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12 recherche sur le mot-clé 'interventions-psychosocial/behavioral'
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Addressing disruptive behaviors within naturalistic developmental behavioral interventions: Clinical decision-making, intervention outcomes, and implications for practice / Elizabeth H. KUSHNER in Autism, 28-6 (June 2024)
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[article]
Titre : Addressing disruptive behaviors within naturalistic developmental behavioral interventions: Clinical decision-making, intervention outcomes, and implications for practice Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth H. KUSHNER, Auteur ; Nicole HENDRIX, Auteur ; Nailah ISLAM, Auteur ; Katherine PICKARD, Auteur Article en page(s) : p.1441-1456 Langues : Anglais (eng) Mots-clés : disruptive behaviors implementation science interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral interventions are an empirically supported intervention approach for young autistic children. Despite the prevalence of disruptive behaviors among autistic children, most manualized caregiver-mediated naturalistic developmental behavioral interventions include limited formal guidance on when and how to manage disruptive behavior. The present study sought to characterize how clinicians address disruptive behaviors within the caregiver-mediated naturalistic developmental behavioral intervention, Project ImPACT, the effect of disruptive behavior on Project ImPACT delivery, and the extent to which disruptive behavior impacts social communication outcomes. Data collection was embedded within outpatient early intervention services and included clinicians' report of adaptations to address behavior within the electronic medical record, child social communication outcomes from 124 children and their caregivers, and interviews with certified Project ImPACT coaches and trainers. Results indicate that close to one-third of Project ImPACT sessions included adaptations made to address behavior and regulation. Furthermore, adaptations made to address disruptive behavior were associated with more adaptations to Project ImPACT overall, although behavior adaptations were not associated with child social communication outcomes. Qualitatively, clinicians described using a flexible approach to integrate content and coaching related to behavior and regulation. The present study indicates several future directions for supporting clinicians in addressing behavior and regulation within the naturalistic developmental behavioral intervention framework. Lay Abstract Naturalistic developmental behavioral interventions are a common and well-researched type of intervention for young autistic children that focus on supporting social communication. These interventions often do not include formal guidelines on how to address disruptive behaviors, even though they are common among autistic children. This study measured how often clinicians delivering a specific naturalistic developmental behavioral intervention, Project ImPACT, adapted how they delivered the program to address disruptive behavior, and how these adaptations related to children?s social communication outcomes at the end of their participation in the intervention. We also spoke with clinicians about how they address disruptive behavior and emotion regulation during their sessions. In this study, clinicians adapted Project ImPACT to address disruptive behaviors in about one-third of all sessions. These adaptations did not affect children?s social communication outcomes. Clinicians discussed how they felt social communication, disruptive behavior, and emotion regulation are linked to one another and that they often try to integrate intervention strategies to address each of these areas. However, they note that a clinicians' approach to addressing disruptive behavior might vary depending on their level of training and experience. These results indicate several future directions for supporting clinicians in addressing behavior and regulation effectively within these types of interventions. En ligne : https://dx.doi.org/10.1177/13623613231203308 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529
in Autism > 28-6 (June 2024) . - p.1441-1456[article] Addressing disruptive behaviors within naturalistic developmental behavioral interventions: Clinical decision-making, intervention outcomes, and implications for practice [Texte imprimé et/ou numérique] / Elizabeth H. KUSHNER, Auteur ; Nicole HENDRIX, Auteur ; Nailah ISLAM, Auteur ; Katherine PICKARD, Auteur . - p.1441-1456.
Langues : Anglais (eng)
in Autism > 28-6 (June 2024) . - p.1441-1456
Mots-clés : disruptive behaviors implementation science interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral interventions are an empirically supported intervention approach for young autistic children. Despite the prevalence of disruptive behaviors among autistic children, most manualized caregiver-mediated naturalistic developmental behavioral interventions include limited formal guidance on when and how to manage disruptive behavior. The present study sought to characterize how clinicians address disruptive behaviors within the caregiver-mediated naturalistic developmental behavioral intervention, Project ImPACT, the effect of disruptive behavior on Project ImPACT delivery, and the extent to which disruptive behavior impacts social communication outcomes. Data collection was embedded within outpatient early intervention services and included clinicians' report of adaptations to address behavior within the electronic medical record, child social communication outcomes from 124 children and their caregivers, and interviews with certified Project ImPACT coaches and trainers. Results indicate that close to one-third of Project ImPACT sessions included adaptations made to address behavior and regulation. Furthermore, adaptations made to address disruptive behavior were associated with more adaptations to Project ImPACT overall, although behavior adaptations were not associated with child social communication outcomes. Qualitatively, clinicians described using a flexible approach to integrate content and coaching related to behavior and regulation. The present study indicates several future directions for supporting clinicians in addressing behavior and regulation within the naturalistic developmental behavioral intervention framework. Lay Abstract Naturalistic developmental behavioral interventions are a common and well-researched type of intervention for young autistic children that focus on supporting social communication. These interventions often do not include formal guidelines on how to address disruptive behaviors, even though they are common among autistic children. This study measured how often clinicians delivering a specific naturalistic developmental behavioral intervention, Project ImPACT, adapted how they delivered the program to address disruptive behavior, and how these adaptations related to children?s social communication outcomes at the end of their participation in the intervention. We also spoke with clinicians about how they address disruptive behavior and emotion regulation during their sessions. In this study, clinicians adapted Project ImPACT to address disruptive behaviors in about one-third of all sessions. These adaptations did not affect children?s social communication outcomes. Clinicians discussed how they felt social communication, disruptive behavior, and emotion regulation are linked to one another and that they often try to integrate intervention strategies to address each of these areas. However, they note that a clinicians' approach to addressing disruptive behavior might vary depending on their level of training and experience. These results indicate several future directions for supporting clinicians in addressing behavior and regulation effectively within these types of interventions. En ligne : https://dx.doi.org/10.1177/13623613231203308 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 Characterizing mechanisms of caregiver-mediated naturalistic developmental behavioral interventions for autistic toddlers: A randomized clinical trial / Bailey J. SONE ; Jeffrey GRAUZER ; Laura SUDEC ; Aaron KAAT ; Megan Y. ROBERTS in Autism, 28-7 (July 2024)
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Titre : Characterizing mechanisms of caregiver-mediated naturalistic developmental behavioral interventions for autistic toddlers: A randomized clinical trial Type de document : Texte imprimé et/ou numérique Auteurs : Bailey J. SONE, Auteur ; Jeffrey GRAUZER, Auteur ; Laura SUDEC, Auteur ; Aaron KAAT, Auteur ; Megan Y. ROBERTS, Auteur Article en page(s) : p.1847-1860 Langues : Anglais (eng) Mots-clés : autism spectrum disorders communication and language interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : To address the variability of naturalistic developmental behavioral intervention outcomes, the current study sought to isolate the effects of the instructional strategies of caregiver-mediated naturalistic developmental behavioral interventions. In this comparative efficacy trial, mothers of 111 autistic children (18-48?months) were randomized to learn one of two sets of naturalistic developmental behavioral intervention language facilitation strategies (responsive or directive). We aimed to characterize the effect of strategy type on language outcomes and explore the extent to which joint engagement outcomes mediated language outcomes. Children in the directive condition had significantly greater scores across multiple language assessments. At follow-up, the effect of strategy type on the frequency of spontaneous directed communication acts was fully mediated by coordinated joint engagement (indirect effect = ?2.070, 95% CI = [?4.394, ?0.06], p <0.05). Thus, children may benefit from caregiver prompts to facilitate long-term language outcomes. The current study is an initial step in the identification of the mechanisms of caregiver-mediated NDBIs. Lay abstract Caregiver-mediated early interventions support caregivers' use of strategies to improve their young autistic child?s communication. In the current clinical trial, we sought to isolate the most effective strategies to improve short-term and long-term child communication outcomes. Results demonstrated how children may benefit from caregiver prompts to facilitate long-term language outcomes. In conclusion, the current study improves our understanding of how early intervention facilitates child communication outcomes. En ligne : https://dx.doi.org/10.1177/13623613231213283 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532
in Autism > 28-7 (July 2024) . - p.1847-1860[article] Characterizing mechanisms of caregiver-mediated naturalistic developmental behavioral interventions for autistic toddlers: A randomized clinical trial [Texte imprimé et/ou numérique] / Bailey J. SONE, Auteur ; Jeffrey GRAUZER, Auteur ; Laura SUDEC, Auteur ; Aaron KAAT, Auteur ; Megan Y. ROBERTS, Auteur . - p.1847-1860.
Langues : Anglais (eng)
in Autism > 28-7 (July 2024) . - p.1847-1860
Mots-clés : autism spectrum disorders communication and language interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : To address the variability of naturalistic developmental behavioral intervention outcomes, the current study sought to isolate the effects of the instructional strategies of caregiver-mediated naturalistic developmental behavioral interventions. In this comparative efficacy trial, mothers of 111 autistic children (18-48?months) were randomized to learn one of two sets of naturalistic developmental behavioral intervention language facilitation strategies (responsive or directive). We aimed to characterize the effect of strategy type on language outcomes and explore the extent to which joint engagement outcomes mediated language outcomes. Children in the directive condition had significantly greater scores across multiple language assessments. At follow-up, the effect of strategy type on the frequency of spontaneous directed communication acts was fully mediated by coordinated joint engagement (indirect effect = ?2.070, 95% CI = [?4.394, ?0.06], p <0.05). Thus, children may benefit from caregiver prompts to facilitate long-term language outcomes. The current study is an initial step in the identification of the mechanisms of caregiver-mediated NDBIs. Lay abstract Caregiver-mediated early interventions support caregivers' use of strategies to improve their young autistic child?s communication. In the current clinical trial, we sought to isolate the most effective strategies to improve short-term and long-term child communication outcomes. Results demonstrated how children may benefit from caregiver prompts to facilitate long-term language outcomes. In conclusion, the current study improves our understanding of how early intervention facilitates child communication outcomes. En ligne : https://dx.doi.org/10.1177/13623613231213283 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532 Effectiveness of the Stepping Stones Triple P group parenting program in reducing comorbid behavioral problems in children with autism / Daria KASPERZACK in Autism, 24-2 (February 2020)
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Titre : Effectiveness of the Stepping Stones Triple P group parenting program in reducing comorbid behavioral problems in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Daria KASPERZACK, Auteur ; Bastian SCHROTT, Auteur ; Tanja MINGEBACH, Auteur ; Katja BECKER, Auteur ; Roland BURGHARDT, Auteur ; Inge KAMP-BECKER, Auteur Article en page(s) : p.423-436 Langues : Anglais (eng) Mots-clés : Stepping Stones Triple P autism spectrum disorders behavioral problems interventions-psychosocial/behavioral parent training psychiatric comorbidity Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders often exhibit comorbid behavioral problems. These problems have an impact on the severity of the core symptoms, the progression of the disorder as well as on the families' quality of life. We evaluated the effectiveness of the Stepping Stones Triple P group parent training program as a supplementary intervention in the treatment of children with autism spectrum disorder. Therefore, we employed a single group repeated measures design and assessed child variables via parents' and teachers' judgments at four successive time points. The participants were parents of 24 children with autism spectrum disorder aged between 3.6 and 12 years. We found a significant reduction of comorbid behavioral problems in the children, primarily in the parents' judgment at follow-up. Furthermore, a reduction of the autism spectrum disorder core symptoms emerged. The teachers' judgment particularly revealed an improvement in children's social relationships. Effect sizes were large (n(2) ranging from 0.14 to 0.23). The findings demonstrate the effectiveness of the Stepping Stones Triple P as a supplementary intervention for reducing comorbid behavioral problems in the treatment of children with autism spectrum disorder. Higher parental self-efficacy and parental attributions, including parents' ability to influence child problem behaviors, are discussed as important factors for the effectiveness of Stepping Stones Triple P. En ligne : http://dx.doi.org/10.1177/1362361319866063 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415
in Autism > 24-2 (February 2020) . - p.423-436[article] Effectiveness of the Stepping Stones Triple P group parenting program in reducing comorbid behavioral problems in children with autism [Texte imprimé et/ou numérique] / Daria KASPERZACK, Auteur ; Bastian SCHROTT, Auteur ; Tanja MINGEBACH, Auteur ; Katja BECKER, Auteur ; Roland BURGHARDT, Auteur ; Inge KAMP-BECKER, Auteur . - p.423-436.
Langues : Anglais (eng)
in Autism > 24-2 (February 2020) . - p.423-436
Mots-clés : Stepping Stones Triple P autism spectrum disorders behavioral problems interventions-psychosocial/behavioral parent training psychiatric comorbidity Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders often exhibit comorbid behavioral problems. These problems have an impact on the severity of the core symptoms, the progression of the disorder as well as on the families' quality of life. We evaluated the effectiveness of the Stepping Stones Triple P group parent training program as a supplementary intervention in the treatment of children with autism spectrum disorder. Therefore, we employed a single group repeated measures design and assessed child variables via parents' and teachers' judgments at four successive time points. The participants were parents of 24 children with autism spectrum disorder aged between 3.6 and 12 years. We found a significant reduction of comorbid behavioral problems in the children, primarily in the parents' judgment at follow-up. Furthermore, a reduction of the autism spectrum disorder core symptoms emerged. The teachers' judgment particularly revealed an improvement in children's social relationships. Effect sizes were large (n(2) ranging from 0.14 to 0.23). The findings demonstrate the effectiveness of the Stepping Stones Triple P as a supplementary intervention for reducing comorbid behavioral problems in the treatment of children with autism spectrum disorder. Higher parental self-efficacy and parental attributions, including parents' ability to influence child problem behaviors, are discussed as important factors for the effectiveness of Stepping Stones Triple P. En ligne : http://dx.doi.org/10.1177/1362361319866063 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 One size does not fit all for parent-mediated autism interventions: A randomized clinical trial / Megan Y. ROBERTS in Autism, 27-2 (February 2023)
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Titre : One size does not fit all for parent-mediated autism interventions: A randomized clinical trial Type de document : Texte imprimé et/ou numérique Auteurs : Megan Y. ROBERTS, Auteur ; Bailey J. SONE, Auteur ; Maranda JONES, Auteur ; Jeffrey GRAUZER, Auteur ; Laura SUDEC, Auteur ; Yael S STERN, Auteur ; Elaine KWOK, Auteur ; Molly LOSH, Auteur ; Aaron KAAT, Auteur Article en page(s) : p.443-455 Langues : Anglais (eng) Mots-clés : autism spectrum disorders communication and language interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Coaching parents to use language facilitation strategies improves long-term language outcomes for autistic children. To optimize parent-mediated interventions, more studies need to explore factors that influence parents’ learning. This study involved 119 autistic children (18 “48 months) and their biological mothers enrolled in a single-site, factorial randomized clinical trial. Mothers were taught to use one of two types of language facilitation strategies (responsive or directive) during eight weekly, hour-long instructional sessions. We explored the impact of (a) type of language facilitation strategy, (b) maternal Broad Autism Phenotype (subclinical traits of autism spectrum disorder), and (c) preintervention strategy use on mothers’ outcomes measured immediately and 3 months after intervention sessions. At postintervention, mothers who learned responsive strategies demonstrated significantly greater use of taught strategies than mothers who learned directive strategies (d=0.90, 95% CI =[0.47, 1.32]). Mothers’ use of taught strategies did not differ by Broad Autism Phenotype status. However, a significant two-way interaction was found between preintervention strategy use and Broad Autism Phenotype status on taught strategy use (F(1, 107)=6.04, p=0.016, ΔR2=0.053). Findings suggest that strategy type, maternal Broad Autism Phenotype status, and preintervention strategy use may be important factors to be considered to individualize parent-mediated interventions. En ligne : http://dx.doi.org/10.1177/13623613221102736 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493
in Autism > 27-2 (February 2023) . - p.443-455[article] One size does not fit all for parent-mediated autism interventions: A randomized clinical trial [Texte imprimé et/ou numérique] / Megan Y. ROBERTS, Auteur ; Bailey J. SONE, Auteur ; Maranda JONES, Auteur ; Jeffrey GRAUZER, Auteur ; Laura SUDEC, Auteur ; Yael S STERN, Auteur ; Elaine KWOK, Auteur ; Molly LOSH, Auteur ; Aaron KAAT, Auteur . - p.443-455.
Langues : Anglais (eng)
in Autism > 27-2 (February 2023) . - p.443-455
Mots-clés : autism spectrum disorders communication and language interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Coaching parents to use language facilitation strategies improves long-term language outcomes for autistic children. To optimize parent-mediated interventions, more studies need to explore factors that influence parents’ learning. This study involved 119 autistic children (18 “48 months) and their biological mothers enrolled in a single-site, factorial randomized clinical trial. Mothers were taught to use one of two types of language facilitation strategies (responsive or directive) during eight weekly, hour-long instructional sessions. We explored the impact of (a) type of language facilitation strategy, (b) maternal Broad Autism Phenotype (subclinical traits of autism spectrum disorder), and (c) preintervention strategy use on mothers’ outcomes measured immediately and 3 months after intervention sessions. At postintervention, mothers who learned responsive strategies demonstrated significantly greater use of taught strategies than mothers who learned directive strategies (d=0.90, 95% CI =[0.47, 1.32]). Mothers’ use of taught strategies did not differ by Broad Autism Phenotype status. However, a significant two-way interaction was found between preintervention strategy use and Broad Autism Phenotype status on taught strategy use (F(1, 107)=6.04, p=0.016, ΔR2=0.053). Findings suggest that strategy type, maternal Broad Autism Phenotype status, and preintervention strategy use may be important factors to be considered to individualize parent-mediated interventions. En ligne : http://dx.doi.org/10.1177/13623613221102736 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 Predictors of expert providers’ familiarity with intervention practices for school- and transition-age youth with autism spectrum disorder / Chelsea M. COOPER in Autism, 27-2 (February 2023)
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Titre : Predictors of expert providers’ familiarity with intervention practices for school- and transition-age youth with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Chelsea M. COOPER, Auteur ; Tamara ROSEN, Auteur ; Hyunsik KIM, Auteur ; Nicholas R. EATON, Auteur ; Elizabeth COHN, Auteur ; Amy DRAHOTA, Auteur ; Lauren J. MOSKOWITZ, Auteur ; Matthew D. LERNER, Auteur ; Connor M. KERNS, Auteur Article en page(s) : p.331-343 Langues : Anglais (eng) Mots-clés : adolescents adults autism spectrum disorders interventions-psychosocial/behavioral psychiatric comorbidity school-age children Index. décimale : PER Périodiques Résumé : Understanding the types of intervention practices familiar to transdisciplinary autism spectrum disorder providers may be critical to characterize and optimize "usual care" for common clinical concerns (e.g. internalizing, externalizing, and social challenges) among school- and transition-age autistic youth. We assessed if there is an underlying factor structure to expert providers’ familiarity with such practices, and if characteristics of experts (discipline, years’ experience, and school setting) and/or their clients (age and intellectual disability) predicted these factors. Fifty-three expert providers rated their familiarity with 55 practices via an online Delphi poll. Exploratory structural equation modeling identified latent factors of familiarity, which were regressed onto provider and client variables to identify predictors. Four factors emerged: two approaches (cognitive and behavioral) and two strategies (engagement and accessibility). Cognitive approaches were associated with practicing outside school settings and treating clients without intellectual disability, behavioral approaches with practicing in schools and the disciplines of clinical psychology and behavior analysis, engagement strategies with practicing outside school settings, and accessibility strategies with more years in practice. Findings suggest expert transdisciplinary autism spectrum disorder providers are familiar with many of the same approaches and that differences in knowledge are predicted by their discipline, treatment setting, experience, and work with youth with intellectual disabilities. En ligne : http://dx.doi.org/10.1177/13623613221100787 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493
in Autism > 27-2 (February 2023) . - p.331-343[article] Predictors of expert providers’ familiarity with intervention practices for school- and transition-age youth with autism spectrum disorder [Texte imprimé et/ou numérique] / Chelsea M. COOPER, Auteur ; Tamara ROSEN, Auteur ; Hyunsik KIM, Auteur ; Nicholas R. EATON, Auteur ; Elizabeth COHN, Auteur ; Amy DRAHOTA, Auteur ; Lauren J. MOSKOWITZ, Auteur ; Matthew D. LERNER, Auteur ; Connor M. KERNS, Auteur . - p.331-343.
Langues : Anglais (eng)
in Autism > 27-2 (February 2023) . - p.331-343
Mots-clés : adolescents adults autism spectrum disorders interventions-psychosocial/behavioral psychiatric comorbidity school-age children Index. décimale : PER Périodiques Résumé : Understanding the types of intervention practices familiar to transdisciplinary autism spectrum disorder providers may be critical to characterize and optimize "usual care" for common clinical concerns (e.g. internalizing, externalizing, and social challenges) among school- and transition-age autistic youth. We assessed if there is an underlying factor structure to expert providers’ familiarity with such practices, and if characteristics of experts (discipline, years’ experience, and school setting) and/or their clients (age and intellectual disability) predicted these factors. Fifty-three expert providers rated their familiarity with 55 practices via an online Delphi poll. Exploratory structural equation modeling identified latent factors of familiarity, which were regressed onto provider and client variables to identify predictors. Four factors emerged: two approaches (cognitive and behavioral) and two strategies (engagement and accessibility). Cognitive approaches were associated with practicing outside school settings and treating clients without intellectual disability, behavioral approaches with practicing in schools and the disciplines of clinical psychology and behavior analysis, engagement strategies with practicing outside school settings, and accessibility strategies with more years in practice. Findings suggest expert transdisciplinary autism spectrum disorder providers are familiar with many of the same approaches and that differences in knowledge are predicted by their discipline, treatment setting, experience, and work with youth with intellectual disabilities. En ligne : http://dx.doi.org/10.1177/13623613221100787 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 Preliminary efficacy of a daily living skills intervention for adolescents with high-functioning autism spectrum disorder / A. DUNCAN in Autism, 22-8 (November 2018)
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PermalinkProject ImPACT for Toddlers: Pilot outcomes of a community adaptation of an intervention for autism risk / Aubyn C. STAHMER in Autism, 24-3 (April 2020)
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PermalinkBroken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success / H. J. NUSKE in Autism, 23-2 (February 2019)
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PermalinkEffects of a parent-implemented Developmental Reciprocity Treatment Program for children with autism spectrum disorder / G. W. GENGOUX in Autism, 23-3 (April 2019)
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PermalinkFeasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings / Michael SILLER in Autism, 28-3 (March 2024)
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