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Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial / Sally J ROGERS in Journal of Autism and Developmental Disorders, 49-2 (February 2019)
[article]
Titre : Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial Type de document : Texte imprimé et/ou numérique Auteurs : Sally J ROGERS, Auteur ; A. ESTES, Auteur ; L. VISMARA, Auteur ; J. MUNSON, Auteur ; C. ZIERHUT, Auteur ; J. GREENSON, Auteur ; G. DAWSON, Auteur ; M. ROCHA, Auteur ; C. SUGAR, Auteur ; D. SENTURK, Auteur ; F. WHELAN, Auteur ; M. TALBOTT, Auteur Article en page(s) : p.632-646 Langues : Anglais (eng) Mots-clés : Autism Esdm Early intervention Parent-implemented intervention Toddlers Index. décimale : PER Périodiques Résumé : Short-term low intensity parent implemented intervention studies for toddlers with autism spectrum disorder (ASD) have found it difficult to demonstrate significantly improved developmental scores or autism severity compared to community treatment. We conducted a randomized comparative intent-to-treat study of a parent implemented intervention to (1) test the effects of an enhanced version on parent and child learning, and (2) evaluate the sensitivity to change of proximal versus distal measures of child behavior. We randomized 45 children with ASD, 12-30 months of age, into one of two versions of parent-implemented Early Start Denver Model (P-ESDM), the basic model, in which we delivered 1.5 h of clinic-based parent coaching weekly, and an enhanced version that contained three additions: motivational interviewing, multimodal learning tools, and a weekly 1.5-h home visit. We delivered the intervention for 12 weeks and measured child and parent change frequently in multiple settings. We found a time-by-group interaction: parents in the enhanced group demonstrated significantly greater gains in interaction skills than did parents in the non-enhanced group. Both interventions were associated with significant developmental acceleration; however, child outcomes did not differ by group. We found a significant relationship between degree of change in parental interaction skill and rate of children's improvement on our proximal measure. Parents in both groups reported satisfaction with the intervention. These findings suggest that parent skills improved more in the enhanced group than the comparison group. Children in the two groups showed similar improvements. Rate of individual parent learning was associated with greater individual child progress on a measure quite proximal to the treatment, though not on standardized assessments. En ligne : http://dx.doi.org/10.1007/s10803-018-3740-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382
in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.632-646[article] Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial [Texte imprimé et/ou numérique] / Sally J ROGERS, Auteur ; A. ESTES, Auteur ; L. VISMARA, Auteur ; J. MUNSON, Auteur ; C. ZIERHUT, Auteur ; J. GREENSON, Auteur ; G. DAWSON, Auteur ; M. ROCHA, Auteur ; C. SUGAR, Auteur ; D. SENTURK, Auteur ; F. WHELAN, Auteur ; M. TALBOTT, Auteur . - p.632-646.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.632-646
Mots-clés : Autism Esdm Early intervention Parent-implemented intervention Toddlers Index. décimale : PER Périodiques Résumé : Short-term low intensity parent implemented intervention studies for toddlers with autism spectrum disorder (ASD) have found it difficult to demonstrate significantly improved developmental scores or autism severity compared to community treatment. We conducted a randomized comparative intent-to-treat study of a parent implemented intervention to (1) test the effects of an enhanced version on parent and child learning, and (2) evaluate the sensitivity to change of proximal versus distal measures of child behavior. We randomized 45 children with ASD, 12-30 months of age, into one of two versions of parent-implemented Early Start Denver Model (P-ESDM), the basic model, in which we delivered 1.5 h of clinic-based parent coaching weekly, and an enhanced version that contained three additions: motivational interviewing, multimodal learning tools, and a weekly 1.5-h home visit. We delivered the intervention for 12 weeks and measured child and parent change frequently in multiple settings. We found a time-by-group interaction: parents in the enhanced group demonstrated significantly greater gains in interaction skills than did parents in the non-enhanced group. Both interventions were associated with significant developmental acceleration; however, child outcomes did not differ by group. We found a significant relationship between degree of change in parental interaction skill and rate of children's improvement on our proximal measure. Parents in both groups reported satisfaction with the intervention. These findings suggest that parent skills improved more in the enhanced group than the comparison group. Children in the two groups showed similar improvements. Rate of individual parent learning was associated with greater individual child progress on a measure quite proximal to the treatment, though not on standardized assessments. En ligne : http://dx.doi.org/10.1007/s10803-018-3740-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 Prediction of school-age outcomes for autistic children following receipt of group-early start denver model / Megan CLARK in Research in Autism Spectrum Disorders, 104 (June 2023)
[article]
