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)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.601-614 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 : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4737 [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 : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4737

Revisiting 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)  

Public ISBD [article]  inAutism Research > 15-10 (October 2022) . - p.1799-1809 Titre : Revisiting the simplification of adult language input in the context of naturalistic developmental behavioral interventions: A commentary Type de document : Texte imprimé et/ou numérique Auteurs : Kyle M. FROST, Auteur ; Brooke R. INGERSOLL, Auteur ; Courtney E. VENKER, Auteur Article en page(s) : p.1799-1809 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  children  communication  early intervention  language  modeling  naturalistic developmental behavioral interventions Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral interventions (NDBI) are an evidence-based class of early interventions for improving language and social communication skills in autistic children. However, relatively little is known about how individual elements of NDBI support child development. This commentary focuses on one common element across NDBI models: the simplification of adult language input. Advances in developmental science focusing on the length and complexity of adult spoken utterances suggests that natural, grammatical utterances facilitate comprehension and expressive language development in autistic and nonautistic children. Yet, NDBI tend to recommend shorter and simpler adult utterances. We close by describing directions for future research which would inform recommendations around adult language input in NDBI to optimally support child language and communication development. En ligne : http://dx.doi.org/10.1002/aur.2796 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4880 [article] Revisiting the simplification of adult language input in the context of naturalistic developmental behavioral interventions: A commentary [Texte imprimé et/ou numérique] / Kyle M. FROST, Auteur ; Brooke R. INGERSOLL, Auteur ; Courtney E. VENKER, Auteur . - p.1799-1809. Langues : Anglais (eng) in Autism Research > 15-10 (October 2022) . - p.1799-1809 Mots-clés : autism spectrum disorder  children  communication  early intervention  language  modeling  naturalistic developmental behavioral interventions Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral interventions (NDBI) are an evidence-based class of early interventions for improving language and social communication skills in autistic children. However, relatively little is known about how individual elements of NDBI support child development. This commentary focuses on one common element across NDBI models: the simplification of adult language input. Advances in developmental science focusing on the length and complexity of adult spoken utterances suggests that natural, grammatical utterances facilitate comprehension and expressive language development in autistic and nonautistic children. Yet, NDBI tend to recommend shorter and simpler adult utterances. We close by describing directions for future research which would inform recommendations around adult language input in NDBI to optimally support child language and communication development. En ligne : http://dx.doi.org/10.1002/aur.2796 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4880

The 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)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.48-54 Titre : The relationship between subtypes of repetitive behaviors and anxiety in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kaylin M. RUSSELL, Auteur ; Kyle M. FROST, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.48-54 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Anxiety  Repetitive behaviors  Insistence on sameness  Self-injury Index. décimale : PER Périodiques Résumé : Background Many children with autism spectrum disorder (ASD) experience comorbid anxiety problems. Research suggests that anxiety symptoms are related to restricted and repetitive behaviors (RRBs) in general, and insistence on sameness behaviors, in particular. However, the extent to which other subtypes of RRBs are related to anxiety is less clear. Method This study evaluated the relationship between anxiety symptoms and subtypes of restricted and repetitive behaviors (RRBs) using the Repetitive Behavior Scale-Revised (RBS-R) in a large sample of children ages 68 months to 18 years-old with autism spectrum disorder (ASD) from the Simons Simplex Collection (N?=?2093). Results An exploratory factor analysis suggested a four-factor solution to the RBS-R. All four factors were significantly correlated with each other and with anxiety symptoms (ps?0.001). A hierarchical regression controlling for age and IQ indicated that the Sameness and Self-Injury factors accounted for unique variance in anxiety. There were no interactions between IQ and any of the RRB factors in predicting anxiety. Conclusions Results suggest that researchers and clinicians should consider the role of anxiety when understanding and treating RRBs in children with ASD. High endorsement of items that load on the Sameness and Self-Injury subscales of the RBS-R might be used to identify children who are at risk for anxiety but who may not show overt symptoms. En ligne : https://doi.org/10.1016/j.rasd.2019.03.006 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3891 [article] The relationship between subtypes of repetitive behaviors and anxiety in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Kaylin M. RUSSELL, Auteur ; Kyle M. FROST, Auteur ; Brooke R. INGERSOLL, Auteur . - p.48-54. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.48-54 Mots-clés : Autism spectrum disorder  Anxiety  Repetitive behaviors  Insistence on sameness  Self-injury Index. décimale : PER Périodiques Résumé : Background Many children with autism spectrum disorder (ASD) experience comorbid anxiety problems. Research suggests that anxiety symptoms are related to restricted and repetitive behaviors (RRBs) in general, and insistence on sameness behaviors, in particular. However, the extent to which other subtypes of RRBs are related to anxiety is less clear. Method This study evaluated the relationship between anxiety symptoms and subtypes of restricted and repetitive behaviors (RRBs) using the Repetitive Behavior Scale-Revised (RBS-R) in a large sample of children ages 68 months to 18 years-old with autism spectrum disorder (ASD) from the Simons Simplex Collection (N?=?2093). Results An exploratory factor analysis suggested a four-factor solution to the RBS-R. All four factors were significantly correlated with each other and with anxiety symptoms (ps?0.001). A hierarchical regression controlling for age and IQ indicated that the Sameness and Self-Injury factors accounted for unique variance in anxiety. There were no interactions between IQ and any of the RRB factors in predicting anxiety. Conclusions Results suggest that researchers and clinicians should consider the role of anxiety when understanding and treating RRBs in children with ASD. High endorsement of items that load on the Sameness and Self-Injury subscales of the RBS-R might be used to identify children who are at risk for anxiety but who may not show overt symptoms. En ligne : https://doi.org/10.1016/j.rasd.2019.03.006 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3891

