Attitudes towards evidence-based practices among autism professionals in China: A network and moderated analysis / Xiumei HU in Research in Autism, 138 (October 2026)  

Public ISBD [article]  inResearch in Autism > 138 (October 2026) . - p.203013 Titre : Attitudes towards evidence-based practices among autism professionals in China: A network and moderated analysis Type de document : texte imprimé Auteurs : Xiumei HU, Auteur ; Yifei MENG, Auteur ; Xiaoyi HU, Auteur ; Lei WANG, Auteur ; Yan ZOU, Auteur ; Dandan WANG, Auteur ; Caishui YANG, Auteur Article en page(s) : p.203013 Langues : Anglais (eng) Mots-clés : Evidence-based practices  Attitude  Autism services professionals  Network analysis Index. décimale : PER Périodiques Résumé : Purpose Understanding professionals’ attitudes towards evidence-based practices (EBPs) is critical for improving service quality for autistic children. This study investigated these attitudes among Chinese autism service professionals, identifying core dimensions as well as individual and multi-level contextual factors associated with them. Methods 505 autism service professionals completed the Chinese version of the Evidence-Based Practice Attitude Scale-50 along with questionnaires on individual (e.g., education level, professional certification) and contextual factors (e.g., EBPs learning experience, supervisory support, organizational culture). Network analysis was used to identify core dimensions, and multiple regression analyses were conducted to examine associations between these factors and attitudes towards EBPs. Principal results Overall EBPs attitude scores were mildly right-skewed, with the majority falling between 150 and 175. Appeal, Organizational Support, and Feedback emerged as the key dimensions through network analysis. Higher education level, autism-related professional certification, EBPs learning experiences, supervisory support, and organizational culture were significantly associated with more favorable attitudes towards EBPs. Notably, professional certification moderated the associations of EBPs learning experiences and supervisory support with attitudes towards EBPs, with both associations being stronger among certified professionals. Major conclusion As the first study to systematically examine attitudes towards evidence-based practices (EBPs) among autism professionals in China, this research identified core attitudinal dimensions, key associated factors, and the moderating role of professional certification. Findings suggest that to foster positive attitudes towards EBPs, training programs should go beyond knowledge dissemination, strengthen supervisory support, and offer individualized professional development pathways. En ligne : https://dx.doi.org/https://doi.org/10.1016/j.reia.2026.203013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=594 [article] Attitudes towards evidence-based practices among autism professionals in China: A network and moderated analysis [texte imprimé] / Xiumei HU, Auteur ; Yifei MENG, Auteur ; Xiaoyi HU, Auteur ; Lei WANG, Auteur ; Yan ZOU, Auteur ; Dandan WANG, Auteur ; Caishui YANG, Auteur . - p.203013. Langues : Anglais (eng) in Research in Autism > 138 (October 2026) . - p.203013 Mots-clés : Evidence-based practices  Attitude  Autism services professionals  Network analysis Index. décimale : PER Périodiques Résumé : Purpose Understanding professionals’ attitudes towards evidence-based practices (EBPs) is critical for improving service quality for autistic children. This study investigated these attitudes among Chinese autism service professionals, identifying core dimensions as well as individual and multi-level contextual factors associated with them. Methods 505 autism service professionals completed the Chinese version of the Evidence-Based Practice Attitude Scale-50 along with questionnaires on individual (e.g., education level, professional certification) and contextual factors (e.g., EBPs learning experience, supervisory support, organizational culture). Network analysis was used to identify core dimensions, and multiple regression analyses were conducted to examine associations between these factors and attitudes towards EBPs. Principal results Overall EBPs attitude scores were mildly right-skewed, with the majority falling between 150 and 175. Appeal, Organizational Support, and Feedback emerged as the key dimensions through network analysis. Higher education level, autism-related professional certification, EBPs learning experiences, supervisory support, and organizational culture were significantly associated with more favorable attitudes towards EBPs. Notably, professional certification moderated the associations of EBPs learning experiences and supervisory support with attitudes towards EBPs, with both associations being stronger among certified professionals. Major conclusion As the first study to systematically examine attitudes towards evidence-based practices (EBPs) among autism professionals in China, this research identified core attitudinal dimensions, key associated factors, and the moderating role of professional certification. Findings suggest that to foster positive attitudes towards EBPs, training programs should go beyond knowledge dissemination, strengthen supervisory support, and offer individualized professional development pathways. En ligne : https://dx.doi.org/https://doi.org/10.1016/j.reia.2026.203013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=594

