Brief Report: Caregiver Strategy Implementation-Advancing Spoken Communication in Children Who are Minimally Verbal / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1228-1234 Titre : Brief Report: Caregiver Strategy Implementation-Advancing Spoken Communication in Children Who are Minimally Verbal Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1228-1234 Langues : Anglais (eng) Mots-clés : Caregivers  Intervention  Jasper  Minimally verbal  School-age  Social communication Index. décimale : PER Périodiques Résumé : Research has demonstrated that caregivers' use of intervention strategies can support their children's social engagement and communication. However, it is not clear to what degree caregivers must master the strategies to effectively support gains in social communication, specifically, core challenges such as joint attention language (comments). Twenty-two minimally verbal school-age children with autism received a social communication intervention with caregiver coaching. Through 10 min caregiver-child play interactions at eight time points, significant increase were found in children's spontaneous language. Further, children's spontaneous language was associated with caregivers' implementation. Minimum benchmarks for caregivers' total intervention implementation are discussed. En ligne : http://dx.doi.org/10.1007/s10803-017-3454-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352 [article] Brief Report: Caregiver Strategy Implementation-Advancing Spoken Communication in Children Who are Minimally Verbal [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Connie KASARI, Auteur . - p.1228-1234. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1228-1234 Mots-clés : Caregivers  Intervention  Jasper  Minimally verbal  School-age  Social communication Index. décimale : PER Périodiques Résumé : Research has demonstrated that caregivers' use of intervention strategies can support their children's social engagement and communication. However, it is not clear to what degree caregivers must master the strategies to effectively support gains in social communication, specifically, core challenges such as joint attention language (comments). Twenty-two minimally verbal school-age children with autism received a social communication intervention with caregiver coaching. Through 10 min caregiver-child play interactions at eight time points, significant increase were found in children's spontaneous language. Further, children's spontaneous language was associated with caregivers' implementation. Minimum benchmarks for caregivers' total intervention implementation are discussed. En ligne : http://dx.doi.org/10.1007/s10803-017-3454-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352

Does Gender Influence Core Deficits in ASD? An Investigation into Social-Communication and Play of Girls and Boys with ASD / Clare HARROP in Journal of Autism and Developmental Disorders, 45-3 (March 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.766-777 Titre : Does Gender Influence Core Deficits in ASD? An Investigation into Social-Communication and Play of Girls and Boys with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Clare HARROP, Auteur ; Stephanie Y. SHIRE, Auteur ; Amanda GULSRUD, Auteur ; Ya-Chih CHANG, Auteur ; Eric ISHIJIMA, Auteur ; Kathy LAWTON, Auteur ; Connie KASARI, Auteur Article en page(s) : p.766-777 Langues : Anglais (eng) Mots-clés : Autism  Gender  Social-communication  Joint attention  Play Index. décimale : PER Périodiques Résumé : Due to the predominance of boys diagnosed with autism spectrum disorders (ASD), girls are rarely studied independently. Research specifically focusing on play and social-communication in girls with ASD is extremely varied. We were interested in whether girls with ASD demonstrated equivalent social-communication and play skills in early childhood relative to boys, using two measures focused on the specific quantification of these variables. We also examined whether the associations between developmental variables and social-communication and play differed by gender. Forty girls with ASD were individually matched to 40 boys based on ASD severity. Our results suggest that girls and boys were more similar than different, however they also raise questions about the potential differential associations between development and requesting ability in girls and boys with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2234-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Does Gender Influence Core Deficits in ASD? An Investigation into Social-Communication and Play of Girls and Boys with ASD [Texte imprimé et/ou numérique] / Clare HARROP, Auteur ; Stephanie Y. SHIRE, Auteur ; Amanda GULSRUD, Auteur ; Ya-Chih CHANG, Auteur ; Eric ISHIJIMA, Auteur ; Kathy LAWTON, Auteur ; Connie KASARI, Auteur . - p.766-777. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.766-777 Mots-clés : Autism  Gender  Social-communication  Joint attention  Play Index. décimale : PER Périodiques Résumé : Due to the predominance of boys diagnosed with autism spectrum disorders (ASD), girls are rarely studied independently. Research specifically focusing on play and social-communication in girls with ASD is extremely varied. We were interested in whether girls with ASD demonstrated equivalent social-communication and play skills in early childhood relative to boys, using two measures focused on the specific quantification of these variables. We also examined whether the associations between developmental variables and social-communication and play differed by gender. Forty girls with ASD were individually matched to 40 boys based on ASD severity. Our results suggest that girls and boys were more similar than different, however they also raise questions about the potential differential associations between development and requesting ability in girls and boys with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2234-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

Exploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention / Stephanie Y. SHIRE in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.654-665 Titre : Exploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Terri BARRIAULT, Auteur ; Connie KASARI, Auteur Article en page(s) : p.654-665 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Caregivers  Child  Child, Preschool  Follow-Up Studies  Humans  Mentoring  Ontario  Jasper  autism spectrum disorders  caregiver-mediated  community partnered  implementation  interventions?psychosocial/behavioral  joint engagement Index. décimale : PER Périodiques Résumé : The next step for communication interventions for young children with autism include coaching/teaching for caregivers that have been tested in university clinics and testing these interventions in real world systems with early intervention providers who serve children and families in their communities. However, there are few projects that have tested how well the intervention can be transferred to community providers and what types of progress children and caregivers make in these services. This project took place in partnership with a community early intervention agency in the province of Ontario, Canada. The agency provided government-funded public health services. The agency was funded to take part in a pilot program to try out one of four early intervention models that included coaching for caregivers and was designed to support children's social engagement, play, and communication skills. The team decided to test two ways to start the intervention: (a) begin with observation of the practitioner for 4?weeks and then start coached practice with the child and (b) start coaching immediately. The team also tested two ways to support families for 3?months after intervention: (a) group booster sessions and (b) individual visits. The practitioners delivered the intervention well (M=83%), and overall, caregivers and children made significant gains by the end of intervention in both observation?+?coaching and coaching. Attendance for follow-up boosters was variable with fewer families attending groups. More research is needed to test different strategies and roles to individualize interventions for caregivers with a range of goals and learning styles. En ligne : https://dx.doi.org/10.1177/13623613211066132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Exploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Terri BARRIAULT, Auteur ; Connie KASARI, Auteur . - p.654-665. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.654-665 Mots-clés : Autism Spectrum Disorder  Caregivers  Child  Child, Preschool  Follow-Up Studies  Humans  Mentoring  Ontario  Jasper  autism spectrum disorders  caregiver-mediated  community partnered  implementation  interventions?psychosocial/behavioral  joint engagement Index. décimale : PER Périodiques Résumé : The next step for communication interventions for young children with autism include coaching/teaching for caregivers that have been tested in university clinics and testing these interventions in real world systems with early intervention providers who serve children and families in their communities. However, there are few projects that have tested how well the intervention can be transferred to community providers and what types of progress children and caregivers make in these services. This project took place in partnership with a community early intervention agency in the province of Ontario, Canada. The agency provided government-funded public health services. The agency was funded to take part in a pilot program to try out one of four early intervention models that included coaching for caregivers and was designed to support children's social engagement, play, and communication skills. The team decided to test two ways to start the intervention: (a) begin with observation of the practitioner for 4?weeks and then start coached practice with the child and (b) start coaching immediately. The team also tested two ways to support families for 3?months after intervention: (a) group booster sessions and (b) individual visits. The practitioners delivered the intervention well (M=83%), and overall, caregivers and children made significant gains by the end of intervention in both observation?+?coaching and coaching. Attendance for follow-up boosters was variable with fewer families attending groups. More research is needed to test different strategies and roles to individualize interventions for caregivers with a range of goals and learning styles. En ligne : https://dx.doi.org/10.1177/13623613211066132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Helping the Family Communicate with Technology / Stephanie Y. SHIRE

Public ISBD in Systemically Treating Autism / Brie TURNS Titre : Helping the Family Communicate with Technology Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; Alyssa TAN, Auteur Année de publication : 2019 Importance : p.218-228 Langues : Anglais (eng) Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter will focus on an introduction to augmentative and alternative communication for children with ASD. Augmentative and alternative communication provides additional modes or methods for children to communicate in addition to or sometimes in place of spoken words. The authors of Chapter 26 will review various methods that help individuals with ASD communicate such as low-tech systems (e.g., manual sign and the picture exchange communication system) and high-tech devices (e.g., speech generating devices and smart devices). The chapter also reviews key considerations for selecting the communication type such as the type of language that the child already uses and the complexity of the child’s communication. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 in Systemically Treating Autism / Brie TURNS Helping the Family Communicate with Technology [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; Alyssa TAN, Auteur . - 2019 . - p.218-228. Langues : Anglais (eng) Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter will focus on an introduction to augmentative and alternative communication for children with ASD. Augmentative and alternative communication provides additional modes or methods for children to communicate in addition to or sometimes in place of spoken words. The authors of Chapter 26 will review various methods that help individuals with ASD communicate such as low-tech systems (e.g., manual sign and the picture exchange communication system) and high-tech devices (e.g., speech generating devices and smart devices). The chapter also reviews key considerations for selecting the communication type such as the type of language that the child already uses and the complexity of the child’s communication. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

