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Parents training parents: Lessons learned from a study of reciprocal imitation training in young children with autism spectrum disorder / Trevor A. HALL in Autism, 23-6 (August 2019)
[article]
Titre : Parents training parents: Lessons learned from a study of reciprocal imitation training in young children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Trevor A. HALL, Auteur ; S. MASTEL, Auteur ; R. NICKEL, Auteur ; Allison L. WAINER, Auteur Article en page(s) : p.1601-1606 Langues : Anglais (eng) Mots-clés : autism spectrum disorder parent-mediated interventions reciprocal imitation training rural service delivery Index. décimale : PER Périodiques Résumé : Parent-mediated interventions are cost-effective ways to increase access to appropriate treatment services to children with autism spectrum disorder. We aimed to engage parents working as partners within rural autism identification teams to facilitate prompt initiation of autism-specific treatment services and expand the amount of treatment available to young children with autism spectrum disorder. To do this, we sought to employ a two-phase training approach: (Phase 1) train parents to fidelity in an evidence-based parent-mediated intervention (reciprocal imitation training), and (Phase 2) evaluate the extent to which parents could effectively coach other parents of newly diagnosed children to implement reciprocal imitation training with their child. We experienced several unexpected barriers to completing all aspects of the Phase 1 training workflow. This led us to pivot toward a process evaluation. We used qualitative interviewing with our partner parents to systematically identify barriers and enhance the likelihood for successful future efforts at such an approach. The lessons we learned and recommendations for others attempting this type of research are presented. En ligne : http://dx.doi.org/10.1177/1362361318815643 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Autism > 23-6 (August 2019) . - p.1601-1606[article] Parents training parents: Lessons learned from a study of reciprocal imitation training in young children with autism spectrum disorder [Texte imprimé et/ou numérique] / Trevor A. HALL, Auteur ; S. MASTEL, Auteur ; R. NICKEL, Auteur ; Allison L. WAINER, Auteur . - p.1601-1606.
Langues : Anglais (eng)
in Autism > 23-6 (August 2019) . - p.1601-1606
Mots-clés : autism spectrum disorder parent-mediated interventions reciprocal imitation training rural service delivery Index. décimale : PER Périodiques Résumé : Parent-mediated interventions are cost-effective ways to increase access to appropriate treatment services to children with autism spectrum disorder. We aimed to engage parents working as partners within rural autism identification teams to facilitate prompt initiation of autism-specific treatment services and expand the amount of treatment available to young children with autism spectrum disorder. To do this, we sought to employ a two-phase training approach: (Phase 1) train parents to fidelity in an evidence-based parent-mediated intervention (reciprocal imitation training), and (Phase 2) evaluate the extent to which parents could effectively coach other parents of newly diagnosed children to implement reciprocal imitation training with their child. We experienced several unexpected barriers to completing all aspects of the Phase 1 training workflow. This led us to pivot toward a process evaluation. We used qualitative interviewing with our partner parents to systematically identify barriers and enhance the likelihood for successful future efforts at such an approach. The lessons we learned and recommendations for others attempting this type of research are presented. En ligne : http://dx.doi.org/10.1177/1362361318815643 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 The implementation of reciprocal imitation training in a Part C early intervention setting: A stepped-wedge pragmatic trial / L. V. IBANEZ in Autism Research, 14-8 (August 2021)
[article]
