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Auteur Lynne LEVATO |
Documents disponibles écrits par cet auteur (6)



Comparative effectiveness trial: Modular behavior approach for young autistic children compared to comprehensive behavioral intervention / Cynthia ANDERSON in Autism Research, 17-11 (November 2024)
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[article]
Titre : Comparative effectiveness trial: Modular behavior approach for young autistic children compared to comprehensive behavioral intervention Type de document : Texte imprimé et/ou numérique Auteurs : Cynthia ANDERSON, Auteur ; Samantha HOCHHEIMER, Auteur ; Zachary WARREN, Auteur ; Eric BUTTER, Auteur ; Susan L. HYMAN, Auteur ; Hongyue WANG, Auteur ; Lisa WALLACE, Auteur ; Lynne LEVATO, Auteur ; Ryan MARTIN, Auteur ; Kevin G. STEPHENSON, Auteur ; Megan NORRIS, Auteur ; Wynn JACQUELINE, Auteur ; Tristram SMITH, Auteur ; Cynthia R. JOHNSON, Auteur Article en page(s) : p.2430-2446 Langues : Anglais (eng) Mots-clés : applied behavior analysis autism behavioral intervention comprehensive behavior intervention (CBI) discrete trial training (DTT) early intensive Behavioral intervention (EIBI) naturalistic developmental Behavioral interventions (NDBIs) noninferiority design randomized clinical trial (RCT) Index. décimale : PER Périodiques Résumé : Abstract This 24-week single-blind trial tested a modular approach for young autistic children (MAYAC) that was delivered for fewer hours per week and modified based on child progress and parental input compared to comprehensive behavioral intervention treatment as usual (CBI, TAU). Participants were autistic children, ages 18?60?months of age. MAYAC was initially 5?h of intervention per week, one of which was parent training and the other four direct therapy focusing on social communication and engagement, but additional modules could be added for up to 10?h per week. Comprehensive behavior intervention was delivered for ?15?h per week. Outcome measures included the Vineland Adaptive Behavior Scales; VABS, the Ohio Autism Clinical Improvement Scale ? Autism Severity; OACIS ? AS and the Pervasive Developmental Disorder Behavior Inventory ? Parent; PDDBI-P. Implementation and parent satisfaction measures were also collected. Fifty-six children, mean age of 34?months, were randomized. Within-group analysis revealed significant improvements from baseline to week 24 for both MAYAC (p?0.0001) and CBI, TAU (p?0.0001) on the VABS. The noninferiority test was performed to test between group differences and MAYAC was not inferior to CBI, TAU on the VABS (p?=?0.0144). On the OACIS ? AS, 48.0% of MAYAC and 45.5% of CBI were treatment responders there were no significant changes on the PDDBI-P, for either group. Treatment fidelity was high for both groups (>95%) as was parent satisfaction. Findings from this small trial are promising and suggest MAYAC may be an alternative for some young autistic children and their families to CBI, TAU. En ligne : https://doi.org/10.1002/aur.3240 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542
in Autism Research > 17-11 (November 2024) . - p.2430-2446[article] Comparative effectiveness trial: Modular behavior approach for young autistic children compared to comprehensive behavioral intervention [Texte imprimé et/ou numérique] / Cynthia ANDERSON, Auteur ; Samantha HOCHHEIMER, Auteur ; Zachary WARREN, Auteur ; Eric BUTTER, Auteur ; Susan L. HYMAN, Auteur ; Hongyue WANG, Auteur ; Lisa WALLACE, Auteur ; Lynne LEVATO, Auteur ; Ryan MARTIN, Auteur ; Kevin G. STEPHENSON, Auteur ; Megan NORRIS, Auteur ; Wynn JACQUELINE, Auteur ; Tristram SMITH, Auteur ; Cynthia R. JOHNSON, Auteur . - p.2430-2446.
