Centre d'Information et de documentation du CRA Rhône-Alpes
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PER : Périodiques |
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The effectiveness of training community mental health therapists in an evidence-based intervention for ASD: Findings from a hybrid effectiveness-implementation trial in outpatient and school-based mental health services / Lauren BROOKMAN-FRAZEE in Autism, 26-3 (April 2022)
[article]
Titre : The effectiveness of training community mental health therapists in an evidence-based intervention for ASD: Findings from a hybrid effectiveness-implementation trial in outpatient and school-based mental health services Type de document : Texte imprimé et/ou numérique Auteurs : Lauren BROOKMAN-FRAZEE, Auteur ; Colby CHLEBOWSKI, Auteur ; Miguel VILLODAS, Auteur ; Ann GARLAND, Auteur ; Julie MCPHERSON, Auteur ; Yael KOENIG, Auteur ; Scott ROESCH, Auteur Article en page(s) : p.678-689 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology/therapy Child Evidence-Based Medicine Humans Mental Health Outpatients School Mental Health Services EBI strategy delivery autism spectrum disorder children?s mental health services community effectiveness trial therapist training Index. décimale : PER Périodiques Résumé : Publicly funded mental health services play an important role in caring for school-age children with autism spectrum disorder (ASD); however, therapists report a lack of specialized ASD training, which families identity as a barrier in obtaining mental health services for their children. An Individualized Mental Health Intervention for ASD (AIM HI) was developed in collaboration with community stakeholders to respond to identified needs of children and community therapists. The current study examined the effects of therapist training in AIM HI on the changes in therapist practice, including therapists' use of evidence-based intervention strategies in session. Data were collected from a study conducted in community outpatient and school based mental health programs randomly assigned to receive AIM HI therapist training or observation of routine care. Therapist and child clients were enrolled from participating programs. Therapists in AIM HI training received training and consultation for 6?months while delivering the AIM HI intervention to a participating client; therapists in usual care delivered routine care. Both groups of therapists video recorded psychotherapy sessions which were scored by trained raters. Differences between training groups were examined using multilevel modeling. Therapists trained in AIM HI were observed to use more extensive active teaching strategies with caregivers, engagement strategies with children, strategies promoting continuity of care, and had more structured sessions with more effective pursuit of caregiver and children skill teaching. Therapist licensure moderated some training outcomes. En ligne : https://dx.doi.org/10.1177/13623613211067844 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.678-689[article] The effectiveness of training community mental health therapists in an evidence-based intervention for ASD: Findings from a hybrid effectiveness-implementation trial in outpatient and school-based mental health services [Texte imprimé et/ou numérique] / Lauren BROOKMAN-FRAZEE, Auteur ; Colby CHLEBOWSKI, Auteur ; Miguel VILLODAS, Auteur ; Ann GARLAND, Auteur ; Julie MCPHERSON, Auteur ; Yael KOENIG, Auteur ; Scott ROESCH, Auteur . - p.678-689.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.678-689
Mots-clés : Autism Spectrum Disorder/psychology/therapy Child Evidence-Based Medicine Humans Mental Health Outpatients School Mental Health Services EBI strategy delivery autism spectrum disorder children?s mental health services community effectiveness trial therapist training Index. décimale : PER Périodiques Résumé : Publicly funded mental health services play an important role in caring for school-age children with autism spectrum disorder (ASD); however, therapists report a lack of specialized ASD training, which families identity as a barrier in obtaining mental health services for their children. An Individualized Mental Health Intervention for ASD (AIM HI) was developed in collaboration with community stakeholders to respond to identified needs of children and community therapists. The current study examined the effects of therapist training in AIM HI on the changes in therapist practice, including therapists' use of evidence-based intervention strategies in session. Data were collected from a study conducted in community outpatient and school based mental health programs randomly assigned to receive AIM HI therapist training or observation of routine care. Therapist and child clients were enrolled from participating programs. Therapists in AIM HI training received training and consultation for 6?months while delivering the AIM HI intervention to a participating client; therapists in usual care delivered routine care. Both groups of therapists video recorded psychotherapy sessions which were scored by trained raters. Differences between training groups were examined using multilevel modeling. Therapists trained in AIM HI were observed to use more extensive active teaching strategies with caregivers, engagement strategies with children, strategies promoting continuity of care, and had more structured sessions with more effective pursuit of caregiver and children skill teaching. Therapist licensure moderated some training outcomes. En ligne : https://dx.doi.org/10.1177/13623613211067844 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 The Effectiveness of Two Universal Preventive Interventions in Reducing Children's Externalizing Behavior: A Cluster Randomized Controlled Trial / Tina MALTI in Journal of Clinical Child & Adolescent Psychology, 40-5 (September-October 2011)
[article]
Titre : The Effectiveness of Two Universal Preventive Interventions in Reducing Children's Externalizing Behavior: A Cluster Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Tina MALTI, Auteur ; Denis RIBEAUD, Auteur ; Manuel P. EISNER, Auteur Année de publication : 2011 Article en page(s) : p.677-692 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This article reports the effectiveness of two universal prevention programs in reducing externalizing behavior in elementary school children. A sample of 1,675 first graders in 56 Swiss elementary schools was randomly assigned to a school-based social competence intervention, a parental training intervention, both, or control. Externalizing psychopathology and social competence ratings were provided by the children, primary caregivers, and teachers at the beginning and end of the 2-year program, with a follow-up 2 years later. Intention-to-treat analyses revealed that long-term effects on teacher- and parent-rated externalizing behavior were greater for the social competence intervention than for the control. However, for most outcomes, no statistically significant positive effects were observed. En ligne : http://dx.doi.org/10.1080/15374416.2011.597084 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142
in Journal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.677-692[article] The Effectiveness of Two Universal Preventive Interventions in Reducing Children's Externalizing Behavior: A Cluster Randomized Controlled Trial [Texte imprimé et/ou numérique] / Tina MALTI, Auteur ; Denis RIBEAUD, Auteur ; Manuel P. EISNER, Auteur . - 2011 . - p.677-692.