Using qualitative content analysis to understand the active ingredients of a parent-mediated naturalistic developmental behavioral intervention / Kyle M. FROST in Autism, 26-7 (October 2022)  

Public ISBD [article]  inAutism > 26-7 (October 2022) . - p.1935-1945 Titre : Using qualitative content analysis to understand the active ingredients of a parent-mediated naturalistic developmental behavioral intervention Type de document : Texte imprimé et/ou numérique Auteurs : Kyle M. FROST, Auteur ; Kaylin RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.1935-1945 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Behavior Therapy  Caregivers  Child  Child Development Disorders, Pervasive  Humans  Parents  active ingredients  autism  early intervention  qualitative methods Index. décimale : PER Périodiques Résumé : Although naturalistic developmental behavioral interventions are supported by research for supporting the development of children on the autism spectrum, how they work is not well understood. This study reviewed parent reflection comments in a systematic way to better how one such treatment worked, when delivered by caregivers. Caregivers completed weekly written reflection responses as they learned how to use the treatment techniques. We studied these responses to understand caregiver perspectives on how their children responded to the techniques. The responses were then compared to a theory of how the treatment works. Many responses were consistent with the treatment theory; however, others were not. We found that individual techniques were associated with different child responses, suggesting that general measures of social communication may not measure these specific short-term changes. Our findings point to specific behaviors that may be useful to measure in future research, or useful as indicators of treatment response in clinical practice settings. Overall, qualitative methods may be useful for understanding complex treatment processes. En ligne : http://dx.doi.org/10.1177/13623613211003747 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4847 [article] Using qualitative content analysis to understand the active ingredients of a parent-mediated naturalistic developmental behavioral intervention [Texte imprimé et/ou numérique] / Kyle M. FROST, Auteur ; Kaylin RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur . - p.1935-1945. Langues : Anglais (eng) in Autism > 26-7 (October 2022) . - p.1935-1945 Mots-clés : Autism Spectrum Disorder/therapy  Behavior Therapy  Caregivers  Child  Child Development Disorders, Pervasive  Humans  Parents  active ingredients  autism  early intervention  qualitative methods Index. décimale : PER Périodiques Résumé : Although naturalistic developmental behavioral interventions are supported by research for supporting the development of children on the autism spectrum, how they work is not well understood. This study reviewed parent reflection comments in a systematic way to better how one such treatment worked, when delivered by caregivers. Caregivers completed weekly written reflection responses as they learned how to use the treatment techniques. We studied these responses to understand caregiver perspectives on how their children responded to the techniques. The responses were then compared to a theory of how the treatment works. Many responses were consistent with the treatment theory; however, others were not. We found that individual techniques were associated with different child responses, suggesting that general measures of social communication may not measure these specific short-term changes. Our findings point to specific behaviors that may be useful to measure in future research, or useful as indicators of treatment response in clinical practice settings. Overall, qualitative methods may be useful for understanding complex treatment processes. En ligne : http://dx.doi.org/10.1177/13623613211003747 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4847

