390 results on '"Smith, Tristram"'
Search Results
2. Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum
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Nuske, Heather J, Smith, Tristram, Levato, Lynne, Bronstein, Briana, Sparapani, Nicole, Garcia, Consuelo, Castellon, Fernanda, Lee, Hyon Soo, Vejnoska, Sarah F, Hochheimer, Samantha, Fitzgerald, Amber R, Chiappe, Jenny C, Nunnally, Amanda Dimachkie, Li, Jennica, Shih, Wendy, Brown, Ashlee, Cullen, Michelle, Hund, Lisa M, Stahmer, Aubyn C, Iadarola, Suzannah, Mandell, David S, Hassrick, Elizabeth McGhee, Kataoka, Sheryl, and Kasari, Connie
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Education ,Specialist Studies In Education ,Pediatric ,Clinical Research ,Behavioral and Social Science ,Intellectual and Developmental Disabilities (IDD) ,Mental Health ,Clinical Trials and Supportive Activities ,Brain Disorders ,Autism ,School transitions ,Parent coaching ,Transition planning ,Team coordination ,Community-partnered ,Social determinants of health ,Psychology and Cognitive Sciences ,Developmental & Child Psychology ,Health sciences ,Psychology - Abstract
New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed Building Better Bridges (BBB), a caregiver coaching intervention that includes training on effective school communication, educational rights, advocacy, and child preparation strategies. We compared BBB (n = 83) to a module/resources-only comparison (n = 87) in a four-site randomized controlled trial in racially and ethnically diverse, under-resourced communities. In our intent-to-treat analysis, caregivers and teachers in BBB rated students' transitions to the new classroom as more positive, relative to the comparison group. Results suggest this low-cost intervention can improve the transition process for families and students at high risk of poor transitions.
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- 2024
3. Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum
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Nuske, Heather J., Smith, Tristram, Levato, Lynne, Bronstein, Briana, Sparapani, Nicole, Garcia, Consuelo, Castellon, Fernanda, Lee, Hyon Soo, Vejnoska, Sarah F., Hochheimer, Samantha, Fitzgerald, Amber R., Chiappe, Jenny C., Nunnally, Amanda Dimachkie, Li, Jennica, Shih, Wendy, Brown, Ashlee, Cullen, Michelle, Hund, Lisa M., Stahmer, Aubyn C., Iadarola, Suzannah, Mandell, David S., Hassrick, Elizabeth McGhee, Kataoka, Sheryl, and Kasari, Connie
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- 2024
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4. Modular Approach to Autism Programs in Schools (MAAPS): A Feasibility Study
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Martin, Ryan J., Cavanaugh, Brenna, Levato, Lynne, Fontechia, Krystal, Hochheimer, Samantha, Iadarola, Suzannah, Iovannone, Rose, Smith, Tristram, and Anderson, Cynthia M.
- Abstract
As the prevalence of autistic children receiving special education continues to increase, educators are expected to identify and implement evidence-based interventions for autistic students. Unfortunately, there are numerous barriers to implementation of evidence-based interventions in schools and educators report a lack of adequate training regarding the needs of autistic students and appropriate intervention approaches. Modular approaches to intervention are a promising but untested strategy for helping educators receive training on evidence-based interventions and support with implementation. This study uses mixed methods to explore the initial feasibility of the Modular Approach to Autism Programs in Schools (MAAPS) in typical school settings. Key indicators of feasibility are presented using the RE-AIM framework (Glasgow et al. "American journal of public health," 89(9), 1322-1327, Glasgow et al., 1999), with emphasis on intervention fidelity, social validity, and promise of efficacy. Additionally, directions for future research are discussed.
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- 2023
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5. Spoken language outcomes in limited language preschoolers with autism and global developmental delay: RCT of early intervention approaches.
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Shire, Stephanie, Shih, Wendy, Landa, Rebecca, Levato, Lynne, Smith, Tristram, and Kasari, Connie
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DTT ,JASPER ,RCT ,developmental delay ,language ,minimally verbal ,preschoolers ,Child ,Humans ,Child ,Preschool ,Autistic Disorder ,Autism Spectrum Disorder ,Communication ,Language Development ,Language Development Disorders - Abstract
Preschool autistic children with significant global developmental delays and very limited language skills are at high risk for remaining minimally verbal at entry into primary school. This study compared two early intervention models for improving social communication and spoken language outcomes in 164 children who received intervention in their community preschool program for 6 months, with a six-month follow-up. The primary outcome measure was a standardized language assessment, and secondary measures focused on social communication. Results indicated children on average made 6 months gain in language development in the active 6 months of intervention with no difference between intervention models. Children who initiated joint attention more frequently, or who had higher receptive language at baseline made more progress if assigned to receive JASPER, a naturalistic developmental behavioral intervention. Children who received Discrete Trial Training made greater spoken language progress from exit to follow-up. These findings suggest that progress can be made in autistic children who have very little spoken language and who receive targeted early interventions. Individual trajectories vary and depend in part on initial abilities in social communication and receptive language. Future research might consider methods to systematically personalize approaches to fit child characteristics and family preference. LAY SUMMARY: This study compared two different early intervention approaches for teaching spoken language to minimally verbal, globally delayed autistic preschoolers. Children were given an hour of therapy daily for 6 months and then reassessed 6 months later. The majority of the 164 participants were from historically excluded populations (low income and minority), and therapy was delivered in school community settings by expert clinicians. Results indicated that the participants made significant progress regardless of intervention approach: 6 months gain in standardized language scores over 6 months, but slower progress during the period after therapy ended. Children who initiated joint attention more frequently, or who had higher language understanding at baseline made more progress if assigned to receive JASPER, a naturalistic developmental behavioral intervention. Children who received Discrete Trial Training made greater language progress during 6-month period after therapy ended. These findings suggest that progress can be made in children with ASD who have very little spoken language and who receive targeted early interventions.
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- 2023
6. Modular Approach to Autism Programs in Schools (MAAPS): a Feasibility Study
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Martin, Ryan J., Cavanaugh, Brenna, Levato, Lynne, Fontechia, Krystal, Hochheimer, Samantha, Iadarola, Suzannah, Iovannone, Rose, Smith, Tristram, and Anderson, Cynthia M.
