15 recherche sur le mot-clé 'JASPER'

Exploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention / Stephanie Y. SHIRE in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.654-665 Titre : Exploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Terri BARRIAULT, Auteur ; Connie KASARI, Auteur Article en page(s) : p.654-665 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Caregivers  Child  Child, Preschool  Follow-Up Studies  Humans  Mentoring  Ontario  Jasper  autism spectrum disorders  caregiver-mediated  community partnered  implementation  interventions?psychosocial/behavioral  joint engagement Index. décimale : PER Périodiques Résumé : The next step for communication interventions for young children with autism include coaching/teaching for caregivers that have been tested in university clinics and testing these interventions in real world systems with early intervention providers who serve children and families in their communities. However, there are few projects that have tested how well the intervention can be transferred to community providers and what types of progress children and caregivers make in these services. This project took place in partnership with a community early intervention agency in the province of Ontario, Canada. The agency provided government-funded public health services. The agency was funded to take part in a pilot program to try out one of four early intervention models that included coaching for caregivers and was designed to support children's social engagement, play, and communication skills. The team decided to test two ways to start the intervention: (a) begin with observation of the practitioner for 4?weeks and then start coached practice with the child and (b) start coaching immediately. The team also tested two ways to support families for 3?months after intervention: (a) group booster sessions and (b) individual visits. The practitioners delivered the intervention well (M=83%), and overall, caregivers and children made significant gains by the end of intervention in both observation?+?coaching and coaching. Attendance for follow-up boosters was variable with fewer families attending groups. More research is needed to test different strategies and roles to individualize interventions for caregivers with a range of goals and learning styles. En ligne : https://dx.doi.org/10.1177/13623613211066132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Exploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Terri BARRIAULT, Auteur ; Connie KASARI, Auteur . - p.654-665. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.654-665 Mots-clés : Autism Spectrum Disorder  Caregivers  Child  Child, Preschool  Follow-Up Studies  Humans  Mentoring  Ontario  Jasper  autism spectrum disorders  caregiver-mediated  community partnered  implementation  interventions?psychosocial/behavioral  joint engagement Index. décimale : PER Périodiques Résumé : The next step for communication interventions for young children with autism include coaching/teaching for caregivers that have been tested in university clinics and testing these interventions in real world systems with early intervention providers who serve children and families in their communities. However, there are few projects that have tested how well the intervention can be transferred to community providers and what types of progress children and caregivers make in these services. This project took place in partnership with a community early intervention agency in the province of Ontario, Canada. The agency provided government-funded public health services. The agency was funded to take part in a pilot program to try out one of four early intervention models that included coaching for caregivers and was designed to support children's social engagement, play, and communication skills. The team decided to test two ways to start the intervention: (a) begin with observation of the practitioner for 4?weeks and then start coached practice with the child and (b) start coaching immediately. The team also tested two ways to support families for 3?months after intervention: (a) group booster sessions and (b) individual visits. The practitioners delivered the intervention well (M=83%), and overall, caregivers and children made significant gains by the end of intervention in both observation?+?coaching and coaching. Attendance for follow-up boosters was variable with fewer families attending groups. More research is needed to test different strategies and roles to individualize interventions for caregivers with a range of goals and learning styles. En ligne : https://dx.doi.org/10.1177/13623613211066132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Joint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: JASPER early intervention for children with ASD / W. SHIH in Journal of Child Psychology and Psychiatry, 62-10 (October 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-10 (October 2021) . - p.1228-1235 Titre : Joint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: JASPER early intervention for children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : W. SHIH, Auteur ; S. SHIRE, Auteur ; Y. C. CHANG, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1228-1235 Langues : Anglais (eng) Mots-clés : Attention  Autism Spectrum Disorder/therapy  Child, Preschool  Communication  Early Intervention, Educational  Humans  Language  Autism  Jasper  early intervention  mediation  social communication Index. décimale : PER Périodiques Résumé : BACKGROUND: Social communication interventions benefit children with ASD in early childhood. However, the mechanisms behind such interventions have not been rigorously explored. This study examines the mechanism underlying a naturalistic developmental behavioral