Langues : Anglais (eng)
in Journal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.677-692
Index. décimale : PER Périodiques Résumé : This article reports the effectiveness of two universal prevention programs in reducing externalizing behavior in elementary school children. A sample of 1,675 first graders in 56 Swiss elementary schools was randomly assigned to a school-based social competence intervention, a parental training intervention, both, or control. Externalizing psychopathology and social competence ratings were provided by the children, primary caregivers, and teachers at the beginning and end of the 2-year program, with a follow-up 2 years later. Intention-to-treat analyses revealed that long-term effects on teacher- and parent-rated externalizing behavior were greater for the social competence intervention than for the control. However, for most outcomes, no statistically significant positive effects were observed. En ligne : http://dx.doi.org/10.1080/15374416.2011.597084 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142 The effects of age and treatment intensity on behavioral intervention outcomes for children with autism spectrum disorders / Doreen GRANPEESHEH in Research in Autism Spectrum Disorders, 3-4 (October-December 2009)
[article]
Titre : The effects of age and treatment intensity on behavioral intervention outcomes for children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Doreen GRANPEESHEH, Auteur ; Dennis R. DIXON, Auteur ; Jonathan TARBOX, Auteur ; Andrew M. KAPLAN, Auteur ; Arthur E. WILKE, Auteur Année de publication : 2009 Article en page(s) : p.1014-1022 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Applied-behavior-analysis Intensive-behavioral-intervention Index. décimale : PER Périodiques Résumé : Early intensive behavioral intervention (EIBI) has been shown to effectively remediate some cases of autism. However, few studies have evaluated the importance of various factors, such as the effect of treatment intensity on treatment outcomes, and how these outcomes vary by age.
The objective of this study was to evaluate the relationship of treatment hours and participant age with the rate of learning within an early intensive behavioral intervention program. The present study evaluated treatment progress for 245 children receiving EIBI services. Regression analyses were conducted to predict treatment progress based upon the number of monthly treatment hours received and the participant's age. Each of these variables were significant predictors and accounted for considerable portions of the observed variance. Further, the younger participants showed a greater benefit from increased treatment hours when compared to older participants.
These data indicate that for children between 2 and 7 years of age, there was a significant increase in new skill acquisition with increased treatment hours. Further, there was not a point of diminishing-returns.En ligne : http://dx.doi.org/10.1016/j.rasd.2009.06.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=818
in Research in Autism Spectrum Disorders > 3-4 (October-December 2009) . - p.1014-1022[article] The effects of age and treatment intensity on behavioral intervention outcomes for children with autism spectrum disorders [Texte imprimé et/ou numérique] / Doreen GRANPEESHEH, Auteur ; Dennis R. DIXON, Auteur ; Jonathan TARBOX, Auteur ; Andrew M. KAPLAN, Auteur ; Arthur E. WILKE, Auteur . - 2009 . - p.1014-1022.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-4 (October-December 2009) . - p.1014-1022
Mots-clés : Autism-spectrum-disorders Applied-behavior-analysis Intensive-behavioral-intervention Index. décimale : PER Périodiques Résumé : Early intensive behavioral intervention (EIBI) has been shown to effectively remediate some cases of autism. However, few studies have evaluated the importance of various factors, such as the effect of treatment intensity on treatment outcomes, and how these outcomes vary by age.
The objective of this study was to evaluate the relationship of treatment hours and participant age with the rate of learning within an early intensive behavioral intervention program. The present study evaluated treatment progress for 245 children receiving EIBI services. Regression analyses were conducted to predict treatment progress based upon the number of monthly treatment hours received and the participant's age. Each of these variables were significant predictors and accounted for considerable portions of the observed variance. Further, the younger participants showed a greater benefit from increased treatment hours when compared to older participants.
