samples of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3382-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=354 Parent perceptions of an adapted evidence-based practice for toddlers with autism in a community setting / Aubyn C. STAHMER in Autism, 21-2 (February 2017)
[article]
Titre : Parent perceptions of an adapted evidence-based practice for toddlers with autism in a community setting Type de document : Texte imprimé et/ou numérique Auteurs : Aubyn C. STAHMER, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; Sarah R. RIETH, Auteur ; Julia TRIGEIRO STONER, Auteur ; Joshua D. FEDER, Auteur ; Karyn SEARCY, Auteur ; Tiffany WANG, Auteur Article en page(s) : p.217-230 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Although data from parent-implemented Naturalistic Developmental Behavioral Interventions have shown positive effects on decreasing core symptoms of autism, there has been limited examination of the effectiveness of Naturalistic Developmental Behavioral Interventions in community settings. In addition, parent perspectives of their involvement in parent-implemented early intervention programs have not been well studied. Using both qualitative and quantitative data to examine parent perspectives and the perceived feasibility of parent training by community providers, 13 families were followed as they received training in the Naturalistic Developmental Behavioral Intervention, Project ImPACT. Data indicate that parent training by community providers is feasible and well received, and parents find value in participating in intervention and perceive benefit for their children. Recommendations for adaptation of program elements and future research are discussed. En ligne : http://dx.doi.org/10.1177/1362361316637580 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303
in Autism > 21-2 (February 2017) . - p.217-230[article] Parent perceptions of an adapted evidence-based practice for toddlers with autism in a community setting [Texte imprimé et/ou numérique] / Aubyn C. STAHMER, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; Sarah R. RIETH, Auteur ; Julia TRIGEIRO STONER, Auteur ; Joshua D. FEDER, Auteur ; Karyn SEARCY, Auteur ; Tiffany WANG, Auteur . - p.217-230.
Langues : Anglais (eng)
in Autism > 21-2 (February 2017) . - p.217-230
Index. décimale : PER Périodiques Résumé : Although data from parent-implemented Naturalistic Developmental Behavioral Interventions have shown positive effects on decreasing core symptoms of autism, there has been limited examination of the effectiveness of Naturalistic Developmental Behavioral Interventions in community settings. In addition, parent perspectives of their involvement in parent-implemented early intervention programs have not been well studied. Using both qualitative and quantitative data to examine parent perspectives and the perceived feasibility of parent training by community providers, 13 families were followed as they received training in the Naturalistic Developmental Behavioral Intervention, Project ImPACT. Data indicate that parent training by community providers is feasible and well received, and parents find value in participating in intervention and perceive benefit for their children. Recommendations for adaptation of program elements and future research are discussed. En ligne : http://dx.doi.org/10.1177/1362361316637580 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 Parent Training Interventions for Children with Autism Spectrum Disorders / Lauren BROOKMAN-FRAZEE
contenu dans Applied Behavior Analysis for Children with Autism Spectrum Disorders / Johnny L. MATSON
Titre : Parent Training Interventions for Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lauren BROOKMAN-FRAZEE, Auteur ; Laurie A. VISMARA, Auteur ; Amy DRAHOTA, Auteur ; Aubyn C. STAHMER, Auteur ; Daniel OPENDEN, Auteur Année de publication : 2009 Importance : p.237-257 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 Parent Training Interventions for Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Lauren BROOKMAN-FRAZEE, Auteur ; Laurie A. VISMARA, Auteur ; Amy DRAHOTA, Auteur ; Aubyn C. STAHMER, Auteur ; Daniel OPENDEN, Auteur . - 2009 . - p.237-257.
contenu dans Applied Behavior Analysis for Children with Autism Spectrum Disorders / Johnny L. MATSON
Langues : Anglais (eng)
Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire 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 Preliminary Effectiveness of Project ImPACT: A Parent-Mediated Intervention for Children with Autism Spectrum Disorder Delivered in a Community Program / Nicole A. STADNICK in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
PermalinkProvider perspectives and reach of an evidence-based intervention in community services for toddlers / Sarah R. RIETH in Autism, 26-3 (April 2022)
PermalinkA Randomized Trial Comparison of the Effects of Verbal and Pictorial Naturalistic Communication Strategies on Spoken Language for Young Children with Autism / Laura SCHREIBMAN in Journal of Autism and Developmental Disorders, 44-5 (May 2014)
PermalinkRethinking the idea of late autism spectrum disorder onset / Elizabeth C. BACON in Development and Psychopathology, 30-2 (May 2018)
PermalinkStimulus Overselectivity in Typical Development: Implications for Teaching Children with Autism / Sarah R. REED in Journal of Autism and Developmental Disorders, 43-6 (June 2013)
PermalinkThe Basic Structure of Community Early Intervention Programs for Children with Autism: Provider Descriptions / Aubyn C. STAHMER in Journal of Autism and Developmental Disorders, 37-7 (August 2007)
PermalinkThe importance of characterizing intervention for individuals with autism / Aubyn C. STAHMER in Autism, 20-4 (May 2016)
PermalinkThe role of treatment fidelity on outcomes during a randomized field trial of an autism intervention / David S. MANDELL in Autism, 17-3 (May 2013)
PermalinkToward a more collaborative research culture: Extending translational science from research to community and back again / Aubyn C. STAHMER in Autism, 21-2 (February 2017)
PermalinkToward a more collaborative research culture: Extending translational science from research to community and back again / Aubyn C. STAHMER in Autism, 21-3 (April 2017)
PermalinkTranslating Evidence-Based Practices from the Laboratory to Schools: Classroom Pivotal Response Teaching / Laura SCHREIBMAN
PermalinkA Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism / Aubyn C. STAHMER in Focus on Autism and Other Developmental Disabilities, 38-1 (March 2023)
PermalinkWhat Works for You? Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use / Aubyn C. STAHMER in Autism Research and Treatment, (October 2012)
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