Behavior analytic interventions for children with autism: Policy and practice in the United Kingdom and China / Yini LIAO in Autism, 26-1 (January 2022)  

Public ISBD [article]  inAutism > 26-1 (January 2022) . - p.101-120 Titre : Behavior analytic interventions for children with autism: Policy and practice in the United Kingdom and China Type de document : texte imprimé Auteurs : Yini LIAO, Auteur ; Karola DILLENBURGER, Auteur ; Xiaoyi HU, Auteur Article en page(s) : p.101-120 Langues : Anglais (eng) Mots-clés : China  United Kingdom  applied behavior analysis  autism spectrum disorders  policy Index. décimale : PER Périodiques Résumé : The prevalence of autism is increasing, and the development of these children and the lived experience of their families have become a global concern. Applied behavioral analytic intervention is proved to be effective in improving their cognitive abilities, language skills, and social and emotional skills, but the service delivery between developed and developing countries is different. A qualitative study was conducted to explore personal experiences with actual practice fidelity of behavior analytic services for children with autism in a Western developed country (United Kingdom) and an Eastern developing country (China). The study found: (1) a lack of support for autism and behavioral analytic services in both countries; (2) applied behavioral analytic intervention was not as widely endorsed by healthcare or educational systems in the United Kingdom; Chinese parents faced challenges around inclusive education and accessing high-quality services and there was a social stigma attached to autism; (3) a limited awareness and application of early intensive behavior intervention in both regions; and (4) intervention fidelity with regards to the practice of one particular aspect of behavioral analytic interventions was similar and increased with ongoing training. This study emphasizes the need to support children with autism, and to consider regional adaptations of evidence-based practice of behavior analytic interventions for the affected population. En ligne : http://dx.doi.org/10.1177/13623613211020976 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Behavior analytic interventions for children with autism: Policy and practice in the United Kingdom and China [texte imprimé] / Yini LIAO, Auteur ; Karola DILLENBURGER, Auteur ; Xiaoyi HU, Auteur . - p.101-120. Langues : Anglais (eng) in Autism > 26-1 (January 2022) . - p.101-120 Mots-clés : China  United Kingdom  applied behavior analysis  autism spectrum disorders  policy Index. décimale : PER Périodiques Résumé : The prevalence of autism is increasing, and the development of these children and the lived experience of their families have become a global concern. Applied behavioral analytic intervention is proved to be effective in improving their cognitive abilities, language skills, and social and emotional skills, but the service delivery between developed and developing countries is different. A qualitative study was conducted to explore personal experiences with actual practice fidelity of behavior analytic services for children with autism in a Western developed country (United Kingdom) and an Eastern developing country (China). The study found: (1) a lack of support for autism and behavioral analytic services in both countries; (2) applied behavioral analytic intervention was not as widely endorsed by healthcare or educational systems in the United Kingdom; Chinese parents faced challenges around inclusive education and accessing high-quality services and there was a social stigma attached to autism; (3) a limited awareness and application of early intensive behavior intervention in both regions; and (4) intervention fidelity with regards to the practice of one particular aspect of behavioral analytic interventions was similar and increased with ongoing training. This study emphasizes the need to support children with autism, and to consider regional adaptations of evidence-based practice of behavior analytic interventions for the affected population. En ligne : http://dx.doi.org/10.1177/13623613211020976 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Brief Report: Increasing Intraverbal Responses to Subcategorical Questions via Tact and Match-to-Sample Instruction / Gabrielle T. LEE in Journal of Autism and Developmental Disorders, 54-12 (December 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4740-4751 Titre : Brief Report: Increasing Intraverbal Responses to Subcategorical Questions via Tact and Match-to-Sample Instruction Type de document : texte imprimé Auteurs : Gabrielle T. LEE, Auteur ; Xiaoyi HU, Auteur ; Chun SHEN, Auteur Article en page(s) : p.4740-4751 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of the study was to evaluate the effects of tact and match-to-sample instructions on the increase and maintenance of intraverbal responses to subcategorical questions (i.e., naming multiple items in a subcategory of a category). Three Chinese children on the autism spectrum (2 boys, 1 girl, aged 6-8 years old) participated in this study. Results indicated that intraverbal responses to subcategorical questions emerged or increased for most subcategories for all three participants following the completion of instruction without direct training. En ligne : https://doi.org/10.1007/s10803-022-05827-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Brief Report: Increasing Intraverbal Responses to Subcategorical Questions via Tact and Match-to-Sample Instruction [texte imprimé] / Gabrielle T. LEE, Auteur ; Xiaoyi HU, Auteur ; Chun SHEN, Auteur . - p.4740-4751. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4740-4751 Index. décimale : PER Périodiques Résumé : The purpose of the study was to evaluate the effects of tact and match-to-sample instructions on the increase and maintenance of intraverbal responses to subcategorical questions (i.e., naming multiple items in a subcategory of a category). Three Chinese children on the autism spectrum (2 boys, 1 girl, aged 6-8 years old) participated in this study. Results indicated that intraverbal responses to subcategorical questions emerged or increased for most subcategories for all three participants following the completion of instruction without direct training. En ligne : https://doi.org/10.1007/s10803-022-05827-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

