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Characterization of Family-Directed Care Coordination and Involvement in Behavioral Treatments in an Autism-Specific Medicaid Waiver / Gregory S. CHASSON in Journal of Autism and Developmental Disorders, 51-2 (February 2021)
[article]
Titre : Characterization of Family-Directed Care Coordination and Involvement in Behavioral Treatments in an Autism-Specific Medicaid Waiver Type de document : Texte imprimé et/ou numérique Auteurs : Gregory S. CHASSON, Auteur ; Karen Goldrich ESKOW, Auteur ; Jean Ann SUMMERS, Auteur ; Taylor M. DREHER, Auteur Article en page(s) : p.715-724 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Care coordination Case management Family functioning and support Interventions—psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Services for children with autism spectrum disorder (ASD) and their families have evolved with the advent of the Medicaid waiver, leading to more family-based coordination of care. Evaluating family involvement, the current investigation compared 230 families of children with ASD receiving Medicaid waiver services to a propensity-score matched group of 230 families who were waiting for such services (i.e., registry families). Compared to the registry, waiver families reported more involvement in service planning tasks, but not activities related to future-planning, managing crisis situations, or searching for and securing funding. Additional analyses characterize waiver families as engaging in high levels of coordinating and delivering behavioral interventions for their child. Implications for family burden and future programming for waiver programs are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04583-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440
in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.715-724[article] Characterization of Family-Directed Care Coordination and Involvement in Behavioral Treatments in an Autism-Specific Medicaid Waiver [Texte imprimé et/ou numérique] / Gregory S. CHASSON, Auteur ; Karen Goldrich ESKOW, Auteur ; Jean Ann SUMMERS, Auteur ; Taylor M. DREHER, Auteur . - p.715-724.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.715-724
Mots-clés : Autism spectrum disorder Care coordination Case management Family functioning and support Interventions—psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Services for children with autism spectrum disorder (ASD) and their families have evolved with the advent of the Medicaid waiver, leading to more family-based coordination of care. Evaluating family involvement, the current investigation compared 230 families of children with ASD receiving Medicaid waiver services to a propensity-score matched group of 230 families who were waiting for such services (i.e., registry families). Compared to the registry, waiver families reported more involvement in service planning tasks, but not activities related to future-planning, managing crisis situations, or searching for and securing funding. Additional analyses characterize waiver families as engaging in high levels of coordinating and delivering behavioral interventions for their child. Implications for family burden and future programming for waiver programs are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04583-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 Factors related to parental therapeutic self-efficacy in a parent-mediated intervention for children with autism spectrum disorder: A mixed methods study / Kaylin M. RUSSELL in Autism, 25-4 (May 2021)
[article]
Titre : Factors related to parental therapeutic self-efficacy in a parent-mediated intervention for children with autism spectrum disorder: A mixed methods study Type de document : Texte imprimé et/ou numérique Auteurs : Kaylin M. RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.971-981 Langues : Anglais (eng) Mots-clés : autism spectrum disorders interventions—psychosocial/behavioral mixed methods research parent-mediated intervention Index. décimale : PER Périodiques Résumé : Parental self-efficacy refers to parents' beliefs in their ability to successfully parent their child. Parental self-efficacy plays an important role in family outcomes when a child has autism spectrum disorder. It is important to consider therapeutic self-efficacy, one's feelings of self-efficacy regarding their implementation of an intervention, within parent-mediated interventions. The goal of this mixed methods study was to better understand factors that relate to parents' therapeutic self-efficacy when using a telehealth-based parent-mediated intervention. Participants were 51 parents of children with autism spectrum disorder between 17 and 83?months old. Parents had generally high therapeutic self-efficacy, and global parental self-efficacy was significantly related therapeutic self-efficacy. Parents' written reflections revealed four themes that related to their therapeutic self-efficacy: the importance of a good fit between the child's skills and the intervention, the importance of a good fit between the parent's interaction style and the intervention, environmental factors support intervention use, and the importance of the child's response to the intervention. Several themes differed for parents with higher and lower therapeutic self-efficacy. Findings suggest that global parental self-efficacy plays an important role in parental therapeutic self-efficacy in parent-mediated interventions. To support parents in learning, coaches should ask about the child's skills, parent's interaction style, environmental challenges, and child's response. En ligne : http://dx.doi.org/10.1177/1362361320974233 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism > 25-4 (May 2021) . - p.971-981[article] Factors related to parental therapeutic self-efficacy in a parent-mediated intervention for children with autism spectrum disorder: A mixed methods study [Texte imprimé et/ou numérique] / Kaylin M. RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur . - p.971-981.
