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Cross-site randomized control trial of the Social ABCs caregiver-mediated intervention for toddlers with autism spectrum disorder / Jessica BRIAN in Autism Research, 10-10 (October 2017)
[article]
Titre : Cross-site randomized control trial of the Social ABCs caregiver-mediated intervention for toddlers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jessica BRIAN, Auteur ; Isabel M. SMITH, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Susan E. BRYSON, Auteur Article en page(s) : p.1700-1711 Langues : Anglais (eng) Mots-clés : Clinical trials developmental psychology intervention early language parent training positive affect social attention social orienting Index. décimale : PER Périodiques Résumé : To evaluate the efficacy of the Social ABCs parent-mediated intervention for toddlers with suspected or confirmed autism spectrum disorder (ASD), through a cross-site randomized control trial, sixty-three parent–toddler dyads (toddler age: 16–30 months) were randomized into treatment (Social ABCs) or control (service-as-usual) conditions. Video data were obtained at three key time-points: Baseline; Post-training (PT; week 12); and Follow-Up (week 24). Analyses included 62 dyads. Treatment allocation significantly accounted for PT gains, all favouring the Treatment group, in (1) child functional vocal responsiveness to parent prompts (R2?=?0.43, P?.001), (2) child vocal initiations (R2?=?0.28, P?.001), (3) parent smiling (R2?=?0.09, P?=?.017), and (4) fidelity of implementation (R2?=?0.71, P?.001). A trend was observed for increased social orienting (R2?=?0.06, P?=?0.054); gains in parent smiling significantly predicted increases in child smiling and social orienting. Parents in the treatment condition reported significant gains in self-efficacy following the intervention (P?=?0.009). No differential effects emerged for performance on standardized measures. The Social ABCs is a relatively low-resource, efficacious intervention, with potential to be a cost-effective means of intervening at the first signs of possible ASD. Autism Res 2017, 10: 1700–1711. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Clinical Trial Title: Social ABCs for Toddlers with Signs of Autism Spectrum Disorder: RCT of a Parent-Mediated Intervention http//ClinicalTrials.gov identifier: NCT02428452. En ligne : http://dx.doi.org/10.1002/aur.1818 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=322
in Autism Research > 10-10 (October 2017) . - p.1700-1711[article] Cross-site randomized control trial of the Social ABCs caregiver-mediated intervention for toddlers with autism spectrum disorder [Texte imprimé et/ou numérique] / Jessica BRIAN, Auteur ; Isabel M. SMITH, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Susan E. BRYSON, Auteur . - p.1700-1711.
Langues : Anglais (eng)
in Autism Research > 10-10 (October 2017) . - p.1700-1711
Mots-clés : Clinical trials developmental psychology intervention early language parent training positive affect social attention social orienting Index. décimale : PER Périodiques Résumé : To evaluate the efficacy of the Social ABCs parent-mediated intervention for toddlers with suspected or confirmed autism spectrum disorder (ASD), through a cross-site randomized control trial, sixty-three parent–toddler dyads (toddler age: 16–30 months) were randomized into treatment (Social ABCs) or control (service-as-usual) conditions. Video data were obtained at three key time-points: Baseline; Post-training (PT; week 12); and Follow-Up (week 24). Analyses included 62 dyads. Treatment allocation significantly accounted for PT gains, all favouring the Treatment group, in (1) child functional vocal responsiveness to parent prompts (R2?=?0.43, P?.001), (2) child vocal initiations (R2?=?0.28, P?.001), (3) parent smiling (R2?=?0.09, P?=?.017), and (4) fidelity of implementation (R2?=?0.71, P?.001). A trend was observed for increased social orienting (R2?=?0.06, P?=?0.054); gains in parent smiling significantly predicted increases in child smiling and social orienting. Parents in the treatment condition reported significant gains in self-efficacy following the intervention (P?=?0.009). No differential effects emerged for performance on standardized measures. The Social ABCs is a relatively low-resource, efficacious intervention, with potential to be a cost-effective means of intervening at the first signs of possible ASD. Autism Res 2017, 10: 1700–1711. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Clinical Trial Title: Social ABCs for Toddlers with Signs of Autism Spectrum Disorder: RCT of a Parent-Mediated Intervention http//ClinicalTrials.gov identifier: NCT02428452. En ligne : http://dx.doi.org/10.1002/aur.1818 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=322 Evaluating evidence-based practice in light of the boundedness and proximity of outcomes: Capturing the scope of change / Micheal SANDBANK in Autism Research, 14-8 (August 2021)
[article]
