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Integrating Measurement-Based Care into Treatment for Autism Spectrum Disorder: Insights from a Community Clinic / T. C. MCFAYDEN in Journal of Autism and Developmental Disorders, 51-10 (October 2021)
[article]
Titre : Integrating Measurement-Based Care into Treatment for Autism Spectrum Disorder: Insights from a Community Clinic Type de document : Texte imprimé et/ou numérique Auteurs : T. C. MCFAYDEN, Auteur ; A. J. GATTO, Auteur ; A. V. DAHIYA, Auteur ; Ligia ANTEZANA, Auteur ; Y. MIYAZAKI, Auteur ; L. D. COOPER, Auteur Article en page(s) : p.3651-3661 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/therapy Autistic Disorder Humans Problem Solving Autism spectrum disorder Community clinic Evidence-based practice Hierarchical linear modeling Measurement-based care Index. décimale : PER Périodiques Résumé : Measurement-based care (MBC), an evidence-based approach that has demonstrated efficacy for improving treatment outcomes, has yet to be investigated in clients with Autism Spectrum Disorder. The current paper investigates the use of MBC in autistic (n?=?20) and non-autistic (n?=?20) clients matched on age, sex, and presenting problem. Results of change score analysis indicated that utilizing routine symptom monitoring can enhance treatment evaluation. Autistic clients participated in significantly more sessions, made significantly less progress, and were less compliant with MBC than non-autistic clients. Though hierarchical linear modeling demonstrated no significant differences in treatment slope, results indicated moderate effect size. These results inform the use of MBC in community clinics, highlighting policy implications and need for targeted measurement. En ligne : http://dx.doi.org/10.1007/s10803-020-04824-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453
in Journal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3651-3661[article] Integrating Measurement-Based Care into Treatment for Autism Spectrum Disorder: Insights from a Community Clinic [Texte imprimé et/ou numérique] / T. C. MCFAYDEN, Auteur ; A. J. GATTO, Auteur ; A. V. DAHIYA, Auteur ; Ligia ANTEZANA, Auteur ; Y. MIYAZAKI, Auteur ; L. D. COOPER, Auteur . - p.3651-3661.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3651-3661
Mots-clés : Autism Spectrum Disorder/diagnosis/therapy Autistic Disorder Humans Problem Solving Autism spectrum disorder Community clinic Evidence-based practice Hierarchical linear modeling Measurement-based care Index. décimale : PER Périodiques Résumé : Measurement-based care (MBC), an evidence-based approach that has demonstrated efficacy for improving treatment outcomes, has yet to be investigated in clients with Autism Spectrum Disorder. The current paper investigates the use of MBC in autistic (n?=?20) and non-autistic (n?=?20) clients matched on age, sex, and presenting problem. Results of change score analysis indicated that utilizing routine symptom monitoring can enhance treatment evaluation. Autistic clients participated in significantly more sessions, made significantly less progress, and were less compliant with MBC than non-autistic clients. Though hierarchical linear modeling demonstrated no significant differences in treatment slope, results indicated moderate effect size. These results inform the use of MBC in community clinics, highlighting policy implications and need for targeted measurement. En ligne : http://dx.doi.org/10.1007/s10803-020-04824-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 Meta-Analysis of Social Skills Interventions of Single-Case Research for Individuals with Autism Spectrum Disorders: Results from Three-Level HLM / Shin-Yi WANG in Journal of Autism and Developmental Disorders, 43-7 (July 2013)
[article]
Titre : Meta-Analysis of Social Skills Interventions of Single-Case Research for Individuals with Autism Spectrum Disorders: Results from Three-Level HLM Type de document : Texte imprimé et/ou numérique Auteurs : Shin-Yi WANG, Auteur ; Rauno PARRILA, Auteur ; Ying CUI, Auteur Année de publication : 2013 Article en page(s) : p.1701-1716 Langues : Anglais (eng) Mots-clés : Social skills interventions Autism spectrum disorders Meta-analysis Hierarchical linear modeling Index. décimale : PER Périodiques Résumé : This meta-analysis used hierarchical linear modeling to examine 115 single-case studies with 343 participants that examined the effectiveness of social skills interventions for individuals with autism spectrum disorder (ASD). The average effect size of the included studies was 1.40 (SD = 0.43, 95 % CL = 1.32–1.48, N = 115). In the further, several common predictors including intervention length, age and gender of the participants, and study quality indicators (provision of sufficient, in-depth, and replicable information of participants, settings/materials, independent variables, and dependent variables) were not found to mediate the intervention effectiveness. Only research design that the study employed was found to impact the intervention effectiveness; the studies using multiple baseline or reversal design had larger effect sizes than studies using other designs. Implications of the results and limitations of this study are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1726-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202
in Journal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1701-1716[article] Meta-Analysis of Social Skills Interventions of Single-Case Research for Individuals with Autism Spectrum Disorders: Results from Three-Level HLM [Texte imprimé et/ou numérique] / Shin-Yi WANG, Auteur ; Rauno PARRILA, Auteur ; Ying CUI, Auteur . - 2013 . - p.1701-1716.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1701-1716
