Allied Health Professionals' Knowledge and Use of ASD Intervention Practices / J. PAYNTER in Journal of Autism and Developmental Disorders, 48-7 (July 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2335-2349 Titre : Allied Health Professionals' Knowledge and Use of ASD Intervention Practices Type de document : Texte imprimé et/ou numérique Auteurs : J. PAYNTER, Auteur ; R. SULEK, Auteur ; S. LUSKIN-SAXBY, Auteur ; D. TREMBATH, Auteur ; D. KEEN, Auteur Article en page(s) : p.2335-2349 Langues : Anglais (eng) Mots-clés : Allied health professionals  Autism spectrum disorder  Evidence-based practice  Implementation science  Knowledge translation Index. décimale : PER Périodiques Résumé : Allied health professionals (AHPs) are trusted sources of information and intervention for clients with autism spectrum disorder. However, the level of implementation of empirically-supported therapies and the accuracy of the knowledge they use to inform intervention selection is largely unknown. The present study explored the accuracy of AHPs' knowledge and use of practices, and explored links to individual attitudes and organisational culture. Overall results from the 156 AHPs surveyed suggested general accuracy of knowledge, and use of empirically supported treatments, with accuracy linked to use. Use of practices unsupported by research was linked to organisational culture and openness to new interventions. The presence of misinformation and the impact on selection and use of effective practices are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3505-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Allied Health Professionals' Knowledge and Use of ASD Intervention Practices [Texte imprimé et/ou numérique] / J. PAYNTER, Auteur ; R. SULEK, Auteur ; S. LUSKIN-SAXBY, Auteur ; D. TREMBATH, Auteur ; D. KEEN, Auteur . - p.2335-2349. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2335-2349 Mots-clés : Allied health professionals  Autism spectrum disorder  Evidence-based practice  Implementation science  Knowledge translation Index. décimale : PER Périodiques Résumé : Allied health professionals (AHPs) are trusted sources of information and intervention for clients with autism spectrum disorder. However, the level of implementation of empirically-supported therapies and the accuracy of the knowledge they use to inform intervention selection is largely unknown. The present study explored the accuracy of AHPs' knowledge and use of practices, and explored links to individual attitudes and organisational culture. Overall results from the 156 AHPs surveyed suggested general accuracy of knowledge, and use of empirically supported treatments, with accuracy linked to use. Use of practices unsupported by research was linked to organisational culture and openness to new interventions. The presence of misinformation and the impact on selection and use of effective practices are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3505-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Longitudinal Social and Communication Outcomes in Children with Autism Raised in Bi/Multilingual Environments / S. SIYAMBALAPITIYA 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.339-348 Titre : Longitudinal Social and Communication Outcomes in Children with Autism Raised in Bi/Multilingual Environments Type de document : Texte imprimé et/ou numérique Auteurs : S. SIYAMBALAPITIYA, Auteur ; J. PAYNTER, Auteur ; V. K. K. NAIR, Auteur ; C. REUTERSKIÖLD, Auteur ; M. TUCKER, Auteur ; D. TREMBATH, Auteur Article en page(s) : p.339-348 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Communication  Humans  Language  Language Development  Multilingualism  Autism  Bilingualism  Early intervention  Home language  Social-communication outcomes Index. décimale : PER Périodiques Résumé : Globally, there are more bilingual speakers than monolingual speakers; however, scant research evidence exists regarding social communication development and outcomes for bilingual children with autism spectrum disorder (ASD). A stronger evidence base will facilitate health professionals and educators providing accurate recommendations regarding language use. This study employed a longitudinal cohort design to compare social and communication skills, at baseline and over 12 months, for 60 monolingual and 60 bilingual children with ASD receiving community based early intervention. We found few differences at intake, and no difference in the magnitude of change over 12 months for this cohort. Findings support the notion that there is no basis on which to discourage home language use with bilingual children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-04940-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Longitudinal Social and Communication Outcomes in Children with Autism Raised in Bi/Multilingual Environments [Texte imprimé et/ou numérique] / S. SIYAMBALAPITIYA, Auteur ; J. PAYNTER, Auteur ; V. K. K. NAIR, Auteur ; C. REUTERSKIÖLD, Auteur ; M. TUCKER, Auteur ; D. TREMBATH, Auteur . - p.339-348. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.339-348 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Communication  Humans  Language  Language Development  Multilingualism  Autism  Bilingualism  Early intervention  Home language  Social-communication outcomes Index. décimale : PER Périodiques Résumé : Globally, there are more bilingual speakers than monolingual speakers; however, scant research evidence exists regarding social communication development and outcomes for bilingual children with autism spectrum disorder (ASD). A stronger evidence base will facilitate health professionals and educators providing accurate recommendations regarding language use. This study employed a longitudinal cohort design to compare social and communication skills, at baseline and over 12 months, for 60 monolingual and 60 bilingual children with ASD receiving community based early intervention. We found few differences at intake, and no difference in the magnitude of change over 12 months for this cohort. Findings support the notion that there is no basis on which to discourage home language use with bilingual children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-04940-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