Titre : Evaluating evidence-based practice in light of the boundedness and proximity of outcomes: Capturing the scope of change Type de document : Texte imprimé et/ou numérique Auteurs : Micheal SANDBANK, Auteur ; J. CHOW, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Tiffany G. WOYNAROSKI, Auteur Article en page(s) : p.1536-1542 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder/therapy Child Child, Preschool Early Intervention, Educational Evidence-Based Practice Humans Outcome Assessment, Health Care autism children evidence-based practice intervention early outcome assessment Index. décimale : PER Périodiques Résumé : Evidence-based practice (EBP) reviews abound in early childhood autism intervention research. These reviews seek to describe and evaluate the evidence supporting the use of specific educational and clinical practices, but give little attention to evaluating intervention outcomes in terms of the extent to which they reflect change that extends beyond the exact targets and contexts of intervention. We urge consideration of these outcome characteristics, which we refer to as "proximity" and "boundedness," as key criteria in evaluating and describing the scope of change effected by EBPs, and provide an overview and illustration of these concepts as they relate to early childhood autism intervention research. We hope this guidance will assist future researchers in selecting and evaluating intervention outcomes, as well as in making important summative determinations of the evidence base for this population. LAY SUMMARY: Recent reviews have come to somewhat different conclusions regarding the evidence base for interventions geared toward autistic children, perhaps because such reviews vary in the degree to which they consider the types of outcome measures used in past studies testing the effects of treatments. Here, we provide guidance regarding characteristics of outcome measures that research suggests are particularly important to consider when evaluating the extent to which an intervention constitutes "evidence-based practice." En ligne : http://dx.doi.org/10.1002/aur.2527 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.1536-1542[article] Evaluating evidence-based practice in light of the boundedness and proximity of outcomes: Capturing the scope of change [Texte imprimé et/ou numérique] / Micheal SANDBANK, Auteur ; J. CHOW, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Tiffany G. WOYNAROSKI, Auteur . - p.1536-1542.
Langues : Anglais (eng)
in Autism Research > 14-8 (August 2021) . - p.1536-1542
Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder/therapy Child Child, Preschool Early Intervention, Educational Evidence-Based Practice Humans Outcome Assessment, Health Care autism children evidence-based practice intervention early outcome assessment Index. décimale : PER Périodiques Résumé : Evidence-based practice (EBP) reviews abound in early childhood autism intervention research. These reviews seek to describe and evaluate the evidence supporting the use of specific educational and clinical practices, but give little attention to evaluating intervention outcomes in terms of the extent to which they reflect change that extends beyond the exact targets and contexts of intervention. We urge consideration of these outcome characteristics, which we refer to as "proximity" and "boundedness," as key criteria in evaluating and describing the scope of change effected by EBPs, and provide an overview and illustration of these concepts as they relate to early childhood autism intervention research. We hope this guidance will assist future researchers in selecting and evaluating intervention outcomes, as well as in making important summative determinations of the evidence base for this population. LAY SUMMARY: Recent reviews have come to somewhat different conclusions regarding the evidence base for interventions geared toward autistic children, perhaps because such reviews vary in the degree to which they consider the types of outcome measures used in past studies testing the effects of treatments. Here, we provide guidance regarding characteristics of outcome measures that research suggests are particularly important to consider when evaluating the extent to which an intervention constitutes "evidence-based practice." En ligne : http://dx.doi.org/10.1002/aur.2527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 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)
[article]
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
in Autism Research > 15-8 (August 2022) . - p.1565-1575[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 The impact of caregiver-mediated JASPER on child restricted and repetitive behaviors and caregiver responses / Clare HARROP in Autism Research, 10-5 (May 2017)
[article]