These data indicate that for children between 2 and 7 years of age, there was a significant increase in new skill acquisition with increased treatment hours. Further, there was not a point of diminishing-returns.En ligne : http://dx.doi.org/10.1016/j.rasd.2009.06.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=818 The effects of age on the N200 component of the auditory event-related potentials / Hideo ENOKI in Cognitive Brain Research, 1-3 (October 1993)
[article]
Titre : The effects of age on the N200 component of the auditory event-related potentials Type de document : Texte imprimé et/ou numérique Auteurs : Hideo ENOKI, Auteur ; Satoshi SANADA, Auteur ; Harumi YOSHINAGA, Auteur ; Eiji OKA, Auteur ; Shunsuke OHTAHARA, Auteur Année de publication : 1993 Article en page(s) : p.161-167 Langues : Anglais (eng) Mots-clés : Event-related-potential N200 P300 Child Development Aging Index. décimale : PER Périodiques Résumé : This study was undertaken to determine the effects of development and aging on N200 of event-related potentials from childhood to adulthood. Event-related potentials were recorded from 164 normal subjects ranging in age from 4 to 77 years. A total of 127 of the 164 subjects demonstrated N200 peaks. N200 showed marked developmental changes. During childhood, the N200 latency decreased rapidly with age to the minimum (217±17.3 ms) at 16 years of age, while it was prolonged gradually with age during adulthood. The latency/age slope in the subjects from 5 to 15 years of age was -9.03 ms/year, while +0.97 ms/year in those from 16 to 77. The N200-P300 interpeak latency remained constant in all age groups and showed no age-related changes. The N200 amplitude decreased as age increased. Nineteen young cases showed N200 peaks to the frequent stimuli. Their ages ranged from 5 to 17 years. Our study suggests that N200 is valuable in evaluating the developmental and aging processes in the central nervous system. The results of this study could be used as normative data in clinical practices. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=781
in Cognitive Brain Research > 1-3 (October 1993) . - p.161-167[article] The effects of age on the N200 component of the auditory event-related potentials [Texte imprimé et/ou numérique] / Hideo ENOKI, Auteur ; Satoshi SANADA, Auteur ; Harumi YOSHINAGA, Auteur ; Eiji OKA, Auteur ; Shunsuke OHTAHARA, Auteur . - 1993 . - p.161-167.
Langues : Anglais (eng)
in Cognitive Brain Research > 1-3 (October 1993) . - p.161-167
Mots-clés : Event-related-potential N200 P300 Child Development Aging Index. décimale : PER Périodiques Résumé : This study was undertaken to determine the effects of development and aging on N200 of event-related potentials from childhood to adulthood. Event-related potentials were recorded from 164 normal subjects ranging in age from 4 to 77 years. A total of 127 of the 164 subjects demonstrated N200 peaks. N200 showed marked developmental changes. During childhood, the N200 latency decreased rapidly with age to the minimum (217±17.3 ms) at 16 years of age, while it was prolonged gradually with age during adulthood. The latency/age slope in the subjects from 5 to 15 years of age was -9.03 ms/year, while +0.97 ms/year in those from 16 to 77. The N200-P300 interpeak latency remained constant in all age groups and showed no age-related changes. The N200 amplitude decreased as age increased. Nineteen young cases showed N200 peaks to the frequent stimuli. Their ages ranged from 5 to 17 years. Our study suggests that N200 is valuable in evaluating the developmental and aging processes in the central nervous system. The results of this study could be used as normative data in clinical practices. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=781 The effects of allostatic load on neural systems subserving motivation, mood regulation, and social affiliation / Theodore P. BEAUCHAINE in Development and Psychopathology, 23-4 (November 2011)
[article]
Titre : The effects of allostatic load on neural systems subserving motivation, mood regulation, and social affiliation Type de document : Texte imprimé et/ou numérique Auteurs : Theodore P. BEAUCHAINE, Auteur ; Emily NEUHAUS, Auteur ; Maureen ZALEWSKI, Auteur ; Sheila E. CROWELL, Auteur ; Natalia POTAPOVA, Auteur Année de publication : 2011 Article en page(s) : p.975-999 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The term allostasis, which is defined as stability through change, has been invoked repeatedly by developmental psychopathologists to describe long-lasting and in some cases permanent functional alterations in limbic–hypothalamic–pituitary–adrenal axis responding following recurrent and/or prolonged exposure to stress. Increasingly, allostatic load models have also been invoked to describe psychological sequelae of abuse, neglect, and other forms of maltreatment. In contrast, neural adaptations to stress, including those incurred by monoamine systems implicated in (a) mood and emotion regulation, (b) behavioral approach, and (c) social affiliation and attachment, are usually not included in models of allostasis. Rather, structural and functional alterations in these systems, which are exquisitely sensitive to prolonged stress exposure, are usually explained as stress mediators, neural plasticity, and/or programming effects. Considering these mechanisms as distinct from allostasis is somewhat artificial given overlapping functions and intricate coregulation of monoamines and the limbic–hypothalamic–pituitary–adrenal axis. It also fractionates literatures that should be mutually informative. In this article, we describe structural and functional alterations in serotonergic, dopaminergic, and noradrenergic neural systems following both acute and prolonged exposure to stress. Through increases in behavioral impulsivity, trait anxiety, mood and emotion dysregulation, and asociality, alterations in monoamine functioning have profound effects on personality, attachment relationships, and the emergence of psychopathology. En ligne : http://dx.doi.org/10.1017/S0954579411000459 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146
in Development and Psychopathology > 23-4 (November 2011) . - p.975-999[article] The effects of allostatic load on neural systems subserving motivation, mood regulation, and social affiliation [Texte imprimé et/ou numérique] / Theodore P. BEAUCHAINE, Auteur ; Emily NEUHAUS, Auteur ; Maureen ZALEWSKI, Auteur ; Sheila E. CROWELL, Auteur ; Natalia POTAPOVA, Auteur . - 2011 . - p.975-999.