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- 2023
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7. Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS)
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Anderson, Cynthia M., Iovannone, Rose, Smith, Tristram, Levato, Lynne, Martin, Ryan, Brenna, Cavanaugh, Hochheimer, Sam, Wang, Hongyue, and Iadarola, Suzannah
- Abstract
To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. "Modular Approach to Autism Programing for Schools (MAAPS)" is a framework for implementation of evidence-based interventions in school settings that is designed to address these barriers. The development and initial evaluation of MAAPS was conducted using an implementation-science framework and results indicate that MAAPS is aligned with needs and resources available in schools, that it had excellent social validity, and that there is good evidence that MAAPS is effective for addressing core and associated features of autism in educational settings. [This is the online version of an article published in "Journal of Autism and Developmental Disorders."]
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- 2020
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8. Cluster Randomized Trial of a School Intervention for Children with Autism Spectrum Disorder
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Lopata, Christopher, Thomeer, Marcus L., Rodgers, Jonathan D., Donnelly, James P., McDonald, Christin A., Volker, Martin A., Smith, Tristram H., and Wang, Hongyue
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Objective: There are currently no empirically-supported, comprehensive school-based interventions (CSBIs) for children with autism spectrum disorder (ASD) without concomitant intellectual and language disability. This study compared outcomes for a CSBI (schoolMAX) to typical educational programming (services-as-usual [SAU]) for these children. Method: A total of 103 children (ages 6-12 years) with ASD (without intellectual and language disability) were randomly assigned by school buildings (clusters) to receive the CSBI (n=52 completed) or SAU (n=50 completed). The CSBI was implemented by trained school personnel and targeted social competence and ASD symptoms using social skills groups, emotion recognition instruction, therapeutic activities, behavioral reinforcement, and parent training. Outcome measures tested the effects of the CSBI on social competence and ASD symptoms, as well as potential collateral effects on academic achievement. Outcomes (baseline-to-follow-up) were assessed using tests of social-cognition and academic skills and behavioral observations (by masked evaluators) and parent-teacher ratings of ASD symptoms and social/social-communication skills (non-masked) [ClinicalTrials.gov, NCT03338530, https://www.clinicaltrials.gov/]. Results: The CSBI group improved significantly more than the SAU group on the test of emotion recognition skills and parent-teacher ratings of ASD symptoms (primary outcomes) and social/social-communication skills (secondary outcome). No differences between groups were detected for recess social interactions or academic skills. Conclusions: The CSBI improved several core areas of functioning for children with ASD compared to usual educational programming. Additional intervention elements may be needed to expand the efficacy of the CSBI so that the observed skills/symptom improvements generalize to recess social interactions and/or academic skills are enhanced. [This paper was published in the "Journal of Clinical Child and Adolescent Psychology" v48 n6 p922-933 Dec 2019.]
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- 2019
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9. Social network support is associated with teacher’s perceptions of transition planning for their autistic students
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Dimachkie Nunnally, Amanda, Nuske, Heather, Bronstein, Briana, Castellon, Fernanda, Chiappe, Jenny C., Garcia, Consuelo, Hochheimer, Samantha, Lee, Hyon Soo, Sparapani, Nicole, Vejnoska, Sarah, Fitzgerald, Amber R., Levato, Lynne, Li, Jennica, Jones, Felicia, Shih, Wendy, Iadarola, Suzannah, Mandell, David S., Smith, Tristram, Stahmer, Aubyn, Kataoka, Sheryl, Kasari, Connie, and McGhee Hassrick, Elizabeth
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- 2024
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10. It’s who you know: Caregiver social networks predict service use among under-resourced children with autism
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Gulsrud, Amanda, Lee, Hyon Soo, Hassrick, Elizabeth McGhee, Iadarola, Suzannah, Pellecchia, Melanie, Shih, Wendy, Vejnoska, Sarah, Morgan, Elizabeth H, Hochheimer, Samantha, Crabbe, Samantha, Li, Jennica, Hauptman, Lindsay, Castellon, Fernanda, Nuske, Heather, Garcia, Consuelo, King, Rachel, Luelmo, Paul, Carley, Kathleen, Smith, Tristram, Mandell, David, Kasari, Connie, and Stahmer, Aubyn C
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Intellectual and Developmental Disabilities (IDD) ,Brain Disorders ,Autism ,Behavioral and Social Science ,Mental Health ,Pediatric ,Clinical Research ,Mental health ,Autism spectrum disorder ,Disparities ,Services ,Culture ,Social networks ,Specialist Studies in Education ,Psychology ,Rehabilitation - Abstract
Background: Numerous studies have shown that racial/ethnic minority and under-resourced families face barriers that delay timely access to autism services. These barriers include lack of resources and information about autism, financial hardship, mistrust in the service system, cultural and language mismatch, and other factors that have yet to be identified. Method: The current study aimed to examine additional caregiver and system-level factors that could be associated with early service access using a diverse sample from four study sites (Los Angeles, CA; Philadelphia, PA; Sacramento, CA; and Rochester, NY). Partnering with community agencies that serve traditionally underrepresented groups, the research team recruited 118 caregivers of young children with autism who were low-income, English, Spanish or Korean speaking and had not accessed autism-specific services. Results: Regression analyses revealed that the total number of services accessed were associated with caregiver social network size (p = 0.011) but not by race, autism knowledge and caregiver agency. Among families receiving at least one non-autism specific service, a marginally significant interaction effect of site and primary language on total services received was observed (p = 0.06). Conclusion: Findings suggest that caregivers’ social network connections are crucial in early service access, and future interventions could target increasing social networks to improve families’ service engagement. More attention for non-English speaking families, especially those living in areas with few supports in their native languages, is needed.
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- 2021
11. Predictors of Caregiver Strain for Parents of Children with Autism Spectrum Disorder.
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Bradshaw, Jessica, Gillespie, Scott, McCracken, Courtney, King, Bryan, McCracken, James, Johnson, Cynthia, Lecavalier, Luc, Smith, Tristram, Swiezy, Naomi, Bearss, Karen, Sikich, Linmarie, Donnelly, Craig, Hollander, Eric, McDougle, Christopher, and Scahill, Lawrence
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Autism spectrum disorder ,Caregiver strain ,Disruptive behavior ,Stress ,Wellbeing ,Autism Spectrum Disorder ,Caregivers ,Child ,Family ,Humans ,Parents ,Surveys and Questionnaires - Abstract
Parents of children with autism spectrum disorder (ASD) face higher levels of caregiver strain compared to parents of children with other disabilities. This study examined child clinical features that predict high levels of caregiver strain for 374 parents of children with ASD. Caregiver strain was measured using the Caregiver Strain Questionnaire (CGSQ) objective, subjective internalized, and subjective externalized subscales. Confirmatory factor analysis indicated an acceptable fit for the original CGSQ three-factor solution. The strongest child predictors across CGSQ subscales were: disruptive behavior for objective strain, autism severity and disruptive behavior for subjective internalized strain, and oppositional behavior and hyperactivity for subjective externalized strain. Individualized interventions that attend to specific elements of parental strain may reduce strain and improve family wellbeing.