Langues : Anglais (eng)
in Autism > 25-4 (May 2021) . - p.971-981
Mots-clés : autism spectrum disorders interventions—psychosocial/behavioral mixed methods research parent-mediated intervention Index. décimale : PER Périodiques Résumé : Parental self-efficacy refers to parents' beliefs in their ability to successfully parent their child. Parental self-efficacy plays an important role in family outcomes when a child has autism spectrum disorder. It is important to consider therapeutic self-efficacy, one's feelings of self-efficacy regarding their implementation of an intervention, within parent-mediated interventions. The goal of this mixed methods study was to better understand factors that relate to parents' therapeutic self-efficacy when using a telehealth-based parent-mediated intervention. Participants were 51 parents of children with autism spectrum disorder between 17 and 83?months old. Parents had generally high therapeutic self-efficacy, and global parental self-efficacy was significantly related therapeutic self-efficacy. Parents' written reflections revealed four themes that related to their therapeutic self-efficacy: the importance of a good fit between the child's skills and the intervention, the importance of a good fit between the parent's interaction style and the intervention, environmental factors support intervention use, and the importance of the child's response to the intervention. Several themes differed for parents with higher and lower therapeutic self-efficacy. Findings suggest that global parental self-efficacy plays an important role in parental therapeutic self-efficacy in parent-mediated interventions. To support parents in learning, coaches should ask about the child's skills, parent's interaction style, environmental challenges, and child's response. En ligne : http://dx.doi.org/10.1177/1362361320974233 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 Feasibility of an empirically based program for parents of preschoolers with autism spectrum disorder / Sarah DABABNAH in Autism, 20-1 (January 2016)
[article]
Titre : Feasibility of an empirically based program for parents of preschoolers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sarah DABABNAH, Auteur ; Susan L. PARISH, Auteur Article en page(s) : p.85-95 Langues : Anglais (eng) Mots-clés : autism spectrum disorder early intervention family functioning and support interventions—psychosocial/behavioral parent stress parent training preschool children The Incredible Years Index. décimale : PER Périodiques Résumé : This article reports on the feasibility of implementing an existing empirically based program, The Incredible Years, tailored to parents of young children with autism spectrum disorder. Parents raising preschool-aged children (aged 3–6?years) with autism spectrum disorder (N?=?17) participated in a 15-week pilot trial of the intervention. Quantitative assessments of the program revealed fidelity was generally maintained, with the exception of program-specific videos. Qualitative data from individual post-intervention interviews reported parents benefited most from child emotion regulation strategies, play-based child behavior skills, parent stress management, social support, and visual resources. More work is needed to further refine the program to address parent self-care, partner relationships, and the diverse behavioral and communication challenges of children across the autism spectrum. Furthermore, parent access and retention could potentially be increased by providing in-home childcare vouchers and a range of times and locations in which to offer the program. The findings suggest The Incredible Years is a feasible intervention for parents seeking additional support for child- and family-related challenges and offers guidance to those communities currently using The Incredible Years or other related parenting programs with families of children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361314568900 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277
in Autism > 20-1 (January 2016) . - p.85-95[article] Feasibility of an empirically based program for parents of preschoolers with autism spectrum disorder [Texte imprimé et/ou numérique] / Sarah DABABNAH, Auteur ; Susan L. PARISH, Auteur . - p.85-95.
