29 recherche sur le mot-clé 'Parent-mediated intervention'

Parent-mediated intervention in infants with an elevated likelihood for autism reduces dwell time during a gaze-following task / Rachael BEDFORD in Autism Research, 17-11 (November 2024)  

Public ISBD [article]  inAutism Research > 17-11 (November 2024) . - p.2346-2354 Titre : Parent-mediated intervention in infants with an elevated likelihood for autism reduces dwell time during a gaze-following task Type de document : texte imprimé Auteurs : Rachael BEDFORD, Auteur ; Jonathan GREEN, Auteur ; Teodora GLIGA, Auteur ; Emily H. JONES, Auteur ; Mayada ELSABBAGH, Auteur ; Greg PASCO, Auteur ; Ming Wai WAN, Auteur ; Vicky SLONIMS, Auteur ; Tony CHARMAN, Auteur ; Andrew PICKLES, Auteur ; Mark H. JOHNSON, Auteur ; THE BASIS TEAM, Auteur Article en page(s) : p.2346-2354 Langues : Anglais (eng) Mots-clés : autism  elevated likelihood for autism  gaze following  infant siblings  intervention  parent-mediated intervention  RCT Index. décimale : PER Périodiques Résumé : Abstract Cognitive markers may in theory be more sensitive to the effects of intervention than overt behavioral measures. The current study tests the impact of the Intervention with the British Autism Study of Infant Siblings?Video Interaction for Promoting Positive Parenting (iBASIS-VIPP) on an eye-tracking measure of social attention: dwell time to the referred object in a gaze following task. The original two-site, two-arm, assessor-blinded randomized controlled trial (RCT) of this intervention to increase parental awareness, and responsiveness to their infant, was run with infants who have an elevated familial likelihood for autism (EL). Fifty-four EL infants (28 iBASIS-VIPP intervention, 26 no intervention) were enrolled, and the intervention took place between 9 months (baseline) and 15 months (endpoint), with gaze following behavior measured at 15 months. Secondary intention to treat (ITT) analysis showed that the intervention was associated with significantly reduced dwell time to the referent of another person's gaze (? 0.32, SE 0.14, p 0.03) at 15-month treatment endpoint. Given the established link between gaze following and language, the results are considered in the context of a previously reported, non-significant and transient trend toward lower language scores at the treatment endpoint (Green et al. (2015) The Lancet Psychiatry, 2(2), 133 140). Future intervention trials should aim to include experimental cognitive measures, alongside behavioral measures, to investigate mechanisms associated with intervention effects. En ligne : https://doi.org/10.1002/aur.3223 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542 [article] Parent-mediated intervention in infants with an elevated likelihood for autism reduces dwell time during a gaze-following task [texte imprimé] / Rachael BEDFORD, Auteur ; Jonathan GREEN, Auteur ; Teodora GLIGA, Auteur ; Emily H. JONES, Auteur ; Mayada ELSABBAGH, Auteur ; Greg PASCO, Auteur ; Ming Wai WAN, Auteur ; Vicky SLONIMS, Auteur ; Tony CHARMAN, Auteur ; Andrew PICKLES, Auteur ; Mark H. JOHNSON, Auteur ; THE BASIS TEAM, Auteur . - p.2346-2354. Langues : Anglais (eng) in Autism Research > 17-11 (November 2024) . - p.2346-2354 Mots-clés : autism  elevated likelihood for autism  gaze following  infant siblings  intervention  parent-mediated intervention  RCT Index. décimale : PER Périodiques Résumé : Abstract Cognitive markers may in theory be more sensitive to the effects of intervention than overt behavioral measures. The current study tests the impact of the Intervention with the British Autism Study of Infant Siblings?Video Interaction for Promoting Positive Parenting (iBASIS-VIPP) on an eye-tracking measure of social attention: dwell time to the referred object in a gaze following task. The original two-site, two-arm, assessor-blinded randomized controlled trial (RCT) of this intervention to increase parental awareness, and responsiveness to their infant, was run with infants who have an elevated familial likelihood for autism (EL). Fifty-four EL infants (28 iBASIS-VIPP intervention, 26 no intervention) were enrolled, and the intervention took place between 9 months (baseline) and 15 months (endpoint), with gaze following behavior measured at 15 months. Secondary intention to treat (ITT) analysis showed that the intervention was associated with significantly reduced dwell time to the referent of another person's gaze (? 0.32, SE 0.14, p 0.03) at 15-month treatment endpoint. Given the established link between gaze following and language, the results are considered in the context of a previously reported, non-significant and transient trend toward lower language scores at the treatment endpoint (Green et al. (2015) The Lancet Psychiatry, 2(2), 133 140). Future intervention trials should aim to include experimental cognitive measures, alongside behavioral measures, to investigate mechanisms associated with intervention effects. En ligne : https://doi.org/10.1002/aur.3223 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542

