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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 What parents want: A qualitative analysis of a parent-implemented intervention for autistic children / Laura DE LA ROCHE in Autism & Developmental Language Impairments, 8 (January-December 2023)
[article]
Titre : What parents want: A qualitative analysis of a parent-implemented intervention for autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Laura DE LA ROCHE, Auteur Langues : Anglais (eng) Mots-clés : Autism social communication skills thematic analysis qualitative research parent-implemented intervention Index. décimale : PER Périodiques Résumé : Background and aimsGuidelines regarding social cognitive interventions for autistic children suggest incorporating a holistic approach. This includes increasing the family?s understanding of difficulties associated with autism, integrations of natural environments, and parents as active agents in the intervention while being supported for their well-being. The current availability of holistic parent-implemented interventions for autistic children is limited, with no qualitative understanding of how parents view the benefits for themselves or their children.MethodThe current study expands the literature regarding holistic approaches through a qualitative understanding of parent perceptions of a parent-implemented social communication intervention for autistic children (TalkAbility?), which incorporates a 6-month follow-up. This study sought to gain a deeper understanding from parents on their perceptions of a holistic approach, including the impact on themselves, their families, and their autistic child.ResultsFollowing Braun and Clarke?s model of thematic analysis, data was coded into four themes: (a) communication difficulties, frustrations, and progress, (b) social relationships and concerns, (c) communication strategies, and (d) thoughts and emotions surrounding TalkAbility?.ConclusionsParents report that many components of a holistic approach are instrumental in encouraging social communication in their autistic child. Results highlight the importance of considering parent experiences regarding interventions for their child?s social communication skills through a qualitative viewpoint.ImplicationsKnowing the intervention aspects that parents view as most valuable allows targeted program modifications that reflect actual parent needs. Further understanding regarding the influence of holistic parent-implemented social communication interventions on child communication skills, parenting frustrations, and parent-child relationships is needed. En ligne : https://dx.doi.org/10.1177/23969415231189606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518
in Autism & Developmental Language Impairments > 8 (January-December 2023)[article] What parents want: A qualitative analysis of a parent-implemented intervention for autistic children [Texte imprimé et/ou numérique] / Laura DE LA ROCHE, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 8 (January-December 2023)
Mots-clés : Autism social communication skills thematic analysis qualitative research parent-implemented intervention Index. décimale : PER Périodiques Résumé : Background and aimsGuidelines regarding social cognitive interventions for autistic children suggest incorporating a holistic approach. This includes increasing the family?s understanding of difficulties associated with autism, integrations of natural environments, and parents as active agents in the intervention while being supported for their well-being. The current availability of holistic parent-implemented interventions for autistic children is limited, with no qualitative understanding of how parents view the benefits for themselves or their children.MethodThe current study expands the literature regarding holistic approaches through a qualitative understanding of parent perceptions of a parent-implemented social communication intervention for autistic children (TalkAbility?), which incorporates a 6-month follow-up. This study sought to gain a deeper understanding from parents on their perceptions of a holistic approach, including the impact on themselves, their families, and their autistic child.ResultsFollowing Braun and Clarke?s model of thematic analysis, data was coded into four themes: (a) communication difficulties, frustrations, and progress, (b) social relationships and concerns, (c) communication strategies, and (d) thoughts and emotions surrounding TalkAbility?.ConclusionsParents report that many components of a holistic approach are instrumental in encouraging social communication in their autistic child. Results highlight the importance of considering parent experiences regarding interventions for their child?s social communication skills through a qualitative viewpoint.ImplicationsKnowing the intervention aspects that parents view as most valuable allows targeted program modifications that reflect actual parent needs. Further understanding regarding the influence of holistic parent-implemented social communication interventions on child communication skills, parenting frustrations, and parent-child relationships is needed. En ligne : https://dx.doi.org/10.1177/23969415231189606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 Measuring parent strategy use in early intervention: Reliability and validity of the Naturalistic Developmental Behavioral Intervention Fidelity Rating Scale across strategy types / B. J. SONE in Autism, 25-7 (October 2021)
[article]
Titre : Measuring parent strategy use in early intervention: Reliability and validity of the Naturalistic Developmental Behavioral Intervention Fidelity Rating Scale across strategy types Type de document : Texte imprimé et/ou numérique Auteurs : B. J. SONE, Auteur ; A. J. KAAT, Auteur ; M. Y. ROBERTS, Auteur Article en page(s) : p.2101-2111 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Child Communication Early Intervention, Educational Humans Parents Reproducibility of Results autism spectrum disorders communication and language fidelity observational methods outcome measure parent-implemented intervention Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder benefit from early intervention to improve social communication, and parent-implemented interventions are a feasible and family-centered way to increase the amount of treatment they receive. For these treatments to be effective, it is important for the parent to implement the strategies as intended. However, measurement of parent strategy use is inconsistent across studies of parent-implemented interventions. This study evaluates the quality of the NDBI-Fi, an efficient measure, compared to a more time-consuming measure that is known to be precise. Videos of parents playing with their children were used to compare these two measurement methods. Results demonstrated that the NDBI-Fi was of good quality: scorers had high levels of agreement, the NDBI-Fi was similar to the more precise measure in rating parents after intervention, it detected changes from before to after intervention, and it detected differences when parents learned different types of intervention strategies. The NDBI-Fi was not as precise as the other measure across all strategies before parents learned intervention. Taken together, the findings of this study support the use of the NDBI-Fi as a high-quality outcome measure. En ligne : http://dx.doi.org/10.1177/13623613211015003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-7 (October 2021) . - p.2101-2111[article] Measuring parent strategy use in early intervention: Reliability and validity of the Naturalistic Developmental Behavioral Intervention Fidelity Rating Scale across strategy types [Texte imprimé et/ou numérique] / B. J. SONE, Auteur ; A. J. KAAT, Auteur ; M. Y. ROBERTS, Auteur . - p.2101-2111.
Langues : Anglais (eng)
in Autism > 25-7 (October 2021) . - p.2101-2111
Mots-clés : Autism Spectrum Disorder/therapy Child Communication Early Intervention, Educational Humans Parents Reproducibility of Results autism spectrum disorders communication and language fidelity observational methods outcome measure parent-implemented intervention Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder benefit from early intervention to improve social communication, and parent-implemented interventions are a feasible and family-centered way to increase the amount of treatment they receive. For these treatments to be effective, it is important for the parent to implement the strategies as intended. However, measurement of parent strategy use is inconsistent across studies of parent-implemented interventions. This study evaluates the quality of the NDBI-Fi, an efficient measure, compared to a more time-consuming measure that is known to be precise. Videos of parents playing with their children were used to compare these two measurement methods. Results demonstrated that the NDBI-Fi was of good quality: scorers had high levels of agreement, the NDBI-Fi was similar to the more precise measure in rating parents after intervention, it detected changes from before to after intervention, and it detected differences when parents learned different types of intervention strategies. The NDBI-Fi was not as precise as the other measure across all strategies before parents learned intervention. Taken together, the findings of this study support the use of the NDBI-Fi as a high-quality outcome measure. En ligne : http://dx.doi.org/10.1177/13623613211015003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 Measuring parent strategy use in early intervention: Reliability and validity of the Naturalistic Developmental Behavioral Intervention Fidelity Rating Scale across strategy types / Bailey J. SONE in Autism, 26-7 (October 2022)
[article]
Titre : Measuring parent strategy use in early intervention: Reliability and validity of the Naturalistic Developmental Behavioral Intervention Fidelity Rating Scale across strategy types Type de document : Texte imprimé et/ou numérique Auteurs : Bailey J. SONE, Auteur ; Aaron J. KAAT, Auteur ; Megan Y. ROBERTS, Auteur Article en page(s) : p.2101-2111 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Child Communication Early Intervention, Educational Humans Parents Reproducibility of Results autism spectrum disorders communication and language fidelity observational methods outcome measure parent-implemented intervention Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder benefit from early intervention to improve social communication, and parent-implemented interventions are a feasible and family-centered way to increase the amount of treatment they receive. For these treatments to be effective, it is important for the parent to implement the strategies as intended. However, measurement of parent strategy use is inconsistent across studies of parent-implemented interventions. This study evaluates the quality of the NDBI-Fi, an efficient measure, compared to a more time-consuming measure that is known to be precise. Videos of parents playing with their children were used to compare these two measurement methods. Results demonstrated that the NDBI-Fi was of good quality: scorers had high levels of agreement, the NDBI-Fi was similar to the more precise measure in rating parents after intervention, it detected changes from before to after intervention, and it detected differences when parents learned different types of intervention strategies. The NDBI-Fi was not as precise as the other measure across all strategies before parents learned intervention. Taken together, the findings of this study support the use of the NDBI-Fi as a high-quality outcome measure. En ligne : http://dx.doi.org/10.1177/13623613211015003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484
in Autism > 26-7 (October 2022) . - p.2101-2111[article] Measuring parent strategy use in early intervention: Reliability and validity of the Naturalistic Developmental Behavioral Intervention Fidelity Rating Scale across strategy types [Texte imprimé et/ou numérique] / Bailey J. SONE, Auteur ; Aaron J. KAAT, Auteur ; Megan Y. ROBERTS, Auteur . - p.2101-2111.
Langues : Anglais (eng)
in Autism > 26-7 (October 2022) . - p.2101-2111
Mots-clés : Autism Spectrum Disorder/therapy Child Communication Early Intervention, Educational Humans Parents Reproducibility of Results autism spectrum disorders communication and language fidelity observational methods outcome measure parent-implemented intervention Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder benefit from early intervention to improve social communication, and parent-implemented interventions are a feasible and family-centered way to increase the amount of treatment they receive. For these treatments to be effective, it is important for the parent to implement the strategies as intended. However, measurement of parent strategy use is inconsistent across studies of parent-implemented interventions. This study evaluates the quality of the NDBI-Fi, an efficient measure, compared to a more time-consuming measure that is known to be precise. Videos of parents playing with their children were used to compare these two measurement methods. Results demonstrated that the NDBI-Fi was of good quality: scorers had high levels of agreement, the NDBI-Fi was similar to the more precise measure in rating parents after intervention, it detected changes from before to after intervention, and it detected differences when parents learned different types of intervention strategies. The NDBI-Fi was not as precise as the other measure across all strategies before parents learned intervention. Taken together, the findings of this study support the use of the NDBI-Fi as a high-quality outcome measure. En ligne : http://dx.doi.org/10.1177/13623613211015003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 Telepractice parent-implemented training and coaching in a rural area in the UK: Impact on mothers and their children with autism / Lila KOSSYVAKI in Research in Autism Spectrum Disorders, 98 (October 2022)
[article]
Titre : Telepractice parent-implemented training and coaching in a rural area in the UK: Impact on mothers and their children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Lila KOSSYVAKI, Auteur ; Hedda MEADAN, Auteur ; Laura CRISTESCU, Auteur ; Hadeel ALHARBI, Auteur ; Michelle SANDS, Auteur ; Danielle TUITE, Auteur Article en page(s) : 102044 Langues : Anglais (eng) Mots-clés : Telepractice Parent-implemented intervention Parent training and coaching Autism ASD Social communication skills Index. décimale : PER Périodiques Résumé : Background Parent-implemented interventions are reported to have positive outcomes for both children with autism and their parents. Online parent training and coaching have been increasingly used as an effective alternative or supplemental to traditional face-to-face services, especially after the start of the Covid-19 pandemic. The purpose of this study was to examine the extent to which parents of children with autism can implement a set of newly acquired strategies and the impact these had on their children’s communication skills. Method Four mother-child dyads from a rural area in the UK participated in the study following a multiple-baseline design across strategies. Asynchronous training and synchronous coaching were provided, all online. Results The present study extended the results of the original US based study it replicated (Meadan et al., 2016). Mothers learned to use the targeted naturalistic teaching strategies they were trained and coached in (i.e., i-PiCS- internet-based Parent-implemented Communication Strategies) and their children’s responsiveness and initiations of communication increased and were mostly maintained after the end of the study. Changes in the mothers’ use of strategies were observed in many cases even after training only, and the strategy of time delay was linked to increases in the children’s initiations of communication. Conclusions This replication study showed that i-PiCS is an appropriate intervention to use with mothers of children with autism in the UK and telepractice training and coaching can be a feasible and effective service delivery method. En ligne : https://doi.org/10.1016/j.rasd.2022.102044 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490
in Research in Autism Spectrum Disorders > 98 (October 2022) . - 102044[article] Telepractice parent-implemented training and coaching in a rural area in the UK: Impact on mothers and their children with autism [Texte imprimé et/ou numérique] / Lila KOSSYVAKI, Auteur ; Hedda MEADAN, Auteur ; Laura CRISTESCU, Auteur ; Hadeel ALHARBI, Auteur ; Michelle SANDS, Auteur ; Danielle TUITE, Auteur . - 102044.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 98 (October 2022) . - 102044
Mots-clés : Telepractice Parent-implemented intervention Parent training and coaching Autism ASD Social communication skills Index. décimale : PER Périodiques Résumé : Background Parent-implemented interventions are reported to have positive outcomes for both children with autism and their parents. Online parent training and coaching have been increasingly used as an effective alternative or supplemental to traditional face-to-face services, especially after the start of the Covid-19 pandemic. The purpose of this study was to examine the extent to which parents of children with autism can implement a set of newly acquired strategies and the impact these had on their children’s communication skills. Method Four mother-child dyads from a rural area in the UK participated in the study following a multiple-baseline design across strategies. Asynchronous training and synchronous coaching were provided, all online. Results The present study extended the results of the original US based study it replicated (Meadan et al., 2016). Mothers learned to use the targeted naturalistic teaching strategies they were trained and coached in (i.e., i-PiCS- internet-based Parent-implemented Communication Strategies) and their children’s responsiveness and initiations of communication increased and were mostly maintained after the end of the study. Changes in the mothers’ use of strategies were observed in many cases even after training only, and the strategy of time delay was linked to increases in the children’s initiations of communication. Conclusions This replication study showed that i-PiCS is an appropriate intervention to use with mothers of children with autism in the UK and telepractice training and coaching can be a feasible and effective service delivery method. En ligne : https://doi.org/10.1016/j.rasd.2022.102044 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 Effects of coaching on the fidelity of parent implementation of reciprocal imitation training / A. PENNEY in Autism, 23-6 (August 2019)
PermalinkBrief Report: A Pilot Online Pivotal Response Treatment Training Program for Parents of Toddlers with Autism Spectrum Disorder / Elizabeth MCGARRY in Journal of Autism and Developmental Disorders, 50-9 (September 2020)
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