intervention, JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation), delivered by educators in the community. Specifically, the analyses focus on the mediating effect of joint engagement on children's initiations of joint attention (IJA) skills and whether IJA postintervention are associated with later gains in children's receptive and expressive language. METHODS: One hundred seventy-nine children, age 2-5 years, were randomized to immediate JASPER treatment or waitlist (treatment as usual) control. Independent assessors blinded to time and treatment coded children's time jointly engaged and IJA during a 10-min teacher-child interaction at baseline, exit, and follow-up. Age-equivalent receptive and expressive language scores from the Mullen Scales of Early Learning were collected at baseline and follow-up. Mediation analyses with linear mixed models were used to explore the potential mediating effect of joint engagement on IJA. RESULTS: Joint engagement significantly mediated 69% of the intervention effect on young children's IJA and IJA predicted improvements in standardized language scores. CONCLUSIONS: Small but sustained changes in child-initiated joint engagement improved IJA, a core challenge in children with ASD, which in turn led to improvements in language. En ligne : http://dx.doi.org/10.1111/jcpp.13405 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] Joint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: JASPER early intervention for children with ASD [Texte imprimé et/ou numérique] / W. SHIH, Auteur ; S. SHIRE, Auteur ; Y. C. CHANG, Auteur ; Connie KASARI, Auteur . - p.1228-1235. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-10 (October 2021) . - p.1228-1235 Mots-clés : Attention  Autism Spectrum Disorder/therapy  Child, Preschool  Communication  Early Intervention, Educational  Humans  Language  Autism  Jasper  early intervention  mediation  social communication Index. décimale : PER Périodiques Résumé : BACKGROUND: Social communication interventions benefit children with ASD in early childhood. However, the mechanisms behind such interventions have not been rigorously explored. This study examines the mechanism underlying a naturalistic developmental behavioral intervention, JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation), delivered by educators in the community. Specifically, the analyses focus on the mediating effect of joint engagement on children's initiations of joint attention (IJA) skills and whether IJA postintervention are associated with later gains in children's receptive and expressive language. METHODS: One hundred seventy-nine children, age 2-5 years, were randomized to immediate JASPER treatment or waitlist (treatment as usual) control. Independent assessors blinded to time and treatment coded children's time jointly engaged and IJA during a 10-min teacher-child interaction at baseline, exit, and follow-up. Age-equivalent receptive and expressive language scores from the Mullen Scales of Early Learning were collected at baseline and follow-up. Mediation analyses with linear mixed models were used to explore the potential mediating effect of joint engagement on IJA. RESULTS: Joint engagement significantly mediated 69% of the intervention effect on young children's IJA and IJA predicted improvements in standardized language scores. CONCLUSIONS: Small but sustained changes in child-initiated joint engagement improved IJA, a core challenge in children with ASD, which in turn led to improvements in language. En ligne : http://dx.doi.org/10.1111/jcpp.13405 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom / Ya-Chih CHANG in Journal of Autism and Developmental Disorders, 46-6 (June 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2211-2223 Titre : Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom Type de document : Texte imprimé et/ou numérique Auteurs : Ya-Chih CHANG, Auteur ; Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Carolyn GELFAND, Auteur ; Connie KASARI, Auteur Article en page(s) : p.2211-2223 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  JASPER  Preschool  Teachers  Joint attention  Implementation Index. décimale : PER Périodiques Résumé : Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive immediate JASPER training (IT) or were waitlisted (WL) for 3 months with a 1-month follow up. Measures of core deficits (initiations of joint engagement, joint attention gestures and language, play skills) and standardized cognitive measures were improved for IT over WL children. IT teachers achieved and maintained high fidelity. Teachers can implement evidence-based interventions with significant improvements in core deficits of their children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2752-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom [Texte imprimé et/ou numérique] / Ya-Chih CHANG, Auteur ; Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Carolyn GELFAND, Auteur ; Connie KASARI, Auteur . - p.2211-2223. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2211-2223 Mots-clés : Autism spectrum disorder  JASPER  Preschool  Teachers  Joint attention  Implementation Index. décimale : PER Périodiques Résumé : Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive immediate JASPER training (IT) or were waitlisted (WL) for 3 months with a 1-month follow up. Measures of core deficits (initiations of joint engagement, joint attention gestures and language, play skills) and standardized cognitive measures were improved for IT over WL children. IT teachers achieved and maintained high fidelity. Teachers can implement evidence-based interventions with significant improvements in core deficits of their children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2752-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289