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- 2021
12. An Extra Set of Hands: A Qualitative Analysis of Stakeholder Perspectives on Implementation of a Modular Approach to School Adoption of Evidence-Based Interventions for Students with Autism Spectrum Disorders
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Iovannone, Rose, Iadarola, Suzannah, Hodges, Sharon, Haynes, Rocky, Stark, Caryn, McFee, Krystal, Grace, Sheri, Anderson, Cynthia M., and Smith, Tristram
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Background: Although many interventions have empirical support in improving the outcomes of students with autism spectrum disorders (ASD), schools struggle with implementation of these interventions. Method and materials: We conducted 13 focus groups with 69 participants who included parents, educators, and administrators across three states to examine the challenges schools face in implementing evidence-based interventions (EBIs) and to evaluate the acceptability and contextual fit of the Modular Approach to Autism Programs for Schools (MAAPS). MAAPS is a comprehensive modular intervention that uses an active coaching process to guide school-based teams in selecting, planning, and implementing EBIs that are customised to meet individual student needs. Results: Results suggest that when implementing EBIs, schools face considerable challenges including limited resources (eg funding, personnel, materials, time) and personnel training. MAAPS was considered highly acceptable primarily due to the involvement of a coach who would support the teacher. Specifically, participants indicated that the physical presence of the coach actively providing support could help relieve the stressors and burdens of the teacher. Conclusions: Interpretations of these findings are discussed in terms of their implications on understanding the challenges schools face when adopting and implementing EBIs.
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- 2019
13. Disrupted Care Continuity: Testing Associations between Social Networks and Transition Success for Children with Autism
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Hassrick, Elizabeth McGhee, Shih, Wendy, Nuske, Heather J, Vejnoska, Sarah F, Hochheimer, Samantha, Linares, Deborah E, Ventimiglia, Jonas, Carley, Kathleen M, Stahmer, Aubyn C, Smith, Tristram, Mandell, David, and Kasari, Connie
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Mental Health ,Pediatric ,Intellectual and Developmental Disabilities (IDD) ,Autism ,Behavioral and Social Science ,Brain Disorders ,Clinical Research ,Mental health ,continuity of care ,social networks ,autism ,school transitions ,parent engagement ,lower income families ,Studies in Human Society ,Law and Legal Studies - Abstract
Children with autism situated in lower income families often receive intensive educational interventions as their primary form of treatment, due to financial barriers for community interventions. However, the continuity of care can be disrupted by school transitions. The quality of social relationships during the transition to a new school among parents, school staff and community providers, called the team-around-the-child (TAC), can potentially buffer a child with autism from the adverse effects caused by care disruptions. Qualities of social relationships, including trust and collaborative problem solving, can be measured using social network analysis. This study investigates if two different types of TAC relationships, defined as (1) the level of trust among team members and (2) the degree of collaborative problem solving among team members, are associated with perceived successful transitions for children with autism from lower income families. Findings suggested that TAC trust is significantly associated with the outcome of transition success for children with autism immediately post-transition.
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- 2021
14. Building Capacity to Support Students with Autism Spectrum Disorder: A Modular Approach to Intervention
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Anderson, Cynthia M., Smith, Tristram, and Iovannone, Rose
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There is a large gap between research-based interventions for supporting children with autism spectrum disorder (ASD) and current practices implemented by educators to meet the needs of these children in typical school settings. Myriad reasons for this gap exist including the external validity of existing research, the complexity of ASD, and constraints on service delivery systems. Thus, a systematic approach is needed to adapt research-based interventions for use in typical school settings. One way to address these challenges is a modular intervention framework. In this article, we describe how a modular intervention framework could be implemented in schools. A case study is used to illustrate implementation of the framework.
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- 2018
15. Building Capacity to Support Students with Autism Spectrum Disorder: A Modular Approach to Intervention
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Anderson, Cynthia M., Smith, Tristram, and Iovannone, Rose
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There is a large gap between research-based interventions for supporting children with autism spectrum disorder (ASD) and current practices implemented by educators to meet the needs of these children in typical school settings. Myriad reasons for this gap exist including the external validity of existing research, the complexity of ASD, and constraints on service delivery systems. Thus, a systematic approach is needed to adapt research-based interventions for use in typical school settings. One way to address these challenges is a modular intervention framework. In this article, we describe how a modular intervention framework could be implemented in schools. A case study is used to illustrate implementation of the framework. [This article was published in "Education and Treatment of Children" (EJ1172821).]
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- 2018
16. Mind the gap: an intervention to support caregivers with a new autism spectrum disorder diagnosis is feasible and acceptable.