Preschool predictors of reading ability in the first year of schooling in children with ASD / Marleen F. WESTERVELD in Autism Research, 11-10 (October 2018)  

Public ISBD [article]  inAutism Research > 11-10 (October 2018) . - p.1332-1344 Titre : Preschool predictors of reading ability in the first year of schooling in children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Marleen F. WESTERVELD, Auteur ; J. PAYNTER, Auteur ; K. O'LEARY, Auteur ; D. TREMBATH, Auteur Article en page(s) : p.1332-1344 Langues : Anglais (eng) Mots-clés : autism  decoding  emergent literacy  longitudinal  preschool  reading Index. décimale : PER Périodiques Résumé : A high percentage of children with Autism Spectrum Disorder (ASD) show elevated challenges in learning to read. We investigated longitudinal predictors of reading skills in 41 children diagnosed with ASD. All children completed measures of precursor literacy skills at the age of 4-5 years, including phonological awareness, letter sound knowledge, rapid automatic naming, name writing, and phonological memory (digit span), along with measures of word- and passage-level reading skills in their first year of formal schooling. Nonverbal cognition and letter sound knowledge accounted for 53.4% of the variance in regular single word reading at school age, with letter sound knowledge a significant individual predictor. Overall, 18 children showed reading ability scores in the average range on a standardized test of passage-level reading ability, whereas 23 children performed below expectations. These groups differed significantly on all precursor literacy measures (at ages 4-5), except autism symptoms based on parent report. Group membership was significantly predicted by preschool receptive vocabulary, name writing, and rapid automatic naming, with high sensitivity and specificity. These results are discussed in reference to the literature describing early literacy predictors for typically developing children, highlighting key areas for future intervention and support. Autism Res 2018, 11: 1332-1344. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Children with autism are at increased risk of persistent reading difficulties. We examined whether preschool reading-related skills linked to later reading ability. Performance on the following three tasks administered at preschool predicted children who showed early reading success versus below expectations in their first year of school: vocabulary, name writing, and rapid naming of familiar objects and shapes. These results can inform future interventions. En ligne : http://dx.doi.org/10.1002/aur.1999 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Preschool predictors of reading ability in the first year of schooling in children with ASD [Texte imprimé et/ou numérique] / Marleen F. WESTERVELD, Auteur ; J. PAYNTER, Auteur ; K. O'LEARY, Auteur ; D. TREMBATH, Auteur . - p.1332-1344. Langues : Anglais (eng) in Autism Research > 11-10 (October 2018) . - p.1332-1344 Mots-clés : autism  decoding  emergent literacy  longitudinal  preschool  reading Index. décimale : PER Périodiques Résumé : A high percentage of children with Autism Spectrum Disorder (ASD) show elevated challenges in learning to read. We investigated longitudinal predictors of reading skills in 41 children diagnosed with ASD. All children completed measures of precursor literacy skills at the age of 4-5 years, including phonological awareness, letter sound knowledge, rapid automatic naming, name writing, and phonological memory (digit span), along with measures of word- and passage-level reading skills in their first year of formal schooling. Nonverbal cognition and letter sound knowledge accounted for 53.4% of the variance in regular single word reading at school age, with letter sound knowledge a significant individual predictor. Overall, 18 children showed reading ability scores in the average range on a standardized test of passage-level reading ability, whereas 23 children performed below expectations. These groups differed significantly on all precursor literacy measures (at ages 4-5), except autism symptoms based on parent report. Group membership was significantly predicted by preschool receptive vocabulary, name writing, and rapid automatic naming, with high sensitivity and specificity. These results are discussed in reference to the literature describing early literacy predictors for typically developing children, highlighting key areas for future intervention and support. Autism Res 2018, 11: 1332-1344. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Children with autism are at increased risk of persistent reading difficulties. We examined whether preschool reading-related skills linked to later reading ability. Performance on the following three tasks administered at preschool predicted children who showed early reading success versus below expectations in their first year of school: vocabulary, name writing, and rapid naming of familiar objects and shapes. These results can inform future interventions. En ligne : http://dx.doi.org/10.1002/aur.1999 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

Profiles of vocalization change in children with autism receiving early intervention / D. TREMBATH in Autism Research, 12-5 (May 2019)  