Super responders: Predicting language gains from JASPER among limited language children with autism spectrum disorder / Jonathan L. PANGANIBAN in Autism Research, 15-8 (August 2022)  

Public ISBD [article]  inAutism Research > 15-8 (August 2022) . - p.1565-1575 Titre : Super responders: Predicting language gains from JASPER among limited language children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan L. PANGANIBAN, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1565-1575 Langues : Anglais (eng) Mots-clés : Attention/physiology  Autism Spectrum Disorder/therapy  Child  Child, Preschool  Early Intervention, Educational/methods  Humans  Language  Play and Playthings  Jasper  data-driven techniques  intervention early  intervention-behavioral  machine learning  responders  treatment research Index. décimale : PER Périodiques Résumé : Early intervention can provide a great benefit for children with autism spectrum disorder (ASD). However, no single intervention is effective for all children. Even when an intervention is effective overall, individual child response varies. Some children make incredible progress, and others make slow or no progress. Therefore, it is important that the field move towards developing methods to personalize intervention. Operationalizing meaningful change and predicting intervention response are critical steps in designing systematic and personalized early intervention. The present research used improvement in expressive language to group children that received a targeted social communication early intervention, Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER), into super responders and slow responders. Using baseline data from traditional standardized assessments of cognition and behavioral data from validated experimental measures of play and social communication, we used conditional inference tree models to predict responder status. From a sample of 99 preschool age, limited language children with ASD, play diversity was the most significant predictor of responder status. Children that played functionally with a wider variety of toys had increased odds of being a super responder to JASPER. A combination of lower play diversity and impairments in fine motor abilities increased the odds of children being slow responders to JASPER. Results from the present study can inform future efforts to individualize intervention and systematic approaches to augmenting treatment in real time. LAY SUMMARY: To help us answer the question of for whom an intervention works best, we examined 99 children, age three to five, who qualified as being limited spoken language communicators, and received a targeted intervention for social communication and language. We used child characteristics before intervention to predict which children would improve their language the most and found that the ability to play appropriately with a wider variety of toys predicted the best improvements in expressive language. These findings will help better inform future work to individualize intervention based on the unique needs of each child. En ligne : http://dx.doi.org/10.1002/aur.2727 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 [article] Super responders: Predicting language gains from JASPER among limited language children with autism spectrum disorder [Texte imprimé et/ou numérique] / Jonathan L. PANGANIBAN, Auteur ; Connie KASARI, Auteur . - p.1565-1575. Langues : Anglais (eng) in Autism Research > 15-8 (August 2022) . - p.1565-1575 Mots-clés : Attention/physiology  Autism Spectrum Disorder/therapy  Child  Child, Preschool  Early Intervention, Educational/methods  Humans  Language  Play and Playthings  Jasper  data-driven techniques  intervention early  intervention-behavioral  machine learning  responders  treatment research Index. décimale : PER Périodiques Résumé : Early intervention can provide a great benefit for children with autism spectrum disorder (ASD). However, no single intervention is effective for all children. Even when an intervention is effective overall, individual child response varies. Some children make incredible progress, and others make slow or no progress. Therefore, it is important that the field move towards developing methods to personalize intervention. Operationalizing meaningful change and predicting intervention response are critical steps in designing systematic and personalized early intervention. The present research used improvement in expressive language to group children that received a targeted social communication early intervention, Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER), into super responders and slow responders. Using baseline data from traditional standardized assessments of cognition and behavioral data from validated experimental measures of play and social communication, we used conditional inference tree models to predict responder status. From a sample of 99 preschool age, limited language children with ASD, play diversity was the most significant predictor of responder status. Children that played functionally with a wider variety of toys had increased odds of being a super responder to JASPER. A combination of lower play diversity and impairments in fine motor abilities increased the odds of children being slow responders to JASPER. Results from the present study can inform future efforts to individualize intervention and systematic approaches to augmenting treatment in real time. LAY SUMMARY: To help us answer the question of for whom an intervention works best, we examined 99 children, age three to five, who qualified as being limited spoken language communicators, and received a targeted intervention for social communication and language. We used child characteristics before intervention to predict which children would improve their language the most and found that the ability to play appropriately with a wider variety of toys predicted the best improvements in expressive language. These findings will help better inform future work to individualize intervention based on the unique needs of each child. En ligne : http://dx.doi.org/10.1002/aur.2727 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483