Titre : The impact of caregiver-mediated JASPER on child restricted and repetitive behaviors and caregiver responses Type de document : Texte imprimé et/ou numérique Auteurs : Clare HARROP, Auteur ; Amanda GULSRUD, Auteur ; Wendy SHIH, Auteur ; Lilit HOVSEPYAN, Auteur ; Connie KASARI, Auteur Article en page(s) : p.983-992 Langues : Anglais (eng) Mots-clés : intervention early restricted/repetitive behaviors parent training intervention – behavioral Index. décimale : PER Périodiques Résumé : Restricted and repetitive behaviors (RRBs) are a core feature of autism spectrum disorder (ASD). Compared to the social-communication impairments, we know considerably less about why children engage in RRBs and if and how to intervene with these behaviors. As a result, early intervention has typically focused on social-communication. In this study, we were interested in understanding how child RRBs changed following an intervention targeting social-communication behaviors and if caregiver training changed how they responded to their child's RRBs. Eighty-six toddlers with ASD and their caregivers received one of two interventions: caregivers were either actively coached while playing with their child (JASPER) or attended information sessions about ASD. On three different occasions (when they entered the study, following 10 weeks of intervention and 6-months after) caregivers were filmed playing with their child. From these recordings, we coded child RRBs and caregiver responses to these behaviors. Child RRBs remained relatively stable following intervention in both groups, but increased when the children returned at 6-months. Caregivers who received one-on-one coaching (JASPER) responded to a greater number of their child's RRBs and their responses were rated as more successful. Our study showed that a short-term social-communication intervention delivered through caregivers had “spillover effects” on how they also responded to their child's RRBs. Interventions targeting social-communication behaviors should also examine how these treatments affect child RRBs and how caregiver responses to these behaviors may change following training. En ligne : http://dx.doi.org/10.1002/aur.1732 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307
in Autism Research > 10-5 (May 2017) . - p.983-992[article] The impact of caregiver-mediated JASPER on child restricted and repetitive behaviors and caregiver responses [Texte imprimé et/ou numérique] / Clare HARROP, Auteur ; Amanda GULSRUD, Auteur ; Wendy SHIH, Auteur ; Lilit HOVSEPYAN, Auteur ; Connie KASARI, Auteur . - p.983-992.
Langues : Anglais (eng)
in Autism Research > 10-5 (May 2017) . - p.983-992
Mots-clés : intervention early restricted/repetitive behaviors parent training intervention – behavioral Index. décimale : PER Périodiques Résumé : Restricted and repetitive behaviors (RRBs) are a core feature of autism spectrum disorder (ASD). Compared to the social-communication impairments, we know considerably less about why children engage in RRBs and if and how to intervene with these behaviors. As a result, early intervention has typically focused on social-communication. In this study, we were interested in understanding how child RRBs changed following an intervention targeting social-communication behaviors and if caregiver training changed how they responded to their child's RRBs. Eighty-six toddlers with ASD and their caregivers received one of two interventions: caregivers were either actively coached while playing with their child (JASPER) or attended information sessions about ASD. On three different occasions (when they entered the study, following 10 weeks of intervention and 6-months after) caregivers were filmed playing with their child. From these recordings, we coded child RRBs and caregiver responses to these behaviors. Child RRBs remained relatively stable following intervention in both groups, but increased when the children returned at 6-months. Caregivers who received one-on-one coaching (JASPER) responded to a greater number of their child's RRBs and their responses were rated as more successful. Our study showed that a short-term social-communication intervention delivered through caregivers had “spillover effects” on how they also responded to their child's RRBs. Interventions targeting social-communication behaviors should also examine how these treatments affect child RRBs and how caregiver responses to these behaviors may change following training. En ligne : http://dx.doi.org/10.1002/aur.1732 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 Promoting social attention in 3-year-olds with ASD through gaze-contingent eye tracking / Quan WANG in Autism Research, 13-1 (January 2020)
[article]
Titre : Promoting social attention in 3-year-olds with ASD through gaze-contingent eye tracking Type de document : Texte imprimé et/ou numérique Auteurs : Quan WANG, Auteur ; Carla A. WALL, Auteur ; Erin C. BARNEY, Auteur ; Jessica BRADSHAW, Auteur ; Suzanne L. MACARI, Auteur ; Katarzyna CHAWARSKA, Auteur ; Frederick SHIC, Auteur Article en page(s) : p.61-73 Langues : Anglais (eng) Mots-clés : attention children data-driven techniques developmental psychology eye movement intervention early visual Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder (ASD) look less toward faces compared to their non-ASD peers, limiting access to social learning. Currently, no technologies directly target these core social attention difficulties. This study examines the feasibility of automated gaze modification