Using thin-slice ratings to measure social communication in children with autism spectrum disorder / Kyle M. FROST in Research in Autism Spectrum Disorders, 74 (June 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 74 (June 2020) . - p.101550 Titre : Using thin-slice ratings to measure social communication in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kyle M. FROST, Auteur ; Kaylin M. RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.101550 Langues : Anglais (eng) Mots-clés : ASD  Social communication  Thin-slice ratings  Observational measures Index. décimale : PER Périodiques Résumé : Background Thin-slice ratings have been shown to predict a variety of behaviors in children and adults. Recently, thin-slice ratings have been used to characterize social communication and autism symptomatology in children with autism spectrum disorder (ASD), suggesting their potential as an alternative to intensive observational coding systems. Objectives This study examined whether thin-slice ratings of social communication skills during a parent-child interaction are psychometrically valid, related to observational and standardized measures of child social communication, and sensitive to change over time in children with ASD. Methods Thin-slice ratings for 71 children were completed by 173 undergraduates from a psychology research pool. Groups of naïve raters viewed two-minute clips of parent-child interactions for different children at two time points. For each clip, raters assigned scores for 7 items derived from the Brief Observation of Social Communication Change (BOSCC). Results Thin-slice rating items formed a unidimensional scale with good internal consistency (? = .92) and inter-rater reliability. The thin-slice rating scale demonstrated convergence with observational data from the BOSCC, as well as other common measures of social communication. Unlike the BOSCC, the thin-slice ratings did not change significantly from Time 1 to Time 2. Conclusion Thin-slice ratings of young children with ASD during a parent-child interaction demonstrated criterion validity with the BOSCC and convergent validity with other measures of child social communication functioning. Future studies should investigate whether thin-slice ratings by naïve raters capture other aspects of autism symptomatology. Findings suggest thin-slice ratings may provide a stable estimate of child social communication functioning that tracks with other measures of child developmental functioning. En ligne : https://doi.org/10.1016/j.rasd.2020.101550 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4229 [article] Using thin-slice ratings to measure social communication in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Kyle M. FROST, Auteur ; Kaylin M. RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur . - p.101550. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 74 (June 2020) . - p.101550 Mots-clés : ASD  Social communication  Thin-slice ratings  Observational measures Index. décimale : PER Périodiques Résumé : Background Thin-slice ratings have been shown to predict a variety of behaviors in children and adults. Recently, thin-slice ratings have been used to characterize social communication and autism symptomatology in children with autism spectrum disorder (ASD), suggesting their potential as an alternative to intensive observational coding systems. Objectives This study examined whether thin-slice ratings of social communication skills during a parent-child interaction are psychometrically valid, related to observational and standardized measures of child social communication, and sensitive to change over time in children with ASD. Methods Thin-slice ratings for 71 children were completed by 173 undergraduates from a psychology research pool. Groups of naïve raters viewed two-minute clips of parent-child interactions for different children at two time points. For each clip, raters assigned scores for 7 items derived from the Brief Observation of Social Communication Change (BOSCC). Results Thin-slice rating items formed a unidimensional scale with good internal consistency (? = .92) and inter-rater reliability. The thin-slice rating scale demonstrated convergence with observational data from the BOSCC, as well as other common measures of social communication. Unlike the BOSCC, the thin-slice ratings did not change significantly from Time 1 to Time 2. Conclusion Thin-slice ratings of young children with ASD during a parent-child interaction demonstrated criterion validity with the BOSCC and convergent validity with other measures of child social communication functioning. Future studies should investigate whether thin-slice ratings by naïve raters capture other aspects of autism symptomatology. Findings suggest thin-slice ratings may provide a stable estimate of child social communication functioning that tracks with other measures of child developmental functioning. En ligne : https://doi.org/10.1016/j.rasd.2020.101550 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4229

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