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Auteur Stephanie Shire |
Documents disponibles écrits par cet auteur (4)
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Evaluation of an adapted virtual training for master trainers of the WHO Caregiver Skills Training Program during the COVID-19 pandemic / Afiqah YUSUF ; Hannah PICKARD ; Pamela DIXON ; Andy SHIH ; Stephanie Shire ; Andrew PICKLES ; Mayada ELSABBAGH in Autism, 28-2 (February 2024)
[article]
Titre : Evaluation of an adapted virtual training for master trainers of the WHO Caregiver Skills Training Program during the COVID-19 pandemic Type de document : Texte imprimé et/ou numérique Auteurs : Afiqah YUSUF, Auteur ; Hannah PICKARD, Auteur ; Pamela DIXON, Auteur ; Andy SHIH, Auteur ; Stephanie Shire, Auteur ; Andrew PICKLES, Auteur ; Mayada ELSABBAGH, Auteur Article en page(s) : p.510?514 Mots-clés : community interventions neurodevelopmental disorders parent-mediated intervention remote training scoring reliability Index. décimale : PER Périodiques Résumé : Significant barriers to training have been introduced by the COVID-19 pandemic, limiting in-person professional activities resulting in the development of the novel remote training. We developed and evaluated a remote training approach for master trainers of the Caregiver Skills Training Program. Master trainers support community practitioners, who in turn deliver the Caregiver Skills Training program to caregivers of children with developmental delays or disabilities. The aim of this study was to evaluate the remote training of master trainers on Caregiver Skills Training Program. Twelve out of the 19 practitioners who enrolled in the training completed the study. The training consisted of a 5-day in-person session completed prior to the pandemic, followed by supporting participants? ability to identify Caregiver Skills Training Program strategies through supported coding of seven video recordings over 7?weekly meetings and group discussions and ended with participants independently coding a set of 10 videos for Caregiver Skills Training Program strategies. We found that master trainers? scoring reliability varied over 7?weeks of supported coding. All but one participant reached moderate or good independent scoring reliability despite a lack of ability to practice the Caregiver Skills Training Program strategies with children due to the pandemic. Taken together, our findings illustrate the feasibility and value of remote training approaches in implementing interventions. Lay Abstract The COVID-19 pandemic interrupted in-person professional activities. We developed and evaluated a remote training approach for master trainers of the Caregiver Skills Training Program. Master trainers support community practitioners, who in turn deliver the Caregiver Skills Training Program to caregivers of children with developmental delays or disabilities. The Caregiver Skills Training Program teaches caregivers how to use strategies to enhance learning and interactions during everyday play and home activities and routines with their child. The aim of this study was to evaluate the remote training of master trainers on Caregiver Skills Training Program. Twelve out of the 19 practitioners who enrolled in the training completed the study. The training consisted of a 5-day in-person session completed prior to the pandemic, followed by supporting participants? ability to identify Caregiver Skills Training Program strategies through coding of video recordings over 7?weekly meetings and group discussions and ended with participants independently coding a set of 10 videos for Caregiver Skills Training Program strategies. We found all but one participant was able to reliably identify Caregiver Skills Training Program strategies from video recordings despite a lack of ability to practice the Caregiver Skills Training Program strategies with children due to the pandemic. Taken together, our findings illustrate the feasibility and value of remote training approaches in implementing interventions. En ligne : https://dx.doi.org/10.1177/13623613231173758 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519
in Autism > 28-2 (February 2024) . - p.510?514[article] Evaluation of an adapted virtual training for master trainers of the WHO Caregiver Skills Training Program during the COVID-19 pandemic [Texte imprimé et/ou numérique] / Afiqah YUSUF, Auteur ; Hannah PICKARD, Auteur ; Pamela DIXON, Auteur ; Andy SHIH, Auteur ; Stephanie Shire, Auteur ; Andrew PICKLES, Auteur ; Mayada ELSABBAGH, Auteur . - p.510?514.