Titre : The implementation of reciprocal imitation training in a Part C early intervention setting: A stepped-wedge pragmatic trial Type de document : Texte imprimé et/ou numérique Auteurs : L. V. IBANEZ, Auteur ; S. SCOTT, Auteur ; W. L. STONE, Auteur Article en page(s) : p.1777-1788 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Behavior Therapy Early Intervention, Educational Humans Imitative Behavior Social Behavior Part C early intervention community-based setting implementation science motor imitation reciprocal imitation training social communication Index. décimale : PER Périodiques Résumé : Despite the development of several evidence-based Naturalistic Developmental Behavioral Interventions (NDBIs), very few have been adapted for use in community-based settings. This study examines the implementation of Reciprocal Imitation Training (RIT)-an NDBI-by community Early Intervention (EI; IDEA Part C) providers serving toddlers from birth to 3?years. Of the 87 EI providers enrolled from 9 agencies in 4 counties across Washington State, 66 were included in the current sample. A stepped-wedge design was used to randomly assign counties to the timing of RIT training workshops. Self-report measures of practice and self-efficacy regarding ASD care were collected at baseline (T1, T2) and 6-months and 12-months post-training (T3, T4). At T3 and T4, providers reported on RIT adoption and rated items about RIT feasibility and perceived RIT effectiveness; at T4, they also reported on child characteristics that led to RIT use and modifications. From pre-training to post-training, there were significant increases in providers' self-efficacy in providing services to children with ASD or suspected ASD. At T3 and T4, provider ratings indicated high levels of RIT adoption, feasibility, and perceived RIT effectiveness. At T4, providers indicated that they most commonly: (a) initiated RIT when there were social-communication or motor imitation delays, or an ASD diagnosis; and (b) made modifications to RIT by repeating elements, blending it with other therapies, and loosening its structure. While additional research is needed, RIT may help families get an early start on accessing specialized treatment within an established infrastructure available across the United States. LAY SUMMARY: Reciprocal imitation training (RIT) is an evidence-based treatment for ASD that might be a good fit for use by intervention providers in widely accessible community-based settings. After attending an educational workshop on RIT, providers reported feeling more comfortable providing services to families with ASD concerns, used RIT with over 400 families, and believed that RIT improved important social communication behaviors. En ligne : http://dx.doi.org/10.1002/aur.2522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449
in Autism Research > 14-8 (August 2021) . - p.1777-1788[article] The implementation of reciprocal imitation training in a Part C early intervention setting: A stepped-wedge pragmatic trial [Texte imprimé et/ou numérique] / L. V. IBANEZ, Auteur ; S. SCOTT, Auteur ; W. L. STONE, Auteur . - p.1777-1788.
Langues : Anglais (eng)
in Autism Research > 14-8 (August 2021) . - p.1777-1788
Mots-clés : Autism Spectrum Disorder Behavior Therapy Early Intervention, Educational Humans Imitative Behavior Social Behavior Part C early intervention community-based setting implementation science motor imitation reciprocal imitation training social communication Index. décimale : PER Périodiques Résumé : Despite the development of several evidence-based Naturalistic Developmental Behavioral Interventions (NDBIs), very few have been adapted for use in community-based settings. This study examines the implementation of Reciprocal Imitation Training (RIT)-an NDBI-by community Early Intervention (EI; IDEA Part C) providers serving toddlers from birth to 3?years. Of the 87 EI providers enrolled from 9 agencies in 4 counties across Washington State, 66 were included in the current sample. A stepped-wedge design was used to randomly assign counties to the timing of RIT training workshops. Self-report measures of practice and self-efficacy regarding ASD care were collected at baseline (T1, T2) and 6-months and 12-months post-training (T3, T4). At T3 and T4, providers reported on RIT adoption and rated items about RIT feasibility and perceived RIT effectiveness; at T4, they also reported on child characteristics that led to RIT use and modifications. From pre-training to post-training, there were significant increases in providers' self-efficacy in providing services to children with ASD or suspected ASD. At T3 and T4, provider ratings indicated high levels of RIT adoption, feasibility, and perceived RIT effectiveness. At T4, providers indicated that they most commonly: (a) initiated RIT when there were