Langues : Anglais (eng)
in Autism Research > 17-11 (November 2024) . - p.2430-2446
Mots-clés : applied behavior analysis autism behavioral intervention comprehensive behavior intervention (CBI) discrete trial training (DTT) early intensive Behavioral intervention (EIBI) naturalistic developmental Behavioral interventions (NDBIs) noninferiority design randomized clinical trial (RCT) Index. décimale : PER Périodiques Résumé : Abstract This 24-week single-blind trial tested a modular approach for young autistic children (MAYAC) that was delivered for fewer hours per week and modified based on child progress and parental input compared to comprehensive behavioral intervention treatment as usual (CBI, TAU). Participants were autistic children, ages 18?60?months of age. MAYAC was initially 5?h of intervention per week, one of which was parent training and the other four direct therapy focusing on social communication and engagement, but additional modules could be added for up to 10?h per week. Comprehensive behavior intervention was delivered for ?15?h per week. Outcome measures included the Vineland Adaptive Behavior Scales; VABS, the Ohio Autism Clinical Improvement Scale ? Autism Severity; OACIS ? AS and the Pervasive Developmental Disorder Behavior Inventory ? Parent; PDDBI-P. Implementation and parent satisfaction measures were also collected. Fifty-six children, mean age of 34?months, were randomized. Within-group analysis revealed significant improvements from baseline to week 24 for both MAYAC (p?0.0001) and CBI, TAU (p?0.0001) on the VABS. The noninferiority test was performed to test between group differences and MAYAC was not inferior to CBI, TAU on the VABS (p?=?0.0144). On the OACIS ? AS, 48.0% of MAYAC and 45.5% of CBI were treatment responders there were no significant changes on the PDDBI-P, for either group. Treatment fidelity was high for both groups (>95%) as was parent satisfaction. Findings from this small trial are promising and suggest MAYAC may be an alternative for some young autistic children and their families to CBI, TAU. En ligne : https://doi.org/10.1002/aur.3240 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542 Profiles of minimally verbal autistic children: Illuminating the neglected end of the spectrum / Maria PIZZANO in Autism Research, 17-5 (May 2024)
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Titre : Profiles of minimally verbal autistic children: Illuminating the neglected end of the spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Maria PIZZANO, Auteur ; Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Lynne LEVATO, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Tristram SMITH, Auteur ; Connie KASARI, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Heterogeneity among individuals on the autism spectrum is widely acknowledged as a barrier to develop effective interventions. Overcoming this challenge requires characterization of individual differences, especially for children that are minimally verbal and often excluded from research studies. Most studies that describe autistic subgroups identify a single minimally verbal verbal group based on a single identifying measure (e.g., ADOS module one or single item indicating absence of phrase speech). Determining personalized courses of intervention requires a more detailed understanding since a single intervention will not be effective for all who are minimally verbal. The present study identified comprehensive profiles of cognitive, language, and social communication skills within a large, diverse, group of minimally verbal children with autism. The analysis combined baseline data from two studies to yield a sample of 344 participants, who were 3 to 8?years old at the time of study onset, with 60% who identified as having a race/ethnicity other than White. Via latent profile analysis (LPA), a three-group model was identified as best fit to the data. Profile identification was dependent on a participant's combination of cognitive, expressive, and social communication characteristics, rather than a single domain. One group (n = 206) had global delays, while the other two groups (n = 95 and n = 43) had variable strengths in cognition and communication. Findings suggest that low-frequency/minimally verbal communicators with autism have heterogeneous characteristics that can be systematically organized. En ligne : https://doi.org/10.1002/aur.3151 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529
in Autism Research > 17-5 (May 2024)[article] Profiles of minimally verbal autistic children: Illuminating the neglected end of the spectrum [Texte imprimé et/ou numérique] / Maria PIZZANO, Auteur ; Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Lynne LEVATO, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Tristram SMITH, Auteur ; Connie KASARI, Auteur.