Examining adaptations necessary to support the implementation of a parent-mediated intervention for children with autism spectrum disorder and moderate feeding problems / Katherine PICKARD in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2434-2445 Titre : Examining adaptations necessary to support the implementation of a parent-mediated intervention for children with autism spectrum disorder and moderate feeding problems Type de document : texte imprimé Auteurs : Katherine PICKARD, Auteur ; T. Lindsey BURRELL, Auteur ; Susan BRASHER, Auteur ; Derianne BUCKLEY, Auteur ; Scott E. GILLESPIE, Auteur ; William SHARP, Auteur ; Lawrence SCAHILL, Auteur Article en page(s) : p.2434-2445 Mots-clés : autism spectrum disorders  implementation  nutrition/feeding  parent-mediated intervention  qualitative research Index. décimale : PER Périodiques Résumé : Moderate feeding problems affect many children with autism spectrum disorder and often co-occur with disruptive mealtime behaviors. Although parent-mediated interventions have shown promise to support feeding problems, research has primarily occurred within randomized controlled trials when delivered by highly trained clinicians in specialty clinics. Thus, the alignment of these approaches within community settings is unclear. To address this limitation, this study explored adaptations to a parent-mediated intervention, Managing Eating Aversions and Limited Variety (i.e. MEAL Plan), to enhance its adoption, implementation, and sustainment within community settings, including factors that may support or hinder its translation. Participants were 14 multidisciplinary providers who attended one of the three workgroups that included semi-structured focus groups regarding the fit of MEAL Plan in their practice setting. Thematic analysis was used to determine emergent themes, which fell into the domains of content, contextual considerations, and training needs. Specific themes included the appropriateness MEAL Plan for autistic and non-autistic children, adaptations to MEAL Plan delivery, billing considerations, agency-level support, and the format of ongoing training and consultation. By proactively responding to these factors, it may be possible to enhance the implementation and sustainability of parent-mediated interventions, including MEAL Plan, within community practices that support autistic children.Lay abstractModerate feeding problems and disruptive mealtime behaviors are common in children with autism spectrum disorder. Although parent-mediated interventions are able to support feeding problems in autistic children, most research has occurred within specialty clinics when delivered by highly trained clinicians. Thus, the fit of these interventions within community settings is not clear. To address this limitation, this study explored adaptations to a parent-mediated intervention, Managing Eating Aversions and Limited Variety (i.e. MEAL Plan), to improve its fit and use within community settings. Participants were 14 multidisciplinary providers who attended one of the three intensive workgroups that included focus groups about the fit of MEAL Plan in their practice setting. Qualitative analysis was used to determine the main themes that came up within the focus groups. Specific themes included the appropriateness MEAL Plan for autistic and non-autistic children, how providers might adapt their delivery of MEAL Plan, billing and insurance considerations, administrator support for MEAL Plan, and the content and format of ongoing training and consultation. By proactively considering and responding to these factors, it may be possible to enhance MEAL Plan so that it is better able to be delivered and sustained within community practices that support autistic children. En ligne : http://dx.doi.org/10.1177/13623613231166181 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Examining adaptations necessary to support the implementation of a parent-mediated intervention for children with autism spectrum disorder and moderate feeding problems [texte imprimé] / Katherine PICKARD, Auteur ; T. Lindsey BURRELL, Auteur ; Susan BRASHER, Auteur ; Derianne BUCKLEY, Auteur ; Scott E. GILLESPIE, Auteur ; William SHARP, Auteur ; Lawrence SCAHILL, Auteur . - p.2434-2445. in Autism > 27-8 (November 2023) . - p.2434-2445 Mots-clés : autism spectrum disorders  implementation  nutrition/feeding  parent-mediated intervention  qualitative research Index. décimale : PER Périodiques Résumé : Moderate feeding problems affect many children with autism spectrum disorder and often co-occur with disruptive mealtime behaviors. Although parent-mediated interventions have shown promise to support feeding problems, research has primarily occurred within randomized controlled trials when delivered by highly trained clinicians in specialty clinics. Thus, the alignment of these approaches within community settings is unclear. To address this limitation, this study explored adaptations to a parent-mediated intervention, Managing Eating