Public ISBD [article]  inAutism Research > 12-5 (May 2019) . - p.830-842 Titre : Profiles of vocalization change in children with autism receiving early intervention Type de document : Texte imprimé et/ou numérique Auteurs : D. TREMBATH, Auteur ; Marleen F. WESTERVELD, Auteur ; S. TEPPALA, Auteur ; A. THIRUMANICKAM, Auteur ; R. SULEK, Auteur ; V. ROSE, Auteur ; M. TUCKER, Auteur ; J. PAYNTER, Auteur ; O. HETZRONI, Auteur ; D. KEEN, Auteur ; G. VIVANTI, Auteur Article en page(s) : p.830-842 Langues : Anglais (eng) Mots-clés : children  individual variability/heterogeneity  language  longitudinal data analysis  treatment Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) commonly present with comorbid language impairment, negatively impacting their learning and participation across settings. Addressing these needs requires a detailed understanding of their communication trajectories. In this study, we used the language environment and analysis (LENA) system to examine possible changes in children's (a) vocalizations and (b) ratio of speech to nonspeech vocalizations over a 10-month period. Data for 23 children with ASD (17M, 6F; ages 32-67 months) were analyzed, including monthly 3-hr in-class recordings and standardized measures of language, cognition, and ASD characteristics. Using hierarchical generalized linear models, we found significant time-trends for child vocalizations (P En ligne : http://dx.doi.org/10.1002/aur.2075 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] Profiles of vocalization change in children with autism receiving early intervention [Texte imprimé et/ou numérique] / D. TREMBATH, Auteur ; Marleen F. WESTERVELD, Auteur ; S. TEPPALA, Auteur ; A. THIRUMANICKAM, Auteur ; R. SULEK, Auteur ; V. ROSE, Auteur ; M. TUCKER, Auteur ; J. PAYNTER, Auteur ; O. HETZRONI, Auteur ; D. KEEN, Auteur ; G. VIVANTI, Auteur . - p.830-842. Langues : Anglais (eng) in Autism Research > 12-5 (May 2019) . - p.830-842 Mots-clés : children  individual variability/heterogeneity  language  longitudinal data analysis  treatment Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) commonly present with comorbid language impairment, negatively impacting their learning and participation across settings. Addressing these needs requires a detailed understanding of their communication trajectories. In this study, we used the language environment and analysis (LENA) system to examine possible changes in children's (a) vocalizations and (b) ratio of speech to nonspeech vocalizations over a 10-month period. Data for 23 children with ASD (17M, 6F; ages 32-67 months) were analyzed, including monthly 3-hr in-class recordings and standardized measures of language, cognition, and ASD characteristics. Using hierarchical generalized linear models, we found significant time-trends for child vocalizations (P En ligne : http://dx.doi.org/10.1002/aur.2075 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

Promoting a Collective Voice from Parents, Educators and Allied Health Professionals on the Educational Needs of Students on the Autism Spectrum / B. SAGGERS in Journal of Autism and Developmental Disorders, 49-9 (September 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3845-3865 Titre : Promoting a Collective Voice from Parents, Educators and Allied Health Professionals on the Educational Needs of Students on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : B. SAGGERS, Auteur ; M. TONES, Auteur ; J. DUNNE, Auteur ; D. TREMBATH, Auteur ; S. BRUCK, Auteur ; Amanda A. WEBSTER, Auteur ; D. KLUG, Auteur ; S. WANG, Auteur Article en page(s) : p.3845-3865 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Educational needs  Educators  Parents  Specialists  Stakeholder voice Index. décimale : PER Périodiques Résumé : Providing support for the educational needs of students on the autism spectrum continues to be challenging. Findings from this survey of parents, teachers and specialist staff highlight the need for collaboration between stakeholders who support the education of these students. The main themes to emerge were for school staff to be equipped with the knowledge and expertise to support each student in their learning, and for support with social/emotional needs. Findings highlighted the need for a transparent process for building school capacity to translate research and knowledge into practice by all stakeholders. This collective voice is important to ensure the needs of these students are identified and that appropriate support is implemented to maximise the educational success of these students. En ligne : http://dx.doi.org/10.1007/s10803-019-04097-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Promoting a Collective Voice from Parents, Educators and Allied Health Professionals on the Educational Needs of Students on the Autism Spectrum [Texte imprimé et/ou numérique] / B. SAGGERS, Auteur ; M. TONES, Auteur ; J. DUNNE, Auteur ; D. TREMBATH, Auteur ; S. BRUCK, Auteur ; Amanda A. WEBSTER, Auteur ; D. KLUG, Auteur ; S. WANG, Auteur . - p.3845-3865. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3845-3865 Mots-clés : Autism spectrum disorder  Educational needs  Educators  Parents  Specialists  Stakeholder voice Index. décimale : PER Périodiques Résumé : Providing support for the educational needs of students on the autism spectrum continues to be challenging. Findings from this survey of parents, teachers and specialist staff highlight the need for collaboration between stakeholders who support the education of these students. The main themes to emerge were for school staff to be equipped with the knowledge and expertise to support each student in their learning, and for support with social/emotional needs. Findings highlighted the need for a transparent process for building school capacity to translate research and knowledge into practice by all stakeholders. This collective voice is important to ensure the needs of these students are identified and that appropriate support is implemented to maximise the educational success of these students. En ligne : http://dx.doi.org/10.1007/s10803-019-04097-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Systematic review of factors that may influence the outcomes and generalizability of parent-mediated interventions for young children with autism spectrum disorder / D. TREMBATH in Autism Research, 12-9 (September 2019)  

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The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder / Marleen F. WESTERVELD in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

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