in Autism > 28-2 (February 2024) . - p.510?514
Mots-clés : community interventions neurodevelopmental disorders parent-mediated intervention remote training scoring reliability Index. décimale : PER Périodiques Résumé : Significant barriers to training have been introduced by the COVID-19 pandemic, limiting in-person professional activities resulting in the development of the novel remote training. We developed and evaluated a remote training approach for master trainers of the Caregiver Skills Training Program. Master trainers support community practitioners, who in turn deliver the Caregiver Skills Training program to caregivers of children with developmental delays or disabilities. The aim of this study was to evaluate the remote training of master trainers on Caregiver Skills Training Program. Twelve out of the 19 practitioners who enrolled in the training completed the study. The training consisted of a 5-day in-person session completed prior to the pandemic, followed by supporting participants? ability to identify Caregiver Skills Training Program strategies through supported coding of seven video recordings over 7?weekly meetings and group discussions and ended with participants independently coding a set of 10 videos for Caregiver Skills Training Program strategies. We found that master trainers? scoring reliability varied over 7?weeks of supported coding. All but one participant reached moderate or good independent scoring reliability despite a lack of ability to practice the Caregiver Skills Training Program strategies with children due to the pandemic. Taken together, our findings illustrate the feasibility and value of remote training approaches in implementing interventions. Lay Abstract The COVID-19 pandemic interrupted in-person professional activities. We developed and evaluated a remote training approach for master trainers of the Caregiver Skills Training Program. Master trainers support community practitioners, who in turn deliver the Caregiver Skills Training Program to caregivers of children with developmental delays or disabilities. The Caregiver Skills Training Program teaches caregivers how to use strategies to enhance learning and interactions during everyday play and home activities and routines with their child. The aim of this study was to evaluate the remote training of master trainers on Caregiver Skills Training Program. Twelve out of the 19 practitioners who enrolled in the training completed the study. The training consisted of a 5-day in-person session completed prior to the pandemic, followed by supporting participants? ability to identify Caregiver Skills Training Program strategies through coding of video recordings over 7?weekly meetings and group discussions and ended with participants independently coding a set of 10 videos for Caregiver Skills Training Program strategies. We found all but one participant was able to reliably identify Caregiver Skills Training Program strategies from video recordings despite a lack of ability to practice the Caregiver Skills Training Program strategies with children due to the pandemic. Taken together, our findings illustrate the feasibility and value of remote training approaches in implementing interventions. En ligne : https://dx.doi.org/10.1177/13623613231173758 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 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)
[article]
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 Supporting Caregivers Remotely During a Pandemic: Comparison of WHO Caregiver Skills Training Delivered Online Versus in Person in Public Health Settings in Italy / Paola SORGATO ; Mariachiara FIORAVANTI ; Laura PACIONE ; Giuseppe Maurizio ARDUINO ; Sabrina GHERSI ; Maria Luisa SCATTONI ; Camilla CHIESA ; Donatella ELIA ; Elisabetta GONELLA ; Sara RIZZO ; Arianna SALANDIN ; Felicity L. BROWN ; Stephanie Shire ; Chiara SERVILI ; Erica SALOMONE ; C. S. T. Italy TEAM ; WHO CST TEAM in Journal of Autism and Developmental Disorders, 54-2 (February 2024)
[article]
Titre : Supporting Caregivers Remotely During a Pandemic: Comparison of WHO Caregiver Skills Training Delivered Online Versus in Person in Public Health Settings in Italy Type de document : Texte imprimé et/ou numérique Auteurs : Paola SORGATO, Auteur ; Mariachiara FIORAVANTI, Auteur ; Laura PACIONE, Auteur ; Giuseppe Maurizio ARDUINO, Auteur ; Sabrina GHERSI, Auteur ; Maria Luisa SCATTONI, Auteur ; Camilla CHIESA, Auteur ; Donatella ELIA, Auteur ; Elisabetta GONELLA, Auteur ; Sara RIZZO, Auteur ; Arianna SALANDIN, Auteur ; Felicity L. BROWN, Auteur ; Stephanie Shire, Auteur ; Chiara SERVILI, Auteur ; Erica SALOMONE, Auteur ; C. S. T. Italy TEAM, Auteur ; WHO CST TEAM, Auteur Article en page(s) : p.765-784 Index. décimale : PER Périodiques Résumé : Feasibility, acceptability and effectiveness data of a virtual adaptation of the WHO Caregiver Skills Training (CST; n?=?25) were compared with those of a pilot RCT of CST delivered in person (n?=?43) against treatment as usual (TAU; n?=?43). Virtual CST was delivered with high levels of integrity, but received lower ratings in some caregiver- and facilitator-rated acceptability and feasibility dimensions. Qualitative analysis identified both benefits (flexibility, convenience, clinical usefulness) and challenges, (technological issues, distraction from family members, emotional distance). Virtual and in-person CST improved significantly more on caregiver competence than TAU; there were no other significant effects. Potential for use of virtual CST as a clinical response in contexts where in-person delivery is not possible is discussed. En ligne : https://doi.org/10.1007/s10803-022-05800-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520
in Journal of Autism and Developmental Disorders > 54-2 (February 2024) . - p.765-784[article] Supporting Caregivers Remotely During a Pandemic: Comparison of WHO Caregiver Skills Training Delivered Online Versus in Person in Public Health Settings in Italy [Texte imprimé et/ou numérique] / Paola SORGATO, Auteur ; Mariachiara FIORAVANTI, Auteur ; Laura PACIONE, Auteur ; Giuseppe Maurizio ARDUINO, Auteur ; Sabrina GHERSI, Auteur ; Maria Luisa SCATTONI, Auteur ; Camilla CHIESA, Auteur ; Donatella ELIA, Auteur ; Elisabetta GONELLA, Auteur ; Sara RIZZO, Auteur ; Arianna SALANDIN, Auteur ; Felicity L. BROWN, Auteur ; Stephanie Shire, Auteur ; Chiara SERVILI, Auteur ; Erica SALOMONE, Auteur ; C. S. T. Italy TEAM, Auteur ; WHO CST TEAM, Auteur . - p.765-784.