training for improving attention to faces in 3-year-olds with ASD. Using free-viewing data from typically developing (TD) controls (n = 41), we implemented gaze-contingent adaptive cueing to redirect children with ASD toward normative looking patterns during viewing of videos of an actress. Children with ASD were randomly assigned to either (a) an adaptive Cue condition (Cue, n = 16) or (b) a No-Cue condition (No-Cue, n = 19). Performance was examined at baseline, during training, and post-training, and contrasted with TD controls (n = 23). Proportion of time looking at the screen (%Screen) and at actresses' faces (%Face) was analyzed. At Pre-Training, Cue and No-Cue groups did not differ in %Face (P > 0.1). At Post-Training, the Cue group had higher %Face than the No-Cue group (P = 0.015). In the No-Cue group %Face decreased Pre- to Post-Training; no decline was observed in the Cue group. These results suggest gaze-contingent training effectively mitigated decreases of attention toward the face of onscreen social characters in ASD. Additionally, larger training effects were observed in children with lower nonverbal ability, suggesting a gaze-contingent approach may be particularly relevant for children with greater cognitive impairment. This work represents development toward new social attention therapeutic systems that could augment current behavioral interventions. Autism Res 2020, 13: 61-73. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In this study, we leverage a new technology that combines eye tracking and automatic computer programs to help very young children with ASD look at social information in a more prototypical way. In a randomized controlled trial, we show that the use of this technology prevents the diminishing attention toward social information normally seen in children with ASD over the course of a single experimental session. This work represents development toward new social attention therapeutic systems that could augment current behavioral interventions. En ligne : http://dx.doi.org/10.1002/aur.2199 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415
in Autism Research > 13-1 (January 2020) . - p.61-73[article] Promoting social attention in 3-year-olds with ASD through gaze-contingent eye tracking [Texte imprimé et/ou numérique] / Quan WANG, Auteur ; Carla A. WALL, Auteur ; Erin C. BARNEY, Auteur ; Jessica BRADSHAW, Auteur ; Suzanne L. MACARI, Auteur ; Katarzyna CHAWARSKA, Auteur ; Frederick SHIC, Auteur . - p.61-73.
Langues : Anglais (eng)
in Autism Research > 13-1 (January 2020) . - p.61-73
Mots-clés : attention children data-driven techniques developmental psychology eye movement intervention early visual Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder (ASD) look less toward faces compared to their non-ASD peers, limiting access to social learning. Currently, no technologies directly target these core social attention difficulties. This study examines the feasibility of automated gaze modification training for improving attention to faces in 3-year-olds with ASD. Using free-viewing data from typically developing (TD) controls (n = 41), we implemented gaze-contingent adaptive cueing to redirect children with ASD toward normative looking patterns during viewing of videos of an actress. Children with ASD were randomly assigned to either (a) an adaptive Cue condition (Cue, n = 16) or (b) a No-Cue condition (No-Cue, n = 19). Performance was examined at baseline, during training, and post-training, and contrasted with TD controls (n = 23). Proportion of time looking at the screen (%Screen) and at actresses' faces (%Face) was analyzed. At Pre-Training, Cue and No-Cue groups did not differ in %Face (P > 0.1). At Post-Training, the Cue group had higher %Face than the No-Cue group (P = 0.015). In the No-Cue group %Face decreased Pre- to Post-Training; no decline was observed in the Cue group. These results suggest gaze-contingent training effectively mitigated decreases of attention toward the face of onscreen social characters in ASD. Additionally, larger training effects were observed in children with lower nonverbal ability, suggesting a gaze-contingent approach may be particularly relevant for children with greater cognitive impairment. This work represents development toward new social attention therapeutic systems that could augment current behavioral interventions. Autism Res 2020, 13: 61-73. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In this study, we leverage a new technology that combines eye tracking and automatic computer programs to help very young children with ASD look at social information in a more prototypical way. In a randomized controlled trial, we show that the use of this technology prevents the diminishing attention toward social information normally seen in children with ASD over the course of a single experimental session. This work represents development toward new social attention therapeutic systems that could augment current behavioral interventions. En ligne : http://dx.doi.org/10.1002/aur.2199 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415