Titre : Prediction of school-age outcomes for autistic children following receipt of group-early start denver model Type de document : Texte imprimé et/ou numérique Auteurs : Megan CLARK, Auteur ; Zoe VINEN, Auteur ; Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : 102164 Langues : Anglais (eng) Mots-clés : Early Intervention ESDM Trajectories Adaptive Behaviour Cognition School-age Index. décimale : PER Périodiques Résumé : Background Early predictors of developmental outcomes of school-age autistic children aged 6-9 years were examined in the current study. Method: Thirty-one autistic children that had received 12-months of Group-based Early Start Denver Model (G-ESDM) in a community childcare during their pre-school years were followed longitudinally. Cognition and autism behaviours were re-assessed at school-age. Results: Children?s non-verbal and verbal cognition at baseline predicted within the same developmental domains at school age, with early verbal and non-verbal cognition also predicting adaptive behaviour at school age. Conclusions: This is the first study to document the relationship between early baseline characteristics at intake into EI and later school age outcomes following G-ESDM cessation. Importantly, the current findings reveal that developmental gains following receipt of a naturalistic developmental behavioural intervention within a community setting extend beyond the EI years and into the school years. En ligne : http://dx.doi.org/https://doi.org/10.1016/j.rasd.2023.102164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504
in Research in Autism Spectrum Disorders > 104 (June 2023) . - 102164[article] Prediction of school-age outcomes for autistic children following receipt of group-early start denver model [Texte imprimé et/ou numérique] / Megan CLARK, Auteur ; Zoe VINEN, Auteur ; Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur . - 102164.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 104 (June 2023) . - 102164
Mots-clés : Early Intervention ESDM Trajectories Adaptive Behaviour Cognition School-age Index. décimale : PER Périodiques Résumé : Background Early predictors of developmental outcomes of school-age autistic children aged 6-9 years were examined in the current study. Method: Thirty-one autistic children that had received 12-months of Group-based Early Start Denver Model (G-ESDM) in a community childcare during their pre-school years were followed longitudinally. Cognition and autism behaviours were re-assessed at school-age. Results: Children?s non-verbal and verbal cognition at baseline predicted within the same developmental domains at school age, with early verbal and non-verbal cognition also predicting adaptive behaviour at school age. Conclusions: This is the first study to document the relationship between early baseline characteristics at intake into EI and later school age outcomes following G-ESDM cessation. Importantly, the current findings reveal that developmental gains following receipt of a naturalistic developmental behavioural intervention within a community setting extend beyond the EI years and into the school years. En ligne : http://dx.doi.org/https://doi.org/10.1016/j.rasd.2023.102164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 Time to make a change. Early Start Denver Model for Young Children with ASD / Venus WONG in Enfance, 2019-1 (Mars 2019)
[article]
Titre : Time to make a change. Early Start Denver Model for Young Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Venus WONG, Auteur ; Elizabeth A. FULLER, Auteur ; Sally J ROGERS, Auteur Article en page(s) : p.83-98 Langues : Français (fre) Mots-clés : intervention précoce modèle de Denver pour jeunes enfants esdm Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Résumé : Il est temps de changer. Le modèle de Denver pour jeunes enfantsLe nombre d’enfants diagnostiqués avec un trouble du spectre de l’autisme (TSA) est en progression. L’intervention précoce fondée sur les preuves est l’une des clés pour améliorer l’évolution. Cet article présente brièvement l’histoire des Interventions Comportementales et Développementales en milieu naturel (Naturalistic Developmental Behavioral Interventions NDBI) et utilise le Modèle de Denver pour jeunes enfants (ESDM) comme exemple d’une intervention NDBI pour illustrer les données scientifiques actuelles et les orientations futures de ces interventions. Finalement, nous appelons à plus d’efforts pour diffuser ce type d’intervention à travers le monde. En ligne : http://dx.doi.org/10.3917/enf2.191.0083 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=398
in Enfance > 2019-1 (Mars 2019) . - p.83-98[article] Time to make a change. Early Start Denver Model for Young Children with ASD [Texte imprimé et/ou numérique] / Venus WONG, Auteur ; Elizabeth A. FULLER, Auteur ; Sally J ROGERS, Auteur . - p.83-98.
Langues : Français (fre)
in Enfance > 2019-1 (Mars 2019) . - p.83-98
Mots-clés : intervention précoce modèle de Denver pour jeunes enfants esdm Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Résumé : Il est temps de changer. Le modèle de Denver pour jeunes enfantsLe nombre d’enfants diagnostiqués avec un trouble du spectre de l’autisme (TSA) est en progression. L’intervention précoce fondée sur les preuves est l’une des clés pour améliorer l’évolution. Cet article présente brièvement l’histoire des Interventions Comportementales et Développementales en milieu naturel (Naturalistic Developmental Behavioral Interventions NDBI) et utilise le Modèle de Denver pour jeunes enfants (ESDM) comme exemple d’une intervention NDBI pour illustrer les données scientifiques actuelles et les orientations futures de ces interventions. Finalement, nous appelons à plus d’efforts pour diffuser ce type d’intervention à travers le monde. En ligne : http://dx.doi.org/10.3917/enf2.191.0083 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=398 Developmental Approaches to Treatment of Young Children with Autism Spectrum Disorder / Amy L. WAGNER
Titre : Developmental Approaches to Treatment of Young Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amy L. WAGNER, Auteur ; Katherine S. WALLACE, Auteur ; Sally J ROGERS, Auteur Année de publication : 2014 Importance : p.393-427 Langues : Anglais (eng) Mots-clés : Autism Treatment Denver Model Developmental Approach DIR Floortime ESDM JAML JASPER Milieu Teaching More than Words RDI RPMT Responsive Teaching SCERTS-TEACCH Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Developmental Approaches to Treatment of Young Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Amy L. WAGNER, Auteur ; Katherine S. WALLACE, Auteur ; Sally J ROGERS, Auteur . - 2014 . - p.393-427.
Langues : Anglais (eng)
Mots-clés : Autism Treatment Denver Model Developmental Approach DIR Floortime ESDM JAML JASPER Milieu Teaching More than Words RDI RPMT Responsive Teaching SCERTS-TEACCH Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Exemplaires
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