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Iadarola, Suzannah, Pellecchia, Melanie, Stahmer, Aubyn, Lee, Hyon Soo, Hauptman, Lindsay, Hassrick, Elizabeth McGhee, Crabbe, Samantha, Vejnoska, Sarah, Morgan, Elizabeth, Nuske, Heather, Luelmo, Paul, Friedman, Chris, Kasari, Connie, Gulsrud, Amanda, Mandell, David, and Smith, Tristram
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Autism spectrum disorder ,caregiver education ,disparities ,service access ,Pediatric ,Clinical Trials and Supportive Activities ,Behavioral and Social Science ,Mental Health ,Autism ,Brain Disorders ,Pediatric Research Initiative ,Intellectual and Developmental Disabilities (IDD) ,Prevention ,Clinical Research - Abstract
IntroductionChildren with autism spectrum disorder (ASD) benefit when their caregivers can effectively advocate for appropriate services. Barriers to caregiver engagement such as provider mistrust, cultural differences, stigma, and lack of knowledge can interfere with timely service access. We describe Mind the Gap (MTG), an intervention that provides education about ASD, service navigation, and other topics relevant to families whose children have a new ASD diagnosis. MTG was developed via community partnerships and is explicitly structured to reduce engagement barriers (e.g., through peer matching, meeting flexibility, culturally-informed practices). We also present on the results of a pilot of MTG, conducted in preparation for a randomized controlled trial.MethodsMTG was evaluated using mixed methods that included qualitative analysis and pre/post-test without concurrent comparison group. Participants (n=9) were primary caregivers of children (ages 2-7 years) with a recent ASD diagnosis and whose annual income was at or below 185% of the federal poverty level. In order to facilitate trust and relationship building, peer coaches delivered MTG. The coaches were parents of children with ASD who we trained to deliver the intervention. MTG consisted of up to 12 meetings between coaches and caregivers over the course of 18 weeks. Coaches delivered the intervention in homes and other community locations. Coaches shared information about various "modules," which were topics identified as important for families with a new ASD diagnosis. Coaches worked with families to answer questions, set weekly goals, assess progress, and offer guidance. For the pilot, we focused on three primary outcomes: feasibility, engagement, and satisfaction. Feasibility was measured via enrollment and retention data, as well as coach fidelity (i.e., implementation of MTG procedures). Engagement was measured via number of sessions attended and percentage completion of the selected outcome measures. For completers (n=7), satisfaction was measured via a questionnaire (completed by caregivers) and open-ended interviews (completed by caregivers and coaches).ResultsWe enrolled 56% of referred caregivers and 100% of eligible families. Retention was high (78%). Coaches could deliver the intervention with fidelity, completing, on average, 83% of program components. Engagement also was high; caregivers attended an average of 85% of total possible sessions and completed 100% of their measures. Caregivers indicated moderately high satisfaction with MTG. Qualitative data indicated that caregivers and coaches were positive about intervention content, and the coach-caregiver relationship was important. They also had suggestions for changes.ConclusionMind the Gap demonstrates evidence of feasibility, and data from the pilot suggest that it addresses intervention engagement barriers for a population that is under-represented in research. The results and suggestions from participants were used to inform a large-scale RCT, which is currently underway. Overall, MTG shows promise as an intervention that can be feasibly implemented with under-resourced and ethnic minority families of children with ASD.Trial registrationThis study is registered with ClinicalTrials.gov: NCT03711799.
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- 2020
17. Predictors of Caregiver Strain for Parents of Children with Autism Spectrum Disorder
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Bradshaw, Jessica, Gillespie, Scott, McCracken, Courtney, King, Bryan H., McCracken, James T., Johnson, Cynthia R., Lecavalier, Luc, Smith, Tristram, Swiezy, Naomi, Bearss, Karen, Sikich, Linmarie, Donnelly, Craig, Hollander, Eric, McDougle, Christopher J., and Scahill, Lawrence
- Abstract
Parents of children with autism spectrum disorder (ASD) face higher levels of caregiver strain compared to parents of children with other disabilities. This study examined child clinical features that predict high levels of caregiver strain for 374 parents of children with ASD. Caregiver strain was measured using the Caregiver Strain Questionnaire (CGSQ) objective, subjective internalized, and subjective externalized subscales. Confirmatory factor analysis indicated an acceptable fit for the original CGSQ three-factor solution. The strongest child predictors across CGSQ subscales were: disruptive behavior for objective strain, autism severity and disruptive behavior for subjective internalized strain, and oppositional behavior and hyperactivity for subjective externalized strain. Individualized interventions that attend to specific elements of parental strain may reduce strain and improve family wellbeing.
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- 2021
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18. Caregiver Voices: Cross-Cultural Input on Improving Access to Autism Services.
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Vejnoska, Sarah, Iadarola, Suzannah, Straiton, Diondra, Segovia, Francisco, Luelmo, Paul, Morgan, Elizabeth, Lee, Hyon, Javed, Asim, Bronstein, Briana, Hochheimer, Samantha, Cho, EunMi, Aranbarri, Aritz, Mandell, David, Hassrick, Elizabeth, Smith, Tristram, Kasari, Connie, and Stahmer, Aubyn
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Autism spectrum disorder ,Cross-cultural ,Parent perspectives ,Service access ,Adult ,Aged ,Autism Spectrum Disorder ,Caregivers ,Child ,Child ,Preschool ,Culturally Competent Care ,Ethnicity ,Female ,Health Services Accessibility ,Healthcare Disparities ,Humans ,Male ,Middle Aged ,Minority Groups ,Poverty ,Qualitative Research ,Quality of Life ,Socioeconomic Factors - Abstract
Decades of research have established that racial ethnic minority, low-income, and/or non-English speaking children with autism spectrum disorder (ASD) are diagnosed later than white children, and their families experience greater difficulty accessing services in the USA. Delayed access to timely diagnosis and early intervention may impact child outcomes and family quality of life. Despite their cognition of these disparities and their significant impact on the lives of those affected, explanations for the barriers experienced by underserved families are elusive, likely due to the complex interaction between structural and family factors. This study used qualitative methods to gather family and provider perspectives of perceived barriers and facilitators to obtaining an ASD diagnosis and accessing ASD-related services for underserved families. Themes from focus groups and interviews with families from three cultural groups (black, Hispanic/Latino, and Korean) and three primary languages (English, Korean, and Spanish) highlight specific barriers related to family, community, and systemic challenges as well as facilitators to accessing care for these populations. Family experiences are expanded upon with viewpoints from the providers who work with them. Recommendations are made for reducing disparities in the existing ASD service system including increasing professional, family, and community education; increasing culturally responsive care; improving provider-family partnerships; and addressing practical challenges to service access.