Aversions and Limited Variety (i.e. MEAL Plan), to enhance its adoption, implementation, and sustainment within community settings, including factors that may support or hinder its translation. Participants were 14 multidisciplinary providers who attended one of the three workgroups that included semi-structured focus groups regarding the fit of MEAL Plan in their practice setting. Thematic analysis was used to determine emergent themes, which fell into the domains of content, contextual considerations, and training needs. Specific themes included the appropriateness MEAL Plan for autistic and non-autistic children, adaptations to MEAL Plan delivery, billing considerations, agency-level support, and the format of ongoing training and consultation. By proactively responding to these factors, it may be possible to enhance the implementation and sustainability of parent-mediated interventions, including MEAL Plan, within community practices that support autistic children.Lay abstractModerate feeding problems and disruptive mealtime behaviors are common in children with autism spectrum disorder. Although parent-mediated interventions are able to support feeding problems in autistic children, most research has occurred within specialty clinics when delivered by highly trained clinicians. Thus, the fit of these interventions within community settings is not clear. To address this limitation, this study explored adaptations to a parent-mediated intervention, Managing Eating Aversions and Limited Variety (i.e. MEAL Plan), to improve its fit and use within community settings. Participants were 14 multidisciplinary providers who attended one of the three intensive workgroups that included focus groups about the fit of MEAL Plan in their practice setting. Qualitative analysis was used to determine the main themes that came up within the focus groups. Specific themes included the appropriateness MEAL Plan for autistic and non-autistic children, how providers might adapt their delivery of MEAL Plan, billing and insurance considerations, administrator support for MEAL Plan, and the content and format of ongoing training and consultation. By proactively considering and responding to these factors, it may be possible to enhance MEAL Plan so that it is better able to be delivered and sustained within community practices that support autistic children. En ligne : http://dx.doi.org/10.1177/13623613231166181 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Examining provider decisions around the delivery and adaptation of a parent-mediated intervention within an Early Intervention system / Katherine PICKARD in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2384-2396 Titre : Examining provider decisions around the delivery and adaptation of a parent-mediated intervention within an Early Intervention system Type de document : texte imprimé Auteurs : Katherine PICKARD, Auteur ; Nicole HENDRIX, Auteur ; Karen GUERRA, Auteur ; Natalie BRANE, Auteur ; Nailah ISLAM, Auteur Article en page(s) : p.2384-2396 Mots-clés : adaptation  autism spectrum disorders  Early Intervention system  fidelity  implementation  parent-mediated intervention Index. décimale : PER Périodiques Résumé : There is growing research aimed at translating parent-mediated interventions into Part C Early Intervention systems to examine the effectiveness and reach of these models. Although research to date suggests that Early Intervention providers deliver parent-mediated intervention near fidelity, current fidelity reporting practices make delivery difficult to discern. Understanding how parent-mediated interventions are delivered and adapted in a more nuanced manner, including fine-grained intervention delivery and adaptation processes, is important and may increase our understanding of how well these models are aligned within Early Intervention systems. The current study examined the delivery of an evidence-based parent-mediated intervention, Project ImPACT, when delivered by Early Intervention providers and examined their intervention fidelity, the decisions they weighed when delivering Project ImPACT, and reported adaptations to Project ImPACT. Results from 24 providers demonstrated, on average, higher fidelity in response to consultative feedback but notable variability across providers. Preliminary qualitative data highlighted that many events arose within sessions that drove providers to augment their delivery of Project ImPACT. Results suggest the importance of carefully examining how and why providers deliver evidence-based interventions within Early Intervention systems, and the impact of these decisions on fidelity metrics and service outcomes.Lay abstractParent-mediated interventions are an evidence-based practice for autism in which providers support caregivers in learning and applying strategies that support their child?s development. Research has begun to study whether parent-mediated interventions can be effectively delivered in Part C Early Intervention systems. This