in Journal of Autism and Developmental Disorders > 54-2 (February 2024) . - p.765-784
Index. décimale : PER Périodiques Résumé : Feasibility, acceptability and effectiveness data of a virtual adaptation of the WHO Caregiver Skills Training (CST; n?=?25) were compared with those of a pilot RCT of CST delivered in person (n?=?43) against treatment as usual (TAU; n?=?43). Virtual CST was delivered with high levels of integrity, but received lower ratings in some caregiver- and facilitator-rated acceptability and feasibility dimensions. Qualitative analysis identified both benefits (flexibility, convenience, clinical usefulness) and challenges, (technological issues, distraction from family members, emotional distance). Virtual and in-person CST improved significantly more on caregiver competence than TAU; there were no other significant effects. Potential for use of virtual CST as a clinical response in contexts where in-person delivery is not possible is discussed. En ligne : https://doi.org/10.1007/s10803-022-05800-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 The devil is in the details: Advancing our collective understanding of naturalistic developmental behavioral interventions / Stephanie Shire in Autism Research, 17-1 (January 2024)
[article]
Titre : The devil is in the details: Advancing our collective understanding of naturalistic developmental behavioral interventions Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Shire, Auteur Article en page(s) : p.10-16 Index. décimale : PER Périodiques Résumé : Abstract Given the growing body of randomized trials examining various Naturalistic Developmental Behavioral Intervention (NDBI) approaches, a dialog has emerged exploring the overlap in strategies across NDBIs to create single measures that propose to capture core strategies across the interventions. This commentary will ask readers to consider the current state of the science, the potential value of looking not only for similarities but also for differences across approaches, and present five scientific next steps to advance our collective understanding of the NDBIs including: (a) operationalizing intervention strategies and outcomes, (b) expansion of the effectiveness evidence base and begin testing implementation strategies for individual NDBIs, (c) rigorous testing of core intervention components and the mechanism of each intervention, (d) personalization, and (e) supporting transparency with a priori trial registration. En ligne : https://doi.org/10.1002/aur.3048 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519
in Autism Research > 17-1 (January 2024) . - p.10-16[article] The devil is in the details: Advancing our collective understanding of naturalistic developmental behavioral interventions [Texte imprimé et/ou numérique] / Stephanie Shire, Auteur . - p.10-16.
in Autism Research > 17-1 (January 2024) . - p.10-16
Index. décimale : PER Périodiques Résumé : Abstract Given the growing body of randomized trials examining various Naturalistic Developmental Behavioral Intervention (NDBI) approaches, a dialog has emerged exploring the overlap in strategies across NDBIs to create single measures that propose to capture core strategies across the interventions. This commentary will ask readers to consider the current state of the science, the potential value of looking not only for similarities but also for differences across approaches, and present five scientific next steps to advance our collective understanding of the NDBIs including: (a) operationalizing intervention strategies and outcomes, (b) expansion of the effectiveness evidence base and begin testing implementation strategies for individual NDBIs, (c) rigorous testing of core intervention components and the mechanism of each intervention, (d) personalization, and (e) supporting transparency with a priori trial registration. En ligne : https://doi.org/10.1002/aur.3048 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519