Langues : Anglais (eng)
in Autism > 20-1 (January 2016) . - p.85-95
Mots-clés : autism spectrum disorder early intervention family functioning and support interventions—psychosocial/behavioral parent stress parent training preschool children The Incredible Years Index. décimale : PER Périodiques Résumé : This article reports on the feasibility of implementing an existing empirically based program, The Incredible Years, tailored to parents of young children with autism spectrum disorder. Parents raising preschool-aged children (aged 3–6?years) with autism spectrum disorder (N?=?17) participated in a 15-week pilot trial of the intervention. Quantitative assessments of the program revealed fidelity was generally maintained, with the exception of program-specific videos. Qualitative data from individual post-intervention interviews reported parents benefited most from child emotion regulation strategies, play-based child behavior skills, parent stress management, social support, and visual resources. More work is needed to further refine the program to address parent self-care, partner relationships, and the diverse behavioral and communication challenges of children across the autism spectrum. Furthermore, parent access and retention could potentially be increased by providing in-home childcare vouchers and a range of times and locations in which to offer the program. The findings suggest The Incredible Years is a feasible intervention for parents seeking additional support for child- and family-related challenges and offers guidance to those communities currently using The Incredible Years or other related parenting programs with families of children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361314568900 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 For which younger siblings of children with autism spectrum disorder does parent-mediated intervention work? / Paul J. YODER in Autism, 25-1 (January 2021)
[article]
Titre : For which younger siblings of children with autism spectrum disorder does parent-mediated intervention work? Type de document : Texte imprimé et/ou numérique Auteurs : Paul J. YODER, Auteur ; Wendy L. STONE, Auteur ; Sarah R. EDMUNDS, Auteur Article en page(s) : p.58-69 Langues : Anglais (eng) Mots-clés : autism spectrum disorders communication and language interventions—psychosocial/behavioral Index. décimale : PER Périodiques Résumé : In this second of two primary papers, we examined two pre-intervention characteristics that might describe for whom a parent-implemented intervention, "Improving Parents As Communication Teachers," worked. Investigators randomized 97 high-risk siblings and their primary parent to either the Improving Parents As Communication Teachers or control group, used intent-to-treat analysis, and used assessors and coders who were blinded to group assignment. We predicted that a combined risk score (incorporating young siblings' sex, multiplex status, and behavioral risk) would describe the subgroup for whom Improving Parents As Communication Teachers affected the targeted skills related to reducing communication challenges. We also predicted that pre-intervention level of parents' depressive symptoms would describe the parents whose parenting stress and effectiveness as parents would be improved by learning to use Improving Parents As Communication Teachers. In girls with only one older sibling with autism spectrum disorder and who scored at low risk on an autism spectrum disorder screen, parental receipt of Improving Parents As Communication Teachers training had an indirect effect on children's expressive language ability or autism spectrum disorder diagnosis through earlier effects on high-risk siblings' intentional communication or expressive vocabulary. We did not confirm our prediction regarding Improving Parents As Communication Teachers' effect on parenting-related stress or sense of parenting effectiveness. En ligne : http://dx.doi.org/10.1177/1362361320943373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437
in Autism > 25-1 (January 2021) . - p.58-69[article] For which younger siblings of children with autism spectrum disorder does parent-mediated intervention work? [Texte imprimé et/ou numérique] / Paul J. YODER, Auteur ; Wendy L. STONE, Auteur ; Sarah R. EDMUNDS, Auteur . - p.58-69.
Langues : Anglais (eng)
in Autism > 25-1 (January 2021) . - p.58-69
Mots-clés : autism spectrum disorders communication and language interventions—psychosocial/behavioral Index. décimale : PER Périodiques Résumé : In this second of two primary papers, we examined two pre-intervention characteristics that might describe for whom a parent-implemented intervention, "Improving Parents As Communication Teachers," worked. Investigators randomized 97 high-risk siblings and their primary parent to either the Improving Parents As Communication Teachers or control group, used intent-to-treat analysis, and used assessors and coders who were blinded to group assignment. We predicted that a combined risk score (incorporating young siblings' sex, multiplex status, and behavioral risk) would describe the subgroup for whom Improving Parents As Communication Teachers affected the targeted skills related to reducing communication challenges. We also predicted that pre-intervention level of parents' depressive symptoms would describe the parents whose parenting