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- 2019
19. Caregiver Voices: Cross-Cultural Input on Improving Access to Autism Services.
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Stahmer, Aubyn C, Vejnoska, Sarah, Iadarola, Suzannah, Straiton, Diondra, Segovia, Francisco Reinosa, Luelmo, Paul, Morgan, Elizabeth H, Lee, Hyon Soo, Javed, Asim, Bronstein, Briana, Hochheimer, Samantha, Cho, EunMi, Aranbarri, Aritz, Mandell, David, Hassrick, Elizabeth McGhee, Smith, Tristram, and Kasari, Connie
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Humans ,Qualitative Research ,Quality of Life ,Minority Groups ,Poverty ,Socioeconomic Factors ,Adult ,Aged ,Middle Aged ,Child ,Child ,Preschool ,Caregivers ,Health Services Accessibility ,Female ,Male ,Healthcare Disparities ,Culturally Competent Care ,Autism Spectrum Disorder ,Ethnicity ,Autism spectrum disorder ,Cross-cultural ,Parent perspectives ,Service access ,Prevention ,Behavioral and Social Science ,Pediatric Research Initiative ,Pediatric ,Brain Disorders ,Autism ,Intellectual and Developmental Disabilities (IDD) ,Mental Health ,Clinical Research ,Health Services ,8.1 Organisation and delivery of services ,7.1 Individual care needs ,Management of diseases and conditions ,Health and social care services research ,Mental health ,Public Health and Health Services - Abstract
Decades of research have established that racial ethnic minority, low-income, and/or non-English speaking children with autism spectrum disorder (ASD) are diagnosed later than white children, and their families experience greater difficulty accessing services in the USA. Delayed access to timely diagnosis and early intervention may impact child outcomes and family quality of life. Despite their cognition of these disparities and their significant impact on the lives of those affected, explanations for the barriers experienced by underserved families are elusive, likely due to the complex interaction between structural and family factors. This study used qualitative methods to gather family and provider perspectives of perceived barriers and facilitators to obtaining an ASD diagnosis and accessing ASD-related services for underserved families. Themes from focus groups and interviews with families from three cultural groups (black, Hispanic/Latino, and Korean) and three primary languages (English, Korean, and Spanish) highlight specific barriers related to family, community, and systemic challenges as well as facilitators to accessing care for these populations. Family experiences are expanded upon with viewpoints from the providers who work with them. Recommendations are made for reducing disparities in the existing ASD service system including increasing professional, family, and community education; increasing culturally responsive care; improving provider-family partnerships; and addressing practical challenges to service access.
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- 2019
20. Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success.
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Nuske, Heather Joy, McGhee Hassrick, Elizabeth, Bronstein, Briana, Hauptman, Lindsay, Aponte, Courtney, Levato, Lynne, Stahmer, Aubyn, Mandell, David S, Mundy, Peter, Kasari, Connie, and Smith, Tristram
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Humans ,Anxiety ,Parents ,Social Support ,Schools ,Adolescent ,Child ,Child ,Preschool ,Autism Spectrum Disorder ,School Teachers ,anxiety ,autism spectrum disorders ,home-school communication ,inter-school coordination ,interventions—psychosocial/behavioral ,language barriers ,parental advocacy ,school resources ,school transition ,transition planning ,Pediatric ,Autism ,Brain Disorders ,Behavioral and Social Science ,Intellectual and Developmental Disabilities (IDD) ,Mental Health ,Mental health ,interventions-psychosocial/behavioral ,Specialist Studies in Education ,Psychology ,Cognitive Sciences ,Developmental & Child Psychology - Abstract
Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home.
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- 2019
21. An exploration of concomitant psychiatric disorders in children with autism spectrum disorder
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Lecavalier, Luc, McCracken, Courtney E, Aman, Michael G, McDougle, Christopher J, McCracken, James T, Tierney, Elaine, Smith, Tristram, Johnson, Cynthia, King, Bryan, Handen, Benjamin, Swiezy, Naomi B, Eugene Arnold, L, Bearss, Karen, Vitiello, Benedetto, and Scahill, Lawrence
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Clinical and Health Psychology ,Psychology ,Clinical Research ,Pediatric Research Initiative ,Pediatric ,Brain Disorders ,Behavioral and Social Science ,Violence Research ,Mental Health ,Intellectual and Developmental Disabilities (IDD) ,Autism ,Clinical Trials and Supportive Activities ,Attention Deficit Hyperactivity Disorder (ADHD) ,Aetiology ,2.3 Psychological ,social and economic factors ,Mental health ,Good Health and Well Being ,Adolescent ,Anxiety Disorders ,Attention Deficit Disorder with Hyperactivity ,Attention Deficit and Disruptive Behavior Disorders ,Autism Spectrum Disorder ,Child ,Child ,Preschool ,Comorbidity ,Conduct Disorder ,Female ,Humans ,Male ,Mood Disorders ,Autism spectrum disorder ,Psychiatric disorder ,Attention deficit hyperactivity disorder ,Disruptive behavior ,Anxiety ,Clinical Sciences ,Psychiatry ,Clinical sciences ,Clinical and health psychology - Abstract
ObjectiveWe explored patterns of concomitant psychiatric disorders in a large sample of treatment-seeking children and adolescents with autism spectrum disorder (ASD).MethodsParticipants were 658 children with ASD (age 3-17 years; mean = 7.2 years) in one of six federally-funded multisite randomized clinical trials (RCT) between 1999 and 2014. All children were referred for hyperactivity or irritability. Study designs varied, but all used the Child and Adolescent Symptom Inventory or Early Childhood Inventory to assess Attention Deficit Hyperactivity Disorder (ADHD), Oppositional-Defiant Disorder (ODD), Conduct Disorder (CD), Anxiety Disorders, and Mood Disorders. In addition, several measures in common were used to assess demographic and clinical characteristics.ResultsOf the 658 children, 73% were Caucasian and 59% had an IQ >70. The rates of concomitant disorders across studies were: ADHD 81%, ODD 46%, CD 12%, any anxiety disorder 42%, and any mood disorder 8%. Two or more psychiatric disorders were identified in 66% of the sample. Of those who met criteria for ADHD, 50% also met criteria for ODD and 46% for any anxiety disorder. Associations between types of concomitant disorders and a number of demographic and clinical characteristics are presented.ConclusionIn this well-characterized sample of treatment-seeking children with ASD, rates of concomitant psychiatric disorders were high and the presence of two or more co-occurring disorders was common. Findings highlight the importance of improving diagnostic practice in ASD and understanding possible mechanisms of comorbidity.
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- 2019
22. Communities Speak Up: Supporting the K-12 School Transitions of Students with Autism
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Smith, Jolan M., Kataoka, Sheryl H., Segovi, Francisco R., Osuna, Anthony, Arriaga, Ivette, Garcia, Consuelo D., Lee, Hyon Soo, Chiappe, Jenny C., Juarez, Joseph L., Kasari, Connie, Hassrick, Elizabeth McGhee, Jones, Felica, Mandell, David S., Stahmer, Aubyn C., Mundy, Peter C., Smith, Tristram, and Linares, Deborah E.
- Abstract
Few studies use a strengths-based perspective to identify strategies that support K-12 school transitions for historically minoritized families of children with autism spectrum disorder (ASD). In the present study, university researchers partnered with community stakeholders (e.g., disability advocates, community health organizations, etc.) in minoritized communities to examine the school transitions of children with ASD. We sought the experiential knowledge of racially, linguistically, economically, and geographically minoritized parents in the United States (n = 45) and the providers servicing these communities (n = 75) using dialogue groups and individual interviews about school transitions for children and adolescents with ASD. Applying a framework of community cultural wealth (Yosso, 2005), we identified the transition practices these families describe as supportive, and the types of community capital families engaged during the transition process. Supportive transition strategies included school tours and visits, meetings and workshops, transition tools, and skills development. Social and support networks in school and community also bolstered transition success. Implications for school practice include developing formal structures for information sharing across the transition and developing partnerships with community-based organizations that already serve these communities.
