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Auteur Stephanie Shire |
Documents disponibles écrits par cet auteur (9)



Brief Report: An Exploratory Study of Young Dual Language Learners with Autism in a School-Based Intervention / Stephanie Shire ; Wendy SHIH ; Connie KASARI in Journal of Autism and Developmental Disorders, 54-9 (September 2024)
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[article]
Titre : Brief Report: An Exploratory Study of Young Dual Language Learners with Autism in a School-Based Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Connie KASARI, Auteur Article en page(s) : p.3567-3572 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Due to core challenges in social communication experienced by many young children with autism, children on the spectrum who are also dual language learners (DLLs) may benefit from developmentally-appropriate language supports in school settings. The current study examined whether home language status moderated the effect of a play-based intervention, JASPER, delivered in the classroom, in children with autism. Fifty-nine preschool children with autism received JASPER over eight weeks. Children who received JASPER improved significantly more in their language skills from entry to exit than children in preschool as usual. Home language status moderated the effect of treatment on receptive language where children of diverse linguistic backgrounds made greater gains in receptive language. En ligne : https://doi.org/10.1007/s10803-022-05765-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-9 (September 2024) . - p.3567-3572[article] Brief Report: An Exploratory Study of Young Dual Language Learners with Autism in a School-Based Intervention [Texte imprimé et/ou numérique] / Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Connie KASARI, Auteur . - p.3567-3572.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-9 (September 2024) . - p.3567-3572
Index. décimale : PER Périodiques Résumé : Due to core challenges in social communication experienced by many young children with autism, children on the spectrum who are also dual language learners (DLLs) may benefit from developmentally-appropriate language supports in school settings. The current study examined whether home language status moderated the effect of a play-based intervention, JASPER, delivered in the classroom, in children with autism. Fifty-nine preschool children with autism received JASPER over eight weeks. Children who received JASPER improved significantly more in their language skills from entry to exit than children in preschool as usual. Home language status moderated the effect of treatment on receptive language where children of diverse linguistic backgrounds made greater gains in receptive language. En ligne : https://doi.org/10.1007/s10803-022-05765-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 Developmental Play Skills as Outcomes of Early Intervention / Ya-Chih CHANG in Journal of Autism and Developmental Disorders, 54-12 (December 2024)
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Titre : Developmental Play Skills as Outcomes of Early Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Ya-Chih CHANG, Auteur ; Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Connie KASARI, Auteur Article en page(s) : p.4369-4375 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Play is critical in the development of cognitive and language skills in young children with autism; however, few studies have examined the impact of the intervention on the development of play skills. The current study aims to address the change in developmental skills, including play after participation in the JASPER intervention, and to examine the initiation of joint attention as a moderator of the effect of treatment on changes in play skills. The study included 109 preschool-age children who participated in the JASPER intervention and examined changes in developmental skills, including play skills. Children who received JASPER improved significantly in both play diversity (F(1,99) = 4.89, p = 0.029, ES = 0.22) and complexity (F(1,98) = 5.21, p = 0.025; ES = 0.23) compared to children in control conditions. These gains in play skills were associated with concurrent improvements in cognition and communication skills. Additionally, children with more initiations of joint attention skills at entry made greater progress in play diversity (F(1,97) = 15.85, p < 0.001 ES = 0.40) and complexity (p = 0.096). Play and joint attention skills are critical intervention targets and outcomes for children with autism. En ligne : https://doi.org/10.1007/s10803-023-06147-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540
in Journal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4369-4375[article] Developmental Play Skills as Outcomes of Early Intervention [Texte imprimé et/ou numérique] / Ya-Chih CHANG, Auteur ; Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Connie KASARI, Auteur . - p.4369-4375.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4369-4375
Index. décimale : PER Périodiques Résumé : Play is critical in the development of cognitive and language skills in young children with autism; however, few studies have examined the impact of the intervention on the development of play skills. The current study aims to address the change in developmental skills, including play after participation in the JASPER intervention, and to examine the initiation of joint attention as a moderator of the effect of treatment on changes in play skills. The study included 109 preschool-age children who participated in the JASPER intervention and examined changes in developmental skills, including play skills. Children who received JASPER improved significantly in both play diversity (F(1,99) = 4.89, p = 0.029, ES = 0.22) and complexity (F(1,98) = 5.21, p = 0.025; ES = 0.23) compared to children in control conditions. These gains in play skills were associated with concurrent improvements in cognition and communication skills. Additionally, children with more initiations of joint attention skills at entry made greater progress in play diversity (F(1,97) = 15.85, p < 0.001 ES = 0.40) and complexity (p = 0.096). Play and joint attention skills are critical intervention targets and outcomes for children with autism. En ligne : https://doi.org/10.1007/s10803-023-06147-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 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)