social-communication or motor imitation delays, or an ASD diagnosis; and (b) made modifications to RIT by repeating elements, blending it with other therapies, and loosening its structure. While additional research is needed, RIT may help families get an early start on accessing specialized treatment within an established infrastructure available across the United States. LAY SUMMARY: Reciprocal imitation training (RIT) is an evidence-based treatment for ASD that might be a good fit for use by intervention providers in widely accessible community-based settings. After attending an educational workshop on RIT, providers reported feeling more comfortable providing services to families with ASD concerns, used RIT with over 400 families, and believed that RIT improved important social communication behaviors. En ligne : http://dx.doi.org/10.1002/aur.2522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 The effect of contingent imitation intervention on children with autism spectrum disorder and co-occurring intellectual disabilities / Yuka ISHIZUKA in Research in Autism Spectrum Disorders, 85 (July 2021)
[article]
Titre : The effect of contingent imitation intervention on children with autism spectrum disorder and co-occurring intellectual disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Yuka ISHIZUKA, Auteur ; Junichi YAMAMOTO, Auteur Article en page(s) : 101783 Langues : Anglais (eng) Mots-clés : Imitation Contingent imitation Reciprocal imitation training Prompting Children with autism spectrum disorder and co-occurring intellectual disabilities Index. décimale : PER Périodiques Résumé : Background Imitation plays a crucial role in the development of social communication, and it is a skill that is often missing in children with autism spectrum disorder and co-occurring intellectual disabilities. Contingent imitation (CI) results in increased social eye gaze, an imitation cue for children with ASD. A series of studies on Reciprocal Imitation Training (RIT) intervention that included CI has demonstrated an increase in imitation frequency. However, little is known about CI intervention’s effects on motor, object, and vocal imitation accuracy in children with ASD-ID. Method The participants in this study were six 4-year-old children with ASD-ID. A single case experimental design with multiple probes across target behaviors was used to identify CI intervention's efficacy on the motor, object, and vocal imitation. Moreover, pre-and post-assessment analysis evaluated socially engaged imitation and imitation turn-taking. Results Most motor, object, and vocal imitation accuracy increased through the CI intervention. However, individual adaptations such as prompting for looking behaviors and motor responses were required to increase specific target behaviors. Moreover, all children increased socially engaged imitation and imitation turn-taking through CI intervention and CI + prompting intervention. Conclusions En ligne : https://doi.org/10.1016/j.rasd.2021.101783 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 85 (July 2021) . - 101783[article] The effect of contingent imitation intervention on children with autism spectrum disorder and co-occurring intellectual disabilities [Texte imprimé et/ou numérique] / Yuka ISHIZUKA, Auteur ; Junichi YAMAMOTO, Auteur . - 101783.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 85 (July 2021) . - 101783
Mots-clés : Imitation Contingent imitation Reciprocal imitation training Prompting Children with autism spectrum disorder and co-occurring intellectual disabilities Index. décimale : PER Périodiques Résumé : Background Imitation plays a crucial role in the development of social communication, and it is a skill that is often missing in children with autism spectrum disorder and co-occurring intellectual disabilities. Contingent imitation (CI) results in increased social eye gaze, an imitation cue for children with ASD. A series of studies on Reciprocal Imitation Training (RIT) intervention that included CI has demonstrated an increase in imitation frequency. However, little is known about CI intervention’s effects on motor, object, and vocal imitation accuracy in children with ASD-ID. Method The participants in this study were six 4-year-old children with ASD-ID. A single case experimental design with multiple probes across target behaviors was used to identify CI intervention's efficacy on the motor, object, and vocal imitation. Moreover, pre-and