Langues : Anglais (eng)
in Development and Psychopathology > 23-4 (November 2011) . - p.975-999
Index. décimale : PER Périodiques Résumé : The term allostasis, which is defined as stability through change, has been invoked repeatedly by developmental psychopathologists to describe long-lasting and in some cases permanent functional alterations in limbic–hypothalamic–pituitary–adrenal axis responding following recurrent and/or prolonged exposure to stress. Increasingly, allostatic load models have also been invoked to describe psychological sequelae of abuse, neglect, and other forms of maltreatment. In contrast, neural adaptations to stress, including those incurred by monoamine systems implicated in (a) mood and emotion regulation, (b) behavioral approach, and (c) social affiliation and attachment, are usually not included in models of allostasis. Rather, structural and functional alterations in these systems, which are exquisitely sensitive to prolonged stress exposure, are usually explained as stress mediators, neural plasticity, and/or programming effects. Considering these mechanisms as distinct from allostasis is somewhat artificial given overlapping functions and intricate coregulation of monoamines and the limbic–hypothalamic–pituitary–adrenal axis. It also fractionates literatures that should be mutually informative. In this article, we describe structural and functional alterations in serotonergic, dopaminergic, and noradrenergic neural systems following both acute and prolonged exposure to stress. Through increases in behavioral impulsivity, trait anxiety, mood and emotion dysregulation, and asociality, alterations in monoamine functioning have profound effects on personality, attachment relationships, and the emergence of psychopathology. En ligne : http://dx.doi.org/10.1017/S0954579411000459 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 The effects of an early motor skill intervention on motor skills, levels of physical activity, and socialization in young children with autism spectrum disorder: A pilot study / Leah KETCHESON in Autism, 21-4 (May 2017)
PermalinkThe effects of animated video modeling on joint attention and social engagement in children with autism spectrum disorder / Tuan Q. HO in Research in Autism Spectrum Disorders, 58 (February 2019)
PermalinkThe Effects of Aquatic Versus Kata Techniques Training on Static and Dynamic Balance in Children with Autism Spectrum Disorder / S. ANSARI in Journal of Autism and Developmental Disorders, 51-9 (September 2021)
PermalinkThe effects of attentional focus on visuomotor control during observational learning in children with autism spectrum disorder / A. ASADI in Research in Autism Spectrum Disorders, 98 (October 2022)
PermalinkThe Effects of Augmented Reality on Social Skills in Children with an Autism Diagnosis: A Preliminary Systematic Review / Yuchen CHENG in Journal of Autism and Developmental Disorders, 54-4 (April 2024)
PermalinkThe Effects of Autism and Alexithymia on Physiological and Verbal Responsiveness to Music / Rory ALLEN in Journal of Autism and Developmental Disorders, 43-2 (February 2013)
PermalinkThe effects of babywalkers on early locomotor development / Marion CROUCHMAN in Developmental Medicine & Child Neurology, 28-6 (December 1986)
PermalinkThe effects of balance training intervention on postural control of children with autism spectrum disorder: Role of sensory information / Hakim CHELDAVI in Research in Autism Spectrum Disorders, 8-1 (January 2014)
PermalinkThe effects of a brushing procedure on stereotypical behavior / Tonya N. DAVIS in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
PermalinkThe Effects of "Bug-in-Ear" Supervision on Special Education Teachers'Delivery of Learn Units / Janet I. GOODMAN in Focus on Autism and Other Developmental Disabilities, 23-4 (December 2008)
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