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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 Influence of a Brief Autism Education Intervention on Peer Engagement and Inclusion At Mainstream Day Camps: A Mixed-Methods Pilot Study / Ashley MCKILLOP ; Mélanie COUTURE ; Stephanie Shire ; Jonathan A. WEISS ; Lonnie ZWAIGENBAUM in Journal of Autism and Developmental Disorders, 54-8 (August 2024)
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Titre : Influence of a Brief Autism Education Intervention on Peer Engagement and Inclusion At Mainstream Day Camps: A Mixed-Methods Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Ashley MCKILLOP, Auteur ; Mélanie COUTURE, Auteur ; Stephanie Shire, Auteur ; Jonathan A. WEISS, Auteur ; Lonnie ZWAIGENBAUM, Auteur Article en page(s) : p.2860-2873 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : To explore the benefits of a brief autism education intervention on peer engagement and inclusion of autistic children at day camps. A convergent, parallel, two-arm (intervention/no intervention), non-randomized, mixed-methods design was used. The individualized, peer-directed, 5-10 min intervention included four components: (1) diagnostic label, (2) description and purpose of unique behaviors, (3) favorite activities and interests, and (4) strategies to engage. A timed-interval behavior-coding system was used to evaluate engagement between each autistic camper and their peers based on videos taken at camp (days 1, 2, 5). Interviews with campers and camp staff explored why changes in targeted outcomes may have occurred. Percent intervals in which the autistic campers were jointly engaged with peers improved in the intervention group (n = 10) and did not change in the control group (n = 5). A large between group intervention effect occurred by day 5 (Z = ? 1.942, ?2 = 0.29). Interviews (5 autistic campers, 34 peers, 18 staff) done on the last day of camp in the intervention group garnered three themes: (1) Changed behavioral attribution, (2) Knowledge facilitates understanding and engagement, and (3) (Mis)perceptions of increased inclusion. A brief educational intervention that includes individualized explanatory information and strengths-based strategies might improve peers'understanding of and social engagement with autistic children in community programs such as camps. En ligne : https://doi.org/10.1007/s10803-023-06024-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2860-2873[article] Influence of a Brief Autism Education Intervention on Peer Engagement and Inclusion At Mainstream Day Camps: A Mixed-Methods Pilot Study [Texte imprimé et/ou numérique] / Ashley MCKILLOP, Auteur ; Mélanie COUTURE, Auteur ; Stephanie Shire, Auteur ; Jonathan A. WEISS, Auteur ; Lonnie ZWAIGENBAUM, Auteur . - p.2860-2873.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2860-2873
Index. décimale : PER Périodiques Résumé : To explore the benefits of a brief autism education intervention on peer engagement and inclusion of autistic children at day camps. A convergent, parallel, two-arm (intervention/no intervention), non-randomized, mixed-methods design was used. The individualized, peer-directed, 5-10 min intervention included four components: (1) diagnostic label, (2) description and purpose of unique behaviors, (3) favorite activities and interests, and (4) strategies to engage. A timed-interval behavior-coding system was used to evaluate engagement between each autistic camper and their peers based on videos taken at camp (days 1, 2, 5). Interviews with campers and camp staff explored why changes in targeted outcomes may have occurred. Percent intervals in which the autistic campers were jointly engaged with peers improved in the intervention group (n = 10) and did not change in the control group (n = 5). A large between group intervention effect occurred by day 5 (Z = ? 1.942, ?2 = 0.29). Interviews (5 autistic campers, 34 peers, 18 staff) done on the last day of camp in the intervention group garnered three themes: (1) Changed behavioral attribution, (2) Knowledge facilitates understanding and engagement, and (3) (Mis)perceptions of increased inclusion. A brief educational intervention that includes individualized explanatory information and strengths-based strategies might improve peers'understanding of and social engagement with autistic children in community programs such as camps. En ligne : https://doi.org/10.1007/s10803-023-06024-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 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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PermalinkSpoken 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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PermalinkSupporting 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)
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PermalinkThe devil is in the details: Advancing our collective understanding of naturalistic developmental behavioral interventions / Stephanie Shire in Autism Research, 17-1 (January 2024)
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