Langues : Anglais (eng)
in Autism Research > 17-5 (May 2024)
Index. décimale : PER Périodiques Résumé : Abstract Heterogeneity among individuals on the autism spectrum is widely acknowledged as a barrier to develop effective interventions. Overcoming this challenge requires characterization of individual differences, especially for children that are minimally verbal and often excluded from research studies. Most studies that describe autistic subgroups identify a single minimally verbal verbal group based on a single identifying measure (e.g., ADOS module one or single item indicating absence of phrase speech). Determining personalized courses of intervention requires a more detailed understanding since a single intervention will not be effective for all who are minimally verbal. The present study identified comprehensive profiles of cognitive, language, and social communication skills within a large, diverse, group of minimally verbal children with autism. The analysis combined baseline data from two studies to yield a sample of 344 participants, who were 3 to 8?years old at the time of study onset, with 60% who identified as having a race/ethnicity other than White. Via latent profile analysis (LPA), a three-group model was identified as best fit to the data. Profile identification was dependent on a participant's combination of cognitive, expressive, and social communication characteristics, rather than a single domain. One group (n = 206) had global delays, while the other two groups (n = 95 and n = 43) had variable strengths in cognition and communication. Findings suggest that low-frequency/minimally verbal communicators with autism have heterogeneous characteristics that can be systematically organized. En ligne : https://doi.org/10.1002/aur.3151 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 Profiles of minimally verbal autistic children: Illuminating the neglected end of the spectrum / Stephanie Shire ; Wendy SHIH ; Lynne LEVATO ; Rebecca LANDA ; Catherine LORD ; Tristram SMITH ; Connie KASARI in Autism Research, 17-6 (June 2024)
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[article]
Titre : Profiles of minimally verbal autistic children: Illuminating the neglected end of the spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Lynne LEVATO, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Tristram SMITH, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1218-1229 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Heterogeneity among individuals on the autism spectrum is widely acknowledged as a barrier to develop effective interventions. Overcoming this challenge requires characterization of individual differences, especially for children that are minimally verbal and often excluded from research studies. Most studies that describe autistic subgroups identify a single minimally verbal verbal group based on a single identifying measure (e.g., ADOS module one or single item indicating absence of phrase speech). Determining personalized courses of intervention requires a more detailed understanding since a single intervention will not be effective for all who are minimally verbal. The present study identified comprehensive profiles of cognitive, language, and social communication skills within a large, diverse, group of minimally verbal children with autism. The analysis combined baseline data from two studies to yield a sample of 344 participants, who were 3 to 8?years old at the time of study onset, with 60% who identified as having a race/ethnicity other than White. Via latent profile analysis (LPA), a three-group model was identified as best fit to the data. Profile identification was dependent on a participant's combination of cognitive, expressive, and social communication characteristics, rather than a single domain. One group (n = 206) had global delays, while the other two groups (n = 95 and n = 43) had variable strengths in cognition and communication. Findings suggest that low-frequency/minimally verbal communicators with autism have heterogeneous characteristics that can be systematically organized. En ligne : https://doi.org/10.1002/aur.3151 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=531
in Autism Research > 17-6 (June 2024) . - p.1218-1229[article] Profiles of minimally verbal autistic children: Illuminating the neglected end of the spectrum [Texte imprimé et/ou numérique] / Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Lynne LEVATO, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Tristram SMITH, Auteur ; Connie KASARI, Auteur . - p.1218-1229.
Langues : Anglais (eng)
in Autism Research > 17-6 (June 2024) . - p.1218-1229
Index. décimale : PER Périodiques Résumé : Abstract Heterogeneity among individuals on the autism spectrum is widely acknowledged as a barrier to develop effective interventions. Overcoming this challenge requires characterization of individual differences, especially for children that are minimally verbal and often excluded from research studies. Most studies that describe autistic subgroups identify a single minimally verbal verbal group based on a single identifying measure (e.g., ADOS module one or single item indicating absence of phrase speech). Determining personalized courses of intervention requires a more detailed understanding since a single intervention will not be effective for all who are minimally verbal. The present study identified comprehensive profiles of cognitive, language, and social communication skills within a large, diverse, group of minimally verbal children with autism. The analysis combined baseline data from two studies to yield a sample of 344 participants, who were 3 to 8?years old at the time of study onset, with 60% who identified as having a race/ethnicity other than White. Via latent profile analysis (LPA), a three-group model was identified as best fit to the data. Profile identification was dependent on a participant's combination of cognitive, expressive, and social communication characteristics, rather than a single domain. One group (n = 206) had global delays, while the other two groups (n = 95 and n = 43) had variable strengths in cognition and communication. Findings suggest that low-frequency/minimally verbal communicators with autism have heterogeneous characteristics that can be systematically organized. En ligne : https://doi.org/10.1002/aur.3151 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=531 Social network support is associated with teacher?s perceptions of transition planning for their autistic students / Amanda DIMACHKIE NUNNALLY in Research in Autism Spectrum Disorders, 113 (May 2024)