research has been promising; however, it has been difficult to determine how Early Intervention providers deliver and adapt parent-mediated interventions to meet the needs of the families they serve. Examining how parent-mediated interventions are delivered and adapted may help us understand whether parent-mediated interventions are a good fit in these systems. The current study examined the delivery of an evidence-based parent-mediated intervention, Project ImPACT, when delivered by providers within an Early Intervention system. Results from 24 Early Intervention providers demonstrated that, on average, providers delivered Project ImPACT with higher quality during their time in training and consultation. However, there was also variability in how providers delivered Project ImPACT, with some delivering the program inconsistently, some increasing their quality throughout consultation, and others having consistently high-quality delivery. In addition, qualitative data demonstrated that a variety of events arose within Project ImPACT sessions that drove providers to adapt the program. Results suggest the importance of carefully examining how and why providers deliver evidence-based interventions within Early Intervention systems. En ligne : http://dx.doi.org/10.1177/13623613231162149 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Examining provider decisions around the delivery and adaptation of a parent-mediated intervention within an Early Intervention system [texte imprimé] / Katherine PICKARD, Auteur ; Nicole HENDRIX, Auteur ; Karen GUERRA, Auteur ; Natalie BRANE, Auteur ; Nailah ISLAM, Auteur . - p.2384-2396. in Autism > 27-8 (November 2023) . - p.2384-2396 Mots-clés : adaptation  autism spectrum disorders  Early Intervention system  fidelity  implementation  parent-mediated intervention Index. décimale : PER Périodiques Résumé : There is growing research aimed at translating parent-mediated interventions into Part C Early Intervention systems to examine the effectiveness and reach of these models. Although research to date suggests that Early Intervention providers deliver parent-mediated intervention near fidelity, current fidelity reporting practices make delivery difficult to discern. Understanding how parent-mediated interventions are delivered and adapted in a more nuanced manner, including fine-grained intervention delivery and adaptation processes, is important and may increase our understanding of how well these models are aligned within Early Intervention systems. The current study examined the delivery of an evidence-based parent-mediated intervention, Project ImPACT, when delivered by Early Intervention providers and examined their intervention fidelity, the decisions they weighed when delivering Project ImPACT, and reported adaptations to Project ImPACT. Results from 24 providers demonstrated, on average, higher fidelity in response to consultative feedback but notable variability across providers. Preliminary qualitative data highlighted that many events arose within sessions that drove providers to augment their delivery of Project ImPACT. Results suggest the importance of carefully examining how and why providers deliver evidence-based interventions within Early Intervention systems, and the impact of these decisions on fidelity metrics and service outcomes.Lay abstractParent-mediated interventions are an evidence-based practice for autism in which providers support caregivers in learning and applying strategies that support their child?s development. Research has begun to study whether parent-mediated interventions can be effectively delivered in Part C Early Intervention systems. This research has been promising; however, it has been difficult to determine how Early Intervention providers deliver and adapt parent-mediated interventions to meet the needs of the families they serve. Examining how parent-mediated interventions are delivered and adapted may help us understand whether parent-mediated interventions are a good fit in these systems. The current study examined the delivery of an evidence-based parent-mediated intervention, Project ImPACT, when delivered by providers within an Early Intervention system. Results from 24 Early Intervention providers demonstrated that, on average, providers delivered Project ImPACT with higher quality during their time in training and consultation. However, there was also variability in how providers delivered Project ImPACT, with some delivering the program inconsistently, some increasing their quality throughout consultation, and others having consistently high-quality delivery. In addition, qualitative data demonstrated that a variety of events arose within Project ImPACT sessions that drove providers to adapt the program. Results suggest the importance of carefully examining how and why providers deliver evidence-based interventions within Early Intervention systems. En ligne : http://dx.doi.org/10.1177/13623613231162149 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