Brief Report: Using Computer-Assisted Multiple Exemplar Instruction to Facilitate the Development of Bidirectional Naming for Children with Autism Spectrum Disorder / Gabrielle T. LEE in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4717-4722 Titre : Brief Report: Using Computer-Assisted Multiple Exemplar Instruction to Facilitate the Development of Bidirectional Naming for Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Gabrielle T. LEE, Auteur ; Xiaoyi HU, Auteur ; Ning JIN, Auteur Article en page(s) : p.4717-4722 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder  Child  Computer-Assisted Instruction  Computers  Humans  Male  Autism spectrum disorder  Bidirectional naming  China  Computer-assisted instruction  Multiple exemplar instruction Index. décimale : PER Périodiques Résumé : Bidirectional naming is an important ability which enables children to acquire listener and speaker behaviors through exposure to relevant word-object associations. Many children with autism spectrum disorder (ASD) or developmental delays do not demonstrate this ability and require systematic instruction. The purpose of the present study was to evaluate the efficacy of computer-assisted multiple exemplar instruction to facilitate bidirectional naming. Three 5-year-old Chinese boys with ASD participated in a multiple probe across three participants design. The results indicated that all three children's naming performance increased from pretest to posttest, supporting the potential practicality of the instructional system for use in applied settings. En ligne : http://dx.doi.org/10.1007/s10803-021-04901-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Brief Report: Using Computer-Assisted Multiple Exemplar Instruction to Facilitate the Development of Bidirectional Naming for Children with Autism Spectrum Disorder [texte imprimé] / Gabrielle T. LEE, Auteur ; Xiaoyi HU, Auteur ; Ning JIN, Auteur . - p.4717-4722. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4717-4722 Mots-clés : Adult  Autism Spectrum Disorder  Child  Computer-Assisted Instruction  Computers  Humans  Male  Autism spectrum disorder  Bidirectional naming  China  Computer-assisted instruction  Multiple exemplar instruction Index. décimale : PER Périodiques Résumé : Bidirectional naming is an important ability which enables children to acquire listener and speaker behaviors through exposure to relevant word-object associations. Many children with autism spectrum disorder (ASD) or developmental delays do not demonstrate this ability and require systematic instruction. The purpose of the present study was to evaluate the efficacy of computer-assisted multiple exemplar instruction to facilitate bidirectional naming. Three 5-year-old Chinese boys with ASD participated in a multiple probe across three participants design. The results indicated that all three children's naming performance increased from pretest to posttest, supporting the potential practicality of the instructional system for use in applied settings. En ligne : http://dx.doi.org/10.1007/s10803-021-04901-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD / Xiaoyi HU in Journal of Autism and Developmental Disorders, 50-7 (July 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2540-2555 Titre : Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD Type de document : texte imprimé Auteurs : Xiaoyi HU, Auteur ; Gabrielle T. LEE, Auteur ; Yu-Ting TSAI, Auteur ; Yang YANG, Auteur ; Su CAI, Auteur Article en page(s) : p.2540-2555 Langues : Anglais (eng) Mots-clés : Autism  China  Computer-assisted instruction  Gesture-tracking  Intellectual disability  Teacher-implemented instruction Index. décimale : PER Périodiques Résumé : This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning. En ligne : http://dx.doi.org/10.1007/s10803-019-03978-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD [texte imprimé] / Xiaoyi HU, Auteur ; Gabrielle T. LEE, Auteur ; Yu-Ting TSAI, Auteur ; Yang YANG, Auteur ; Su CAI, Auteur . - p.2540-2555. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2540-2555 Mots-clés : Autism  China  Computer-assisted instruction  Gesture-tracking  Intellectual disability  Teacher-implemented instruction Index. décimale : PER Périodiques Résumé : This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning. En ligne : http://dx.doi.org/10.1007/s10803-019-03978-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Daily Dynamics of Parental Sleep Quality and Parenting in Chinese Families of Children with Autism Spectrum Disorder / Hui WANG in Journal of Autism and Developmental Disorders, 55-12 (December 2025)  