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Titre : Social network support is associated with teacher?s perceptions of transition planning for their autistic students Type de document : Texte imprimé et/ou numérique Auteurs : Amanda DIMACHKIE NUNNALLY, Auteur ; Heather NUSKE, Auteur ; Briana BRONSTEIN, Auteur ; Fernanda CASTELLON, Auteur ; Jenny C. CHIAPPE, Auteur ; Consuelo GARCIA, Auteur ; Samantha HOCHHEIMER, Auteur ; Hyon Soo LEE, Auteur ; Nicole SPARAPANI, Auteur ; Sarah VEJNOSKA, Auteur ; Amber R. FITZGERALD, Auteur ; Lynne LEVATO, Auteur ; Jennica LI, Auteur ; Felicia JONES, Auteur ; Wendy SHIH, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Tristram SMITH, Auteur ; Aubyn STAHMER, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur Article en page(s) : p.102360 Langues : Anglais (eng) Mots-clés : School transitions Autism spectrum disorder Teacher perceptions Teacher support networks Index. décimale : PER Périodiques Résumé : Background School transitions are accompanied by disruptions in routines and increased social and academic demands, creating challenges for autistic students, who often have difficulty coping with change. These transitions are also challenging for teachers, who often report feeling unprepared to guide their autistic students through the transition process. Methods This study examined teacher and student factors that contribute to teachers' perceptions of transition planning for their autistic students. At four sites (Los Angeles, Philadelphia, Rochester, and Sacramento), 126 teachers responded to survey questions regarding their perception of transition planning for their autistic students, their students' classroom behavior as they were preparing to transition, their own burnout, and a social network survey about the people they relied on to support their autistic students. Results Teachers reported being somewhat satisfied with their schools with the way that schools prepared their students for transition and that the transition planning was somewhat effective. Teachers also reported that they received little support from their schools during their students' transition planning. Results of Generalized Linear Mixed Effects models indicated that teachers with positive perceptions of their students' transition planning had larger support networks, Conclusions The findings of this study underscore that teachers' support networks play an important role in helping teachers negotiate the transition process. En ligne : https://doi.org/10.1016/j.rasd.2024.102360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524
in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102360[article] Social network support is associated with teacher?s perceptions of transition planning for their autistic students [Texte imprimé et/ou numérique] / Amanda DIMACHKIE NUNNALLY, Auteur ; Heather NUSKE, Auteur ; Briana BRONSTEIN, Auteur ; Fernanda CASTELLON, Auteur ; Jenny C. CHIAPPE, Auteur ; Consuelo GARCIA, Auteur ; Samantha HOCHHEIMER, Auteur ; Hyon Soo LEE, Auteur ; Nicole SPARAPANI, Auteur ; Sarah VEJNOSKA, Auteur ; Amber R. FITZGERALD, Auteur ; Lynne LEVATO, Auteur ; Jennica LI, Auteur ; Felicia JONES, Auteur ; Wendy SHIH, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Tristram SMITH, Auteur ; Aubyn STAHMER, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur . - p.102360.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102360
Mots-clés : School transitions Autism spectrum disorder Teacher perceptions Teacher support networks Index. décimale : PER Périodiques Résumé : Background School transitions are accompanied by disruptions in routines and increased social and academic demands, creating challenges for autistic students, who often have difficulty coping with change. These transitions are also challenging for teachers, who often report feeling unprepared to guide their autistic students through the transition process. Methods This study examined teacher and student factors that contribute to teachers' perceptions of transition planning for their autistic students. At four sites (Los Angeles, Philadelphia, Rochester, and Sacramento), 126 teachers responded to survey questions regarding their perception of transition planning for their autistic students, their students' classroom behavior as they were preparing to transition, their own burnout, and a social network survey about the people they relied on to support their autistic students. Results Teachers reported being somewhat satisfied with their schools with the way that schools prepared their students for transition and that the transition planning was somewhat effective. Teachers also reported that they received little support from their schools during their students' transition planning. Results of Generalized Linear Mixed Effects models indicated that teachers with positive perceptions of their students' transition planning had larger support networks, Conclusions The findings of this study underscore that teachers' support networks play an important role in helping teachers negotiate the transition process. En ligne : https://doi.org/10.1016/j.rasd.2024.102360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 Spoken language outcomes in limited language preschoolers with autism and global developmental delay: RCT of early intervention approaches / Connie KASARI in Autism Research, 16-6 (June 2023)