stress and effectiveness as parents would be improved by learning to use Improving Parents As Communication Teachers. In girls with only one older sibling with autism spectrum disorder and who scored at low risk on an autism spectrum disorder screen, parental receipt of Improving Parents As Communication Teachers training had an indirect effect on children's expressive language ability or autism spectrum disorder diagnosis through earlier effects on high-risk siblings' intentional communication or expressive vocabulary. We did not confirm our prediction regarding Improving Parents As Communication Teachers' effect on parenting-related stress or sense of parenting effectiveness. En ligne : http://dx.doi.org/10.1177/1362361320943373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 Inhibition in developmental disorders: A comparison of inhibition profiles between children with autism spectrum disorder, attention-deficit/hyperactivity disorder, and comorbid symptom presentation / Amanda CREMONE-CAIRA in Autism, 25-1 (January 2021)
[article]
Titre : Inhibition in developmental disorders: A comparison of inhibition profiles between children with autism spectrum disorder, attention-deficit/hyperactivity disorder, and comorbid symptom presentation Type de document : Texte imprimé et/ou numérique Auteurs : Amanda CREMONE-CAIRA, Auteur ; Katherine TRIER, Auteur ; Victoria SANCHEZ, Auteur ; Brooke KOHN, Auteur ; Rachel GILBERT, Auteur ; Susan FAJA, Auteur Article en page(s) : p.227-243 Langues : Anglais (eng) Mots-clés : attention-deficit/hyperactivity disorder autism spectrum disorder cognition (attention, learning, memory) executive function inhibition interventions—psychosocial/behavioral psychological theories of autism Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder (ASD) also have symptoms of attention-deficit hyperactivity disorder (ADHD). Children with ASD and ADHD often experience difficulties with inhibition. This study had the goal of understanding inhibition in children with ASD, ADHD, ASD?+?ADHD, and children who are typically developing (TD) using tasks that measured several aspects of inhibition. Results indicate that children with ASD?+?ADHD had greater difficulty inhibiting behavioral responses than TD children. Children with ASD?+?ADHD also differed from children with ASD and with ADHD in their inhibition of distracting information and strategic slowing of response speed. The four groups did not differ in their avoidance of potential losses. Children with ASD?+?ADHD exhibit a unique profile of inhibition challenges suggesting they may benefit from targeted intervention matched to their abilities. En ligne : http://dx.doi.org/10.1177/1362361320955107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437
in Autism > 25-1 (January 2021) . - p.227-243[article] Inhibition in developmental disorders: A comparison of inhibition profiles between children with autism spectrum disorder, attention-deficit/hyperactivity disorder, and comorbid symptom presentation [Texte imprimé et/ou numérique] / Amanda CREMONE-CAIRA, Auteur ; Katherine TRIER, Auteur ; Victoria SANCHEZ, Auteur ; Brooke KOHN, Auteur ; Rachel GILBERT, Auteur ; Susan FAJA, Auteur . - p.227-243.
Langues : Anglais (eng)
in Autism > 25-1 (January 2021) . - p.227-243
Mots-clés : attention-deficit/hyperactivity disorder autism spectrum disorder cognition (attention, learning, memory) executive function inhibition interventions—psychosocial/behavioral psychological theories of autism Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder (ASD) also have symptoms of attention-deficit hyperactivity disorder (ADHD). Children with ASD and ADHD often experience difficulties with inhibition. This study had the goal of understanding inhibition in children with ASD, ADHD, ASD?+?ADHD, and children who are typically developing (TD) using tasks that measured several aspects of inhibition. Results indicate that children with ASD?+?ADHD had greater difficulty inhibiting behavioral responses than TD children. Children with ASD?+?ADHD also differed from children with ASD and with ADHD in their inhibition of distracting information and strategic slowing of response speed. The four groups did not differ in their avoidance of potential losses. Children with ASD?+?ADHD exhibit a unique profile of inhibition challenges suggesting they may benefit from targeted intervention matched to their abilities. En ligne : http://dx.doi.org/10.1177/1362361320955107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 Interest level in 2-year-olds with autism spectrum disorder predicts rate of verbal, nonverbal, and adaptive skill acquisition / Lars KLINTWALL in Autism, 19-8 (November 2015)
PermalinkThe effect of early autism intervention on parental sense of efficacy in a randomized trial depends on the initial level of parent stress / A. ESTES in Autism, 25-7 (October 2021)
PermalinkThe 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)
PermalinkUsing formative research to develop HEARTS: A curriculum-based healthy relationships promoting intervention for individuals on the autism spectrum / E. F. ROTHMAN in Autism, 26-1 (January 2022)
PermalinkCharacterizing caregiver responses to restricted and repetitive behaviors in toddlers with autism spectrum disorder / Clare HARROP in Autism, 20-3 (April 2016)
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