- Published
- 2021
23. Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS)
- Author
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Anderson, Cynthia M., Iovannone, Rose, Smith, Tristram, Levato, Lynne, Martin, Ryan, Cavanaugh, Brenna, Hochheimer, Sam, Wang, Hongyue, and Iadarola, Suzannah
- Abstract
To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. "Modular Approach to Autism Programing for Schools (MAAPS)" is a framework for implementation of evidence-based interventions in school settings that is designed to address these barriers. The development and initial evaluation of MAAPS was conducted using an implementation-science framework and results indicate that MAAPS is aligned with needs and resources available in schools, that it had excellent social validity, and that there is good evidence that MAAPS is effective for addressing core and associated features of autism in educational settings. [For the corresponding grantee submission, see ED605688.]
- Published
- 2021
- Full Text
- View/download PDF
24. Lovaas, O. Ivar
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Eikeseth, Svein, Smith, Tristram, and Volkmar, Fred R., editor
- Published
- 2021
- Full Text
- View/download PDF
25. Delivery Mode and Child Development at 20 Months of Age and 7 Years of Age in the Republic of Seychelles
- Author
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Zavez, Alexis, Thurston, Sally W., Rand, Matthew D., Mruzek, Daniel W., Love, Tanzy, Smith, Tristram, and Shamlaye, Conrad F.
- Subjects
Childbirth -- Influence ,Child development -- Psychological aspects ,Health care industry - Abstract
Objective To determine if cesarean delivery is adversely associated with child neurodevelopment as measured at 20 months and 7 years. Methods In a prospective cohort study (n = 1328) in the Republic of Seychelles, we examined the association between mode of delivery and 22 measures of child neurodevelopment spanning multiple domains: cognition, executive and psychomotor function, language development, behavior, scholastic achievement, and social communication. Using multivariable linear regression, we evaluated the relationship between delivery mode (Cesarean/vaginal delivery) and each developmental outcome, while controlling for relevant covariates including child sex and age, maternal age, maternal IQ, whether both parents lived with the child, and Hollingshead socioeconomic status. Results At 20 months, children born via cesarean delivery had slightly higher scores ([beta] = 0.11, 95% confidence interval: 0.00, 0.21) on the Infant Behavior Questionnaire-Revised Positive Affectivity/Surgency subtest, a measure of infant temperament, as compared to vaginal delivery. Delivery mode was not associated with any of the 7-year developmental outcomes. Conclusions for Practice Our study does not support the notion that cesarean delivery is associated with child neurodevelopmental outcomes., Author(s): Alexis Zavez [sup.1] , Sally W. Thurston [sup.1] [sup.2] , Matthew D. Rand [sup.2] , Daniel W. Mruzek [sup.3] , Tanzy Love [sup.1] , Tristram Smith [sup.3] , Conrad [...]
- Published
- 2021
- Full Text
- View/download PDF
26. Anxiety in 3- to 7-Year-Old Children with Autism Spectrum Disorder Seeking Treatment for Disruptive Behavior
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Sukhodolsky, Denis G., Lecavalier, Luc, Johnson, Cynthia, Smith, Tristram, Swiezy, Naomi, Bearss, Karen, Kalvin, Carla B., and Scahill, Lawrence
- Abstract
Anxiety is a common and impairing problem in children with autism spectrum disorder, but little is known about it in preschool children with autism spectrum disorder. This article reports on the characteristics of anxiety symptoms in young children with autism spectrum disorder using a parent-completed rating scale. One hundred and eighty children (age 3-7 years) participated in a clinical trial of parent training for disruptive behaviors. Anxiety was measured as part of pre-treatment subject characterization with 16 items from the Early Childhood Inventory, a parent-completed scale on child psychiatric symptoms. Parents also completed other measures of behavioral problems. Sixty-seven percent of children were rated by their parents as having two or more clinically significant symptoms of anxiety. There were no differences in the Early Childhood Inventory anxiety severity scores of children with IQ < 70 and those with [greater than or equal to] 70. Higher levels of anxiety were associated with severity of oppositional defiant behavior and social disability. Anxiety symptoms are common in preschoolers with autism spectrum disorder. These findings are consistent with earlier work in school-age children with autism spectrum disorder. There were no differences in anxiety between children with IQ below 70 and those with IQ of 70 and above. Social withdrawal and oppositional behavior were associated with anxiety in young children with autism spectrum disorder.
- Published
- 2020
- Full Text
- View/download PDF
27. Using Parent Target Problem Narratives to Evaluate Outcomes in Children with Autism Spectrum Disorder
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Sheridan, Elisabeth, Gillespie, Scott, Johnson, Cynthia R., Lecavalier, Luc, Smith, Tristram, Swiezy, Naomi, Turner, Kylan, Pritchett, Jill, Mruzek, Daniel W., Evans, Andrea N., Bearss, Karen, and Scahill, Lawrence
- Published
- 2021
- Full Text
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28. Strategies to Engage Underrepresented Parents in Child Intervention Services: A Review of Effectiveness and Co-occurring Use
- Author
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Pellecchia, Melanie, Nuske, Heather J, Straiton, Diondra, McGhee Hassrick, Elizabeth, Gulsrud, Amanda, Iadarola, Suzannah, Vejnoska, Sarah Fulton, Bullen, Beth, Haine-Schlagel, Rachel, Kasari, Connie, Mandell, David S, Smith, Tristram, and Stahmer, Aubyn C
- Subjects
Behavioral and Social Science ,Basic Behavioral and Social Science ,Pediatric ,Prevention ,Mental Health ,Clinical Research ,Health and social care services research ,8.1 Organisation and delivery of services ,Parent engagement ,Underrepresented parents ,Attrition ,Peer pairing ,Social network analysis ,Public Health and Health Services ,Psychology ,Linguistics ,Family Studies - Abstract
The purpose of this review was to estimate the impact of parent engagement strategies tested with underrepresented families of young children with social, emotional, or behavioral disorders, and describe the combinations in which these strategies are commonly used together. We conducted a systematic review using the PracticeWise Engagement Coding System to identify which strategies had the strongest empirical support for engaging underrepresented (i.e., minority race or ethnicity, or low income) families receiving psychosocial services for their children. Social network analyses were used to identify the frequency of strategy use and how strategies were combined to engage underrepresented families. Linear regression was used to estimate the impact of each strategy on parent engagement, using attrition as a proxy for non-engagement. Thirty-five studies met inclusion criteria. Parent attrition was predicted by larger sample sizes, lower maternal education, interventions that were more community or home-based, less therapist monitoring, positive reinforcement from therapists, and more pairing families with peers. Social network analyses suggested that more effective strategies were more frequently implemented alone and less effective strategies were commonly combined with each other. Our findings suggest that researchers and practitioners require guidance in selecting engagement strategies to reduce attrition of underrepresented families in treatment. Although we identified promising strategies for improving parent engagement in treatment for underrepresented children with social, emotional, or behavioral disorders, the frequent combining of engagement strategies in research means that there is little data on the independent effects of interventions to increase parent engagement for this population.