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Titre : Spoken language outcomes in limited language preschoolers with autism and global developmental delay: RCT of early intervention approaches Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Rebecca LANDA, Auteur ; Lynne LEVATO, Auteur ; Tristram SMITH, Auteur Article en page(s) : p.1236-1246 Langues : Anglais (eng) Mots-clés : developmental delay DTT JASPER language minimally verbal preschoolers RCT Index. décimale : PER Périodiques Résumé : Abstract Preschool autistic children with significant global developmental delays and very limited language skills are at high risk for remaining minimally verbal at entry into primary school. This study compared two early intervention models for improving social communication and spoken language outcomes in 164 children who received intervention in their community preschool program for 6?months, with a six-month follow-up. The primary outcome measure was a standardized language assessment, and secondary measures focused on social communication. Results indicated children on average made 6?months gain in language development in the active 6?months of intervention with no difference between intervention models. Children who initiated joint attention more frequently, or who had higher receptive language at baseline made more progress if assigned to receive JASPER, a naturalistic developmental behavioral intervention. Children who received Discrete Trial Training made greater spoken language progress from exit to follow-up. These findings suggest that progress can be made in autistic children who have very little spoken language and who receive targeted early interventions. Individual trajectories vary and depend in part on initial abilities in social communication and receptive language. Future research might consider methods to systematically personalize approaches to fit child characteristics and family preference. Lay Summary This study compared two different early intervention approaches for teaching spoken language to minimally verbal, globally delayed autistic preschoolers. Children were given an hour of therapy daily for 6 months and then reassessed 6 months later. The majority of the 164 participants were from historically excluded populations (low income and minority), and therapy was delivered in school community settings by expert clinicians. Results indicated that the participants made significant progress regardless of intervention approach: 6?months gain in standardized language scores over 6?months, but slower progress during the period after therapy ended. Children who initiated joint attention more frequently, or who had higher language understanding at baseline made more progress if assigned to receive JASPER, a naturalistic developmental behavioral intervention. Children who received Discrete Trial Training made greater language progress during 6-month period after therapy ended. These findings suggest that progress can be made in children with ASD who have very little spoken language and who receive targeted early interventions. En ligne : https://doi.org/10.1002/aur.2932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507
in Autism Research > 16-6 (June 2023) . - p.1236-1246[article] Spoken language outcomes in limited language preschoolers with autism and global developmental delay: RCT of early intervention approaches [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Rebecca LANDA, Auteur ; Lynne LEVATO, Auteur ; Tristram SMITH, Auteur . - p.1236-1246.
Langues : Anglais (eng)
in Autism Research > 16-6 (June 2023) . - p.1236-1246
Mots-clés : developmental delay DTT JASPER language minimally verbal preschoolers RCT Index. décimale : PER Périodiques Résumé : Abstract Preschool autistic children with significant global developmental delays and very limited language skills are at high risk for remaining minimally verbal at entry into primary school. This study compared two early intervention models for improving social communication and spoken language outcomes in 164 children who received intervention in their community preschool program for 6?months, with a six-month follow-up. The primary outcome measure was a standardized language assessment, and secondary measures focused on social communication. Results indicated children on average made 6?months gain in language development in the active 6?months of intervention with no difference between intervention models. Children who initiated joint attention more frequently, or who had higher receptive language at baseline made more progress if assigned to receive JASPER, a naturalistic developmental behavioral intervention. Children who received Discrete Trial Training made greater spoken language progress from exit to follow-up. These findings suggest that progress can be made in autistic children who have very little spoken language and who receive targeted early interventions. Individual trajectories vary and depend in part on initial abilities in social communication and receptive language. Future research might consider methods to systematically personalize approaches to fit child characteristics and family preference. Lay Summary This study compared two different early intervention approaches for teaching spoken language to minimally verbal, globally delayed autistic preschoolers. Children were given an hour of therapy daily for 6 months and then reassessed 6 months later. The majority of the 164 participants were from historically excluded populations (low income and minority), and therapy was delivered in school community settings by expert clinicians. Results indicated that the participants made significant progress regardless of intervention approach: 6?months gain in standardized language scores over 6?months, but slower progress during the period after therapy ended. Children who initiated joint attention more frequently, or who had higher language understanding at baseline made more progress if assigned to receive JASPER, a naturalistic developmental behavioral intervention. Children who received Discrete Trial Training made greater language progress during 6-month period after therapy ended. These findings suggest that progress can be made in children with ASD who have very little spoken language and who receive targeted early interventions. En ligne : https://doi.org/10.1002/aur.2932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS) / Cynthia M ANDERSON in Journal of Autism and Developmental Disorders, 51-1 (January 2021)
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