post-assessment analysis evaluated socially engaged imitation and imitation turn-taking. Results Most motor, object, and vocal imitation accuracy increased through the CI intervention. However, individual adaptations such as prompting for looking behaviors and motor responses were required to increase specific target behaviors. Moreover, all children increased socially engaged imitation and imitation turn-taking through CI intervention and CI + prompting intervention. Conclusions En ligne : https://doi.org/10.1016/j.rasd.2021.101783 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 Examining a stepped-care telehealth program for parents of young children with autism: a proof-of-concept trial / Allison L. WAINER in Molecular Autism, 12 (2021)
[article]
Titre : Examining a stepped-care telehealth program for parents of young children with autism: a proof-of-concept trial Type de document : Texte imprimé et/ou numérique Auteurs : Allison L. WAINER, Auteur ; Z. E. ARNOLD, Auteur ; C. LEONCZYK, Auteur ; L. VALLURIPALLI SOORYA, Auteur Article en page(s) : 32 p. Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Digital intervention Online RIT Reciprocal imitation training Stepped-care Telehealth ZA, and LS declare that they have no competing interests. Index. décimale : PER Périodiques Résumé : BACKGROUND: Intervention during the first years of life for children with autism spectrum disorder (ASD) may have the strongest impact on long-term brain development and functioning. Yet, barriers such as a shortage of trained professionals contribute to significant delays in service. The goal of this proof-of-concept study was to explore strategies that support timely and equitable deployment of ASD-specific interventions. METHODS: This 15-week, randomized proof-of-concept study explored the acceptability of a digital parent mediated intervention online reciprocal imitation training (RIT; a naturalistic developmental behavioral intervention) and compared it to a treatment as usual (TAU) control on parent and child outcomes. Eligible children were between 18 and 60 months, met the cutoff for ASD on the Autism Diagnostic Observation Schedule-2nd Edition and demonstrate significant social imitation deficits. Primary outcomes include the acceptability of RIT (Scale of Treatment Perceptions) and the feasibility of the Online RIT digital intervention (online RIT attributes). Secondary outcomes included parent fidelity (RIT parent fidelity form) and parental self-efficacy (Early Intervention Parenting Self-Efficacy Scale). Exploratory outcome measures included child social communication (Social Communication Checklist), child imitation skills (Unstructured Imitation Assessment), and family quality of life (Beach Center Family Quality of Life Scale). RESULTS: Twenty participants were randomized in a 1:1 fashion. The acceptability and feasibility of RIT and the Online RIT digital intervention were rated highly. Among the secondary outcomes, there were significant group differences in parent fidelity (p?.001) and self-efficacy (p?=?.029). On exploratory outcomes, there were group differences in child social communication (p?=?.048). There were no significant group differences in imitation ability (p?=?.05) or family quality of life (p?=?.22). LIMITATIONS: There are several limitations with this study, including the small sample size as well as lack of data on enactment and website engagement. This study was not able to address questions related to which variables predict program engagement and treatment response, which will be critical for determining which families may benefit from such a stepped-care delivery model. CONCLUSIONS: Overall, the Online RIT program delivered in a stepped-care format shows strong acceptability and holds promise as an innovative delivery model. Trial registration ClinicalTrials.gov, NCT04467073. Registered 10 July 2020- Retrospectively registered, https://clinicaltrials.gov/ct2/show/NCT04467073. En ligne : http://dx.doi.org/10.1186/s13229-021-00443-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459
in Molecular Autism > 12 (2021) . - 32 p.[article] Examining a stepped-care telehealth program for parents of young children with autism: a proof-of-concept trial [Texte imprimé et/ou numérique] / Allison L. WAINER, Auteur ; Z. E. ARNOLD, Auteur ; C. LEONCZYK, Auteur ; L. VALLURIPALLI SOORYA, Auteur . - 32 p.
Langues : Anglais (eng)
in Molecular Autism > 12 (2021) . - 32 p.