Hybrid implementation model of community-partnered early intervention for toddlers with autism: a randomized trial / Stephanie Y. SHIRE in Journal of Child Psychology and Psychiatry, 58-5 (May 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-5 (May 2017) . - p.612-622 Titre : Hybrid implementation model of community-partnered early intervention for toddlers with autism: a randomized trial Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; Ya-Chih CHANG, Auteur ; Wendy SHIH, Auteur ; Suzanne BRACAGLIA, Auteur ; Maria KODJOE, Auteur ; Connie KASARI, Auteur Article en page(s) : p.612-622 Langues : Anglais (eng) Mots-clés : Autism  JASPER  early intervention  paraprofessionals  joint attention  joint engagement  play  implementation Index. décimale : PER Périodiques Résumé : Background Interventions found to be effective in research settings are often not as effective when implemented in community settings. Considering children with autism, studies have rarely examined the efficacy of laboratory-tested interventions on child outcomes in community settings using randomized controlled designs. Methods One hundred and thirteen children with autism enrolled in public early intervention classrooms in low resource neighborhoods were randomized to Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention or treatment as usual waitlist for 10 weeks with 1-month follow-up. Results Teaching assistants delivered JASPER at adequate fidelity. Children randomized to JASPER demonstrated significant gains over treatment as usual in core developmental outcomes of joint engagement, joint attention, and play skills that were maintained at follow-up. Conclusions Supervised teaching assistants delivered JASPER intervention with a range of toddlers with autism leading to significant gains in developmental outcomes. En ligne : http://dx.doi.org/10.1111/jcpp.12672 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=306 [article] Hybrid implementation model of community-partnered early intervention for toddlers with autism: a randomized trial [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; Ya-Chih CHANG, Auteur ; Wendy SHIH, Auteur ; Suzanne BRACAGLIA, Auteur ; Maria KODJOE, Auteur ; Connie KASARI, Auteur . - p.612-622. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-5 (May 2017) . - p.612-622 Mots-clés : Autism  JASPER  early intervention  paraprofessionals  joint attention  joint engagement  play  implementation Index. décimale : PER Périodiques Résumé : Background Interventions found to be effective in research settings are often not as effective when implemented in community settings. Considering children with autism, studies have rarely examined the efficacy of laboratory-tested interventions on child outcomes in community settings using randomized controlled designs. Methods One hundred and thirteen children with autism enrolled in public early intervention classrooms in low resource neighborhoods were randomized to Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention or treatment as usual waitlist for 10 weeks with 1-month follow-up. Results Teaching assistants delivered JASPER at adequate fidelity. Children randomized to JASPER demonstrated significant gains over treatment as usual in core developmental outcomes of joint engagement, joint attention, and play skills that were maintained at follow-up. Conclusions Supervised teaching assistants delivered JASPER intervention with a range of toddlers with autism leading to significant gains in developmental outcomes. En ligne : http://dx.doi.org/10.1111/jcpp.12672 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=306

Increasing Responsive Parent–Child Interactions and Joint Engagement: Comparing the Influence of Parent-Mediated Intervention and Parent Psychoeducation / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 46-5 (May 2016)  

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Isolating active ingredients in a parent-mediated social communication intervention for toddlers with autism spectrum disorder / Amanda C. GULSRUD in Journal of Child Psychology and Psychiatry, 57-5 (May 2016)  

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Parenting stress in caregiver-mediated interventions for toddlers with autism: An application of quantile regression mixed models / A. SCHLINK in Autism Research, 15-2 (February 2022)  

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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)  

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Brief Report: Caregiver Strategy Implementation-Advancing Spoken Communication in Children Who are Minimally Verbal / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

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