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Hybrid implementation model of community-partnered early intervention for toddlers with autism: a randomized trial / Stephanie Y. SHIRE in Journal of Child Psychology and Psychiatry, 58-5 (May 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-5 (May 2017) . - p.612-622 Titre : Hybrid implementation model of community-partnered early intervention for toddlers with autism: a randomized trial Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; Ya-Chih CHANG, Auteur ; Wendy SHIH, Auteur ; Suzanne BRACAGLIA, Auteur ; Maria KODJOE, Auteur ; Connie KASARI, Auteur Article en page(s) : p.612-622 Langues : Anglais (eng) Mots-clés : Autism  JASPER  early intervention  paraprofessionals  joint attention  joint engagement  play  implementation Index. décimale : PER Périodiques Résumé : Background Interventions found to be effective in research settings are often not as effective when implemented in community settings. Considering children with autism, studies have rarely examined the efficacy of laboratory-tested interventions on child outcomes in community settings using randomized controlled designs. Methods One hundred and thirteen children with autism enrolled in public early intervention classrooms in low resource neighborhoods were randomized to Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention or treatment as usual waitlist for 10 weeks with 1-month follow-up. Results Teaching assistants delivered JASPER at adequate fidelity. Children randomized to JASPER demonstrated significant gains over treatment as usual in core developmental outcomes of joint engagement, joint attention, and play skills that were maintained at follow-up. Conclusions Supervised teaching assistants delivered JASPER intervention with a range of toddlers with autism leading to significant gains in developmental outcomes. En ligne : http://dx.doi.org/10.1111/jcpp.12672 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=306 [article] Hybrid implementation model of community-partnered early intervention for toddlers with autism: a randomized trial [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; Ya-Chih CHANG, Auteur ; Wendy SHIH, Auteur ; Suzanne BRACAGLIA, Auteur ; Maria KODJOE, Auteur ; Connie KASARI, Auteur . - p.612-622. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-5 (May 2017) . - p.612-622 Mots-clés : Autism  JASPER  early intervention  paraprofessionals  joint attention  joint engagement  play  implementation Index. décimale : PER Périodiques Résumé : Background Interventions found to be effective in research settings are often not as effective when implemented in community settings. Considering children with autism, studies have rarely examined the efficacy of laboratory-tested interventions on child outcomes in community settings using randomized controlled designs. Methods One hundred and thirteen children with autism enrolled in public early intervention classrooms in low resource neighborhoods were randomized to Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention or treatment as usual waitlist for 10 weeks with 1-month follow-up. Results Teaching assistants delivered JASPER at adequate fidelity. Children randomized to JASPER demonstrated significant gains over treatment as usual in core developmental outcomes of joint engagement, joint attention, and play skills that were maintained at follow-up. Conclusions Supervised teaching assistants delivered JASPER intervention with a range of toddlers with autism leading to significant gains in developmental outcomes. En ligne : http://dx.doi.org/10.1111/jcpp.12672 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=306

Increasing Responsive Parent–Child Interactions and Joint Engagement: Comparing the Influence of Parent-Mediated Intervention and Parent Psychoeducation / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 46-5 (May 2016)  

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Isolating active ingredients in a parent-mediated social communication intervention for toddlers with autism spectrum disorder / Amanda C. GULSRUD in Journal of Child Psychology and Psychiatry, 57-5 (May 2016)  

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Parents’ Adoption of Social Communication Intervention Strategies: Families Including Children with Autism Spectrum Disorder Who are Minimally Verbal / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

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Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention / Stephanie Y. SHIRE in Autism, 24-8 (November 2020)  

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Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom / Ya-Chih CHANG in Journal of Autism and Developmental Disorders, 46-6 (June 2016)  

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Short Play and Communication Evaluation: Teachers' assessment of core social communication and play skills with young children with autism / Stephanie Y. SHIRE in Autism, 22-3 (April 2018)  

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Supporting peer engagement for low-income preschool students with autism spectrum disorder during academic instruction: A pilot randomized trial / Jonathan L. PANGANIBAN in Autism, 26-8 (November 2022)  

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Sustained Community Implementation of JASPER Intervention with Toddlers with Autism / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 49-5 (May 2019)  

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