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Daily experiences and well-being of Chinese parents of children with autism / Hui WANG in Autism, 27-6 (August 2023)  

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Increasing Response Diversity to Intraverbals in Children with Autism Spectrum Disorder / Gabrielle T. LEE in Journal of Autism and Developmental Disorders, 50-1 (January 2020)  

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Mindfulness and Stress Among Parents of Children with Autism Spectrum Disorder in China / Hui WANG in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

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Synchrony of Respiratory Sinus Arrhythmia in Parents and Children with Autism Spectrum Disorder: Moderation by Interaction Quality and Child Behavior Problems / Hui WANG in Autism Research, 14-3 (March 2021)  

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Teaching Metaphorical Generation via Tact and Match-to-Sample Instructions: A Brief Report / Gabrielle T. LEE in Journal of Autism and Developmental Disorders, 52-12 (December 2022)  

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The Impact of Emotion Network Density on Psychological Distress in Chinese Parents of Children with Autism: A Daily Diary Study / Hui WANG in Journal of Autism and Developmental Disorders, 56-5 (May 2026)  

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The Mediating Role of Parenting Stress in the Relations Between Parental Emotion Regulation and Parenting Behaviors in Chinese Families of Children with Autism Spectrum Disorders: A Dyadic Analysis / Xiaoyi HU in Journal of Autism and Developmental Disorders, 49-10 (October 2019)  

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Using Equivalence-Based Instruction to Improve Expression and Comprehension of Emotional Metaphors for Children on the Autism Spectrum / Xiaoyi HU in Focus on Autism and Other Developmental Disabilities, 40-3 (September 2025)  

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Using Peer-Mediated LEGO(R) Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting / Xiaoyi HU in Journal of Autism and Developmental Disorders, 48-7 (July 2018)  

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