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)  

Public ISBD [article]  inAutism > 25-4 (May 2021) . - p.971-981 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 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 [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] / 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 and initial outcomes of the social ABCs parent-mediated intervention for autistic toddlers in Israel: A pilot single-arm study / Tanya NITZAN in Research in Autism, 133 (May 2026)  

Public ISBD [article]  inResearch in Autism > 133 (May 2026) . - p.202906 Titre : Feasibility and initial outcomes of the social ABCs parent-mediated intervention for autistic toddlers in Israel: A pilot single-arm study Type de document : texte imprimé Auteurs : Tanya NITZAN, Auteur ; Tamar Matz VAISMAN, Auteur ; Tamar DAVID, Auteur ; Michal ILAN, Auteur ; Michal FAROY, Auteur ; Analya MICHAELOVSKI, Auteur ; Dikla ZIGDON, Auteur ; Gal MEIRI, Auteur ; Ilan DINSTEIN, Auteur ; Judah KOLLER, Auteur Article en page(s) : p.202906 Langues : Anglais (eng) Mots-clés : Autism  Parent-mediated intervention  Pilot feasibility  Early intervention  PRT  NDBI  Social ABCs Index. décimale : PER Périodiques Résumé : The Social ABCs is a parent-mediated Naturalistic Developmental Behavioral Intervention (NDBI) that promotes early verbal communication and affect sharing emphasizing child-led learning within natural routines. Here we conducted a six-week pilot single-arm study of the Social ABCs program with 17 autistic toddlers (19–39 months) and their parents in Israel, employing pre- and post-intervention assessments including language, social communication, and parenting stress measures. Results demonstrated significant gains in expressive and receptive vocabulary, improved social communication reduced social withdrawal, and enhanced parent-child interaction quality, with high parental satisfaction and engagement. No significant changes were observed in autism symptom severity or developmental scores. These findings suggest that the Social ABCs is a feasible, promising early intervention for autistic toddlers in Israel. Larger controlled trials are needed to confirm efficacy and assess long-term impact. En ligne : https://doi.org/10.1016/j.reia.2026.202906 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Feasibility and initial outcomes of the social ABCs parent-mediated intervention for autistic toddlers in Israel: A pilot single-arm study [texte imprimé] / Tanya NITZAN, Auteur ; Tamar Matz VAISMAN, Auteur ; Tamar DAVID, Auteur ; Michal ILAN, Auteur ; Michal FAROY, Auteur ; Analya MICHAELOVSKI, Auteur ; Dikla ZIGDON, Auteur ; Gal MEIRI, Auteur ; Ilan DINSTEIN, Auteur ; Judah KOLLER, Auteur . - p.202906. Langues : Anglais (eng) in Research in Autism > 133 (May 2026) . - p.202906 Mots-clés : Autism  Parent-mediated intervention  Pilot feasibility  Early intervention  PRT  NDBI  Social ABCs Index. décimale : PER Périodiques Résumé : The Social ABCs is a parent-mediated Naturalistic Developmental Behavioral Intervention (NDBI) that promotes early verbal communication and affect sharing emphasizing child-led learning within natural routines. Here we conducted a six-week pilot single-arm study of the Social ABCs program with 17 autistic toddlers (19–39 months) and their parents in Israel, employing pre- and post-intervention assessments including language, social communication, and parenting stress measures. Results demonstrated significant gains in expressive and receptive vocabulary, improved social communication reduced social withdrawal, and enhanced parent-child interaction quality, with high parental satisfaction and engagement. No significant changes were observed in autism symptom severity or developmental scores. These findings suggest that the Social ABCs is a feasible, promising early intervention for autistic toddlers in Israel. Larger controlled trials are needed to confirm efficacy and assess long-term impact. En ligne : https://doi.org/10.1016/j.reia.2026.202906 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Feasibility and preliminary efficacy of motivating eye gaze in young children on autism spectrum through parent-mediated intervention / M. MUUVILA in Research in Autism Spectrum Disorders, 98 (October 2022)  

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Feasibility and preliminary outcomes of a parent-mediated telehealth intervention for feeding difficulties in children with autism spectrum disorder / Jorge LUGO-MARÍN in Research in Autism, 136 (August 2026)  

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From Clinic Room to Zoom: Delivery of an Evidence-Based, Parent-mediated Intervention in the Community Before and During the Pandemic / Tobi GRAUCHER in Journal of Autism and Developmental Disorders, 52-12 (December 2022)  

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Generalisability of a parent-mediated eye gaze intervention in young autistic children: An ADOS-BOSCC outcome study / Elina HUSU in Research in Autism, 128 (October 2025)  

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Glocalizing project ImPACT: Feasibility, acceptability and preliminary outcomes of a parent-mediated social communication intervention for autism adapted to the Indian context / Koyeli SENGUPTA in Research in Autism Spectrum Disorders, 76 (August 2020)  

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