- Published
- 2018
29. A Pilot Investigation of an iOS-Based App for Toilet Training Children with Autism Spectrum Disorder
- Author
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Mruzek, Daniel W., McAleavey, Stephen, Loring, Whitney A., Butter, Eric, Smith, Tristram, McDonnell, Erin, Levato, Lynne, Aponte, Courtney, Travis, Rebekah P., Aiello, Rachel E., Taylor, Cora M., Wilkins, Jonathan W., Corbett-Dick, Patricia, Finkelstein, Dianne M., York, Alyssa M., and Zanibbi, Katherine
- Abstract
We developed an iOS-based app with a transmitter/disposable sensor and corresponding manualized intervention for children with autism spectrum disorder. The app signaled the onset of urination, time-stamped accidents for analysis, reminded parents to reinforce intervals of continence, provided a visual outlet for parents to communicate reinforcement, and afforded opportunity for timely feedback from clinicians. We compared this intervention with an intervention that uses standard behavioral treatment in a pilot randomized controlled trial of 33 children with autism spectrum disorder aged 3-6 years with urinary incontinence. Parents in both groups received initial training and four booster consultations over 3 months. Results support the feasibility of parent-mediated toilet training studies (e.g., 84% retention rate, 92% fidelity of parent-implemented intervention). Parents used the app and related technology with few difficulties or malfunctions. There were no statistically significant group differences for rate of urine accidents, toilet usage, or satisfaction at close of intervention or 3-month follow-up; however, the alarm group trended toward greater rate of skill acquisition with significantly less day-to-day intervention. Further development of alarm and related technology and future comparative studies with a greater number of participants are warranted.
- Published
- 2019
- Full Text
- View/download PDF
30. Broken Bridges--New School Transitions for Students with Autism Spectrum Disorder: A Systematic Review on Difficulties and Strategies for Success
- Author
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Nuske, Heather Joy, McGhee Hassrick, Elizabeth, Bronstein, Briana, Hauptman, Lindsay, Aponte, Courtney, Levato, Lynne, Stahmer, Aubyn, Mandell, David S., Mundy, Peter, Kasari, Connie, and Smith, Tristram
- Abstract
Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the "difficulties" that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the "strategies" used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home.
- Published
- 2019
- Full Text
- View/download PDF
31. Remaking Recess Intervention for Improving Peer Interactions at School for Children with Autism Spectrum Disorder: Multisite Randomized Trial
- Author
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Shih, Wendy, Dean, Michelle, Kretzmann, Mark, Locke, Jill, Senturk, Damla, Mandell, David S., Smith, Tristram, and Kasari, Connie
- Abstract
There is a prevailing need for social skills interventions that staff in public schools can deliver effectively to children with autism spectrum disorder (ASD). The present study leveraged partnerships among three large urban school districts and researchers at academic institutions to design and evaluate a social skills intervention, Remaking Recess (RR). In RR, members of the research team coached school personnel on strategies to increase peer engagement and social networking during unstructured times (i.e., recess or lunch). A three-site, randomized trial enrolled 80 children with ASD in 69 general education classrooms, grades K-5, in 35 public schools across three large urban districts. Children in RR were more included in peer social networks at follow up than children in the wait-list group based on peer sociometric ratings, F(1,118) = 1.97, p = 0.05. While there was no main effect of the intervention on peer joint engagement, children spent less time in solitude during recess in RR than in the wait-list group, F(1,76) = 4.01, p = 0.049. School personnel could implement the intervention and found it easy to use in a school setting. These results suggest that a personnel-facilitated intervention holds promise when it comes to changing school social environments and improving social outcomes for children with ASD.
- Published
- 2019
32. Understanding Stress in Parents of Children with Autism Spectrum Disorder: A Focus on Under-Represented Families
- Author
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Iadarola, Suzannah, Pérez-Ramos, José, Smith, Tristram, and Dozier, Ann
- Abstract
Objectives: Parents of children with autism spectrum disorder (ASD) report high levels of stress that can interfere with important child and family treatments. Limited past research considers how the caregiving experience and social determinants of health may contribute to treatment engagement and outcomes, particularly in underrepresented families, who already experience service and health disparities. We aimed to assess the experiences of caring for an individual with ASD, with specific emphasis on perceptions of stress. Methods: Three key informant interviews were conducted with parents (n = 1) and providers (n = 2) of children with ASD to refine interview guide questions. Once questions were refined, four focus groups (n = 17) and one key informant interview were conducted with parents of children with ASD who were (a) non-white, (b) Spanish speakers, (c) of limited financial resources, and/or (d) living in rural counties. All participants lived in Western New York, with the majority residing in Rochester. Content analysis by two independent coders was used to identify and refine themes. Results: Themes included--(a) caregiving for an individual with ASD can cause interference with family functioning, (b) misperceptions of ASD contribute to caregiver stress, (c) culture contributes to stressors for parents, and (d) service navigation difficulties are a significant source of stress. Suggestions for interventions to address parents stress included: modular and integrative treatments for multiple content areas, addressing cultural barriers to treatment engagement, and education on ASD to the community. Conclusions: Parent-focused interventions for caregivers of children with ASD should specifically explore and address service and health disparities for parents, especially those predicated on race, ethnicity, rurality, and language of origin. Interventions should also be individualized to parent characteristics and experiences. In future research on parent training, the unique contributions of caregiver stress and other characteristics (e.g. race-related stress, geographic location) should be included as potential modifiers of treatment.