Mots-clés : Autism spectrum disorder Digital intervention Online RIT Reciprocal imitation training Stepped-care Telehealth ZA, and LS declare that they have no competing interests. Index. décimale : PER Périodiques Résumé : BACKGROUND: Intervention during the first years of life for children with autism spectrum disorder (ASD) may have the strongest impact on long-term brain development and functioning. Yet, barriers such as a shortage of trained professionals contribute to significant delays in service. The goal of this proof-of-concept study was to explore strategies that support timely and equitable deployment of ASD-specific interventions. METHODS: This 15-week, randomized proof-of-concept study explored the acceptability of a digital parent mediated intervention online reciprocal imitation training (RIT; a naturalistic developmental behavioral intervention) and compared it to a treatment as usual (TAU) control on parent and child outcomes. Eligible children were between 18 and 60 months, met the cutoff for ASD on the Autism Diagnostic Observation Schedule-2nd Edition and demonstrate significant social imitation deficits. Primary outcomes include the acceptability of RIT (Scale of Treatment Perceptions) and the feasibility of the Online RIT digital intervention (online RIT attributes). Secondary outcomes included parent fidelity (RIT parent fidelity form) and parental self-efficacy (Early Intervention Parenting Self-Efficacy Scale). Exploratory outcome measures included child social communication (Social Communication Checklist), child imitation skills (Unstructured Imitation Assessment), and family quality of life (Beach Center Family Quality of Life Scale). RESULTS: Twenty participants were randomized in a 1:1 fashion. The acceptability and feasibility of RIT and the Online RIT digital intervention were rated highly. Among the secondary outcomes, there were significant group differences in parent fidelity (p?.001) and self-efficacy (p?=?.029). On exploratory outcomes, there were group differences in child social communication (p?=?.048). There were no significant group differences in imitation ability (p?=?.05) or family quality of life (p?=?.22). LIMITATIONS: There are several limitations with this study, including the small sample size as well as lack of data on enactment and website engagement. This study was not able to address questions related to which variables predict program engagement and treatment response, which will be critical for determining which families may benefit from such a stepped-care delivery model. CONCLUSIONS: Overall, the Online RIT program delivered in a stepped-care format shows strong acceptability and holds promise as an innovative delivery model. Trial registration ClinicalTrials.gov, NCT04467073. Registered 10 July 2020- Retrospectively registered, https://clinicaltrials.gov/ct2/show/NCT04467073. En ligne : http://dx.doi.org/10.1186/s13229-021-00443-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 Brief Report: Effect of a Focused Imitation Intervention on Social Functioning in Children with Autism / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 42-8 (August 2012)
[article]
Titre : Brief Report: Effect of a Focused Imitation Intervention on Social Functioning in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Brooke R. INGERSOLL, Auteur Année de publication : 2012 Article en page(s) : p.1768-1773 Langues : Anglais (eng) Mots-clés : Autism Imitation Intervention Social Reciprocal imitation training Index. décimale : PER Périodiques Résumé : Imitation is an early skill thought to play a role in social development, leading some to suggest that teaching imitation to children with autism should lead to improvements in social functioning. This study used a randomized controlled trial to evaluate the effect of a focused imitation intervention on initiation of joint attention and social-emotional functioning in 27 young children with autism. Results indicated the treatment group made significantly more gains in joint attention initiations at post-treatment and follow-up and social-emotional functioning at follow-up than the control group. Although gains in social functioning were associated with treatment, a mediation analysis did not support imitation as the mechanism of action. These findings suggest the intervention improves social functioning in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1423-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178
in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1768-1773[article] Brief Report: Effect of a Focused Imitation Intervention on Social Functioning in Children with Autism [Texte imprimé et/ou numérique] / Brooke R. INGERSOLL, Auteur . - 2012 . - p.1768-1773.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1768-1773
Mots-clés : Autism Imitation Intervention Social Reciprocal imitation training Index. décimale : PER Périodiques Résumé : Imitation is an early skill thought to play a role in social development, leading some to suggest that teaching imitation to children with autism should lead to improvements in social functioning. This study used a randomized controlled trial to evaluate the effect of a focused imitation intervention on initiation of joint attention and social-emotional functioning in 27 young children with autism. Results indicated the treatment group made significantly more gains in joint attention initiations at post-treatment and follow-up and social-emotional functioning at follow-up than the control group. Although gains in social functioning were associated with treatment, a mediation analysis did not support imitation as the mechanism of action. These findings suggest the intervention improves social functioning in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1423-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178