Mots-clés : Social skills interventions Autism spectrum disorders Meta-analysis Hierarchical linear modeling Index. décimale : PER Périodiques Résumé : This meta-analysis used hierarchical linear modeling to examine 115 single-case studies with 343 participants that examined the effectiveness of social skills interventions for individuals with autism spectrum disorder (ASD). The average effect size of the included studies was 1.40 (SD = 0.43, 95 % CL = 1.32–1.48, N = 115). In the further, several common predictors including intervention length, age and gender of the participants, and study quality indicators (provision of sufficient, in-depth, and replicable information of participants, settings/materials, independent variables, and dependent variables) were not found to mediate the intervention effectiveness. Only research design that the study employed was found to impact the intervention effectiveness; the studies using multiple baseline or reversal design had larger effect sizes than studies using other designs. Implications of the results and limitations of this study are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1726-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 Randomized, Controlled Trial of a Comprehensive Program for Young Students with Autism Spectrum Disorder / Helen E. YOUNG in Journal of Autism and Developmental Disorders, 46-2 (February 2016)
[article]
Titre : Randomized, Controlled Trial of a Comprehensive Program for Young Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Helen E. YOUNG, Auteur ; Ruth A. FALCO, Auteur ; Makoto HANITA, Auteur Année de publication : 2016 Article en page(s) : p.544-560 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Comprehensive treatment model Evidence-based practices Hierarchical linear modeling Randomized controlled trial School-based intervention Index. décimale : PER Périodiques Résumé : This randomized, controlled trial, comparing the Comprehensive Autism Program (CAP) and business as usual programs, studied outcomes for 3–5 year old students with autism spectrum disorder (ASD). Participants included 84 teachers and 302 students with ASD and their parents. CAP utilized specialized curricula and training components to implement specific evidence-based practices both at school and home. A comprehensive set of outcome areas was studied. Hierarchical linear modeling was used to estimate the treatment impact. CAP had small positive impacts on the students’ receptive language (effect size of .13) and on their social skills as rated by teachers (effect size of .19). Treatment effects were moderated by severity of ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2597-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.544-560[article] Randomized, Controlled Trial of a Comprehensive Program for Young Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Helen E. YOUNG, Auteur ; Ruth A. FALCO, Auteur ; Makoto HANITA, Auteur . - 2016 . - p.544-560.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.544-560
Mots-clés : Autism spectrum disorder Comprehensive treatment model Evidence-based practices Hierarchical linear modeling Randomized controlled trial School-based intervention Index. décimale : PER Périodiques Résumé : This randomized, controlled trial, comparing the Comprehensive Autism Program (CAP) and business as usual programs, studied outcomes for 3–5 year old students with autism spectrum disorder (ASD). Participants included 84 teachers and 302 students with ASD and their parents. CAP utilized specialized curricula and training components to implement specific evidence-based practices both at school and home. A comprehensive set of outcome areas was studied. Hierarchical linear modeling was used to estimate the treatment impact. CAP had small positive impacts on the students’ receptive language (effect size of .13) and on their social skills as rated by teachers (effect size of .19). Treatment effects were moderated by severity of ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2597-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder / Xin WEI in Autism, 19-2 (February 2015)
[article]
Titre : Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Xin WEI, Auteur ; Elizabeth R.A. CHRISTIANO, Auteur ; Jennifer W YU, Auteur ; Mary WAGNER, Auteur ; Donna SPIKER, Auteur Article en page(s) : p.200-210 Langues : Anglais (eng) Mots-clés : academic achievement autism cluster analysis conversation ability functional skills health Hierarchical Linear Modeling social skills Index. décimale : PER Périodiques Résumé : This study examined the reading and math achievement profiles and longitudinal growth trajectories of a nationally representative sample of children ages 6 through 9 with an autism spectrum disorder. Four distinct achievement profiles were identified: higher-achieving (39%), hyperlexia (9%), hypercalculia (20%) and lower-achieving (32%). Children with hypercalculia and lower-achieving profiles were more likely to be from low socioeconomic families and had lower functional cognitive skills than the higher-achieving profile. All four profiles lost ground in passage comprehension over time. Slower improvement occurred for the higher-achieving group on letter–word identification, the hyperlexia group on conversation abilities and the hypercalculia group on calculation and functional cognitive skills relative to the lower-achieving group. En ligne : http://dx.doi.org/10.1177/1362361313516549 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257
in Autism > 19-2 (February 2015) . - p.200-210[article] Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder [Texte imprimé et/ou numérique] / Xin WEI, Auteur ; Elizabeth R.A. CHRISTIANO, Auteur ; Jennifer W YU, Auteur ; Mary WAGNER, Auteur ; Donna SPIKER, Auteur . - p.200-210.
Langues : Anglais (eng)
in Autism > 19-2 (February 2015) . - p.200-210
Mots-clés : academic achievement autism cluster analysis conversation ability functional skills health Hierarchical Linear Modeling social skills Index. décimale : PER Périodiques Résumé : This study examined the reading and math achievement profiles and longitudinal growth trajectories of a nationally representative sample of children ages 6 through 9 with an autism spectrum disorder. Four distinct achievement profiles were identified: higher-achieving (39%), hyperlexia (9%), hypercalculia (20%) and lower-achieving (32%). Children with hypercalculia and lower-achieving profiles were more likely to be from low socioeconomic families and had lower functional cognitive skills than the higher-achieving profile. All four profiles lost ground in passage comprehension over time. Slower improvement occurred for the higher-achieving group on letter–word identification, the hyperlexia group on conversation abilities and the hypercalculia group on calculation and functional cognitive skills relative to the lower-achieving group. En ligne : http://dx.doi.org/10.1177/1362361313516549 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257