- Published
- 2019
- Full Text
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33. Gender Differences in Treatment-Seeking Youth with Autism Spectrum Disorder
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Cariveau, Tom, McCracken, Courtney E., Bradshaw, Jessica, Postorino, Valentina, Shillingsburg, M. Alice, McDougle, Christopher J., Aman, Michael G., McCracken, James T., Tierney, Elaine, Johnson, Cynthia, Lecavalier, Luc, Smith, Tristram, Swiezy, Naomi B., King, Bryan H., Hollander, Eric, Sikich, Linmarie, Vitiello, Benedetto, and Scahill, Lawrence
- Published
- 2021
- Full Text
- View/download PDF
34. Profiles of minimally verbal autistic children: Illuminating the neglected end of the spectrum.
- Author
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Pizzano, Maria, Shire, Stephanie, Shih, Wendy, Levato, Lynne, Landa, Rebecca, Lord, Catherine, Smith, Tristram, and Kasari, Connie
- Abstract
Heterogeneity among individuals on the autism spectrum is widely acknowledged as a barrier to develop effective interventions. Overcoming this challenge requires characterization of individual differences, especially for children that are minimally verbal and often excluded from research studies. Most studies that describe autistic subgroups identify a single minimally verbal verbal group based on a single identifying measure (e.g., ADOS module one or single item indicating absence of phrase speech). Determining personalized courses of intervention requires a more detailed understanding since a single intervention will not be effective for all who are minimally verbal. The present study identified comprehensive profiles of cognitive, language, and social communication skills within a large, diverse, group of minimally verbal children with autism. The analysis combined baseline data from two studies to yield a sample of 344 participants, who were 3 to 8 years old at the time of study onset, with 60% who identified as having a race/ethnicity other than White. Via latent profile analysis (LPA), a three‐group model was identified as best fit to the data. Profile identification was dependent on a participant's combination of cognitive, expressive, and social communication characteristics, rather than a single domain. One group (n = 206) had global delays, while the other two groups (n = 95 and n = 43) had variable strengths in cognition and communication. Findings suggest that low‐frequency/minimally verbal communicators with autism have heterogeneous characteristics that can be systematically organized. Lay Summary: This study identified groups within a diverse minimally verbal sample of children with autism between 3 and 8 years old. The study found three groups based on autism symptoms, cognition, and language: one with more delayed cognition and the fewest words, another with the strongest cognition and slightly more words, and the third with cognition higher than the first but lower than the second and the most different words. Understanding the differences between these groups requires combining multiple types of measures across different types of skills. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
35. Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS)
- Author
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Anderson, Cynthia M., Iovannone, Rose, Smith, Tristram, Levato, Lynne, Martin, Ryan, Cavanaugh, Brenna, and Hochheimer, Sam
- Subjects
Special education -- Equipment and supplies -- Methods ,Autism -- Educational aspects -- Diagnosis ,Health - Abstract
To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. Modular Approach to Autism Programing for Schools (MAAPS) is a framework for implementation of evidence-based interventions in school settings that is designed to address these barriers. The development and initial evaluation of MAAPS was conducted using an implementation-science framework and results indicate that MAAPS is aligned with needs and resources available in schools, that it had excellent social validity, and that there is good evidence that MAAPS is effective for addressing core and associated features of autism in educational settings., Author(s): Cynthia M. Anderson [sup.1] , Rose Iovannone [sup.2] , Tristram Smith [sup.3] , Lynne Levato [sup.3] , Ryan Martin [sup.1] , Brenna Cavanaugh [sup.3] , Sam Hochheimer [sup.3] , [...]
- Published
- 2021
- Full Text
- View/download PDF
36. Constructing biomedical domain-specific knowledge graph with minimum supervision
- Author
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Yuan, Jianbo, Jin, Zhiwei, Guo, Han, Jin, Hongxia, Zhang, Xianchao, Smith, Tristram, and Luo, Jiebo
- Published
- 2020
- Full Text
- View/download PDF
37. Teaching Parents Behavioral Strategies for Autism Spectrum Disorder (ASD): Effects on Stress, Strain, and Competence
- Author
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Iadarola, Suzannah, Levato, Lynne, Harrison, Bryan, Smith, Tristram, Lecavalier, Luc, Johnson, Cynthia, Swiezy, Naomi, Bearss, Karen, and Scahill, Lawrence
- Abstract
We report on parent outcomes from a randomized clinical trial of parent training (PT) versus psychoeducation (PEP) in 180 children with autism spectrum disorder (ASD) and disruptive behavior. We compare the impact of PT and PEP on parent outcomes: Parenting Stress Index (PSI), Parent Sense of Competence (PSOC), and Caregiver Strain Questionnaire (CGSQ). Mixed-effects linear models evaluated differences at weeks 12 and 24, controlling for baseline scores. Parents in PT reported greater improvement than PEP on the PSOC (ES = 0.34), CGSQ (ES = 0.50), and difficult child subdomain of the PSI (ES = 0.44). This is the largest trial assessing PT in ASD on parent outcomes. PT reduces disruptive behavior in children, and improves parental competence while reducing parental stress and parental strain.
- Published
- 2018
- Full Text
- View/download PDF
38. Parent Stress in a Randomized Clinical Trial of Atomoxetine and Parent Training for Children with Autism Spectrum Disorder
- Author
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Lecavalier, Luc, Pan, Xueliang, Smith, Tristram, Handen, Benjamin L., Arnold, L. Eugene, Silverman, Laura, Tumuluru, Rameshwari V., Hollway, Jill, and Aman, Michael G.
- Abstract
We previously reported a 2 × 2 randomized clinical trial of atomoxetine (ATX) and parent training (PT) for attention deficit hyperactivity disorder (ADHD) symptoms and behavioral noncompliance in 128 children with autism spectrum disorder, ages 5-14 years. Children were randomized to one of four conditions: ATX alone, placebo alone, ATX + PT, or PT + placebo. Both ATX and PT improved some indices of ADHD and behavioral compliance. In this report, we describe parent stress over time and across conditions. All four treatments improved parent self-rated stress from baseline to week 10. However, there were no statistically significant differences between treatment groups. Significantly more improvement in parent stress scores was observed for clinical responders than non-responders. ClinicalTrials.gov Title: Atomoxetine, Placebo and Parent Management Training in Autism (Strattera) ClinicalTrials.gov Identifier: NCT00844753.
- Published
- 2018
- Full Text
- View/download PDF
39. Identification and analysis of behavioral phenotypes in autism spectrum disorder via unsupervised machine learning
- Author
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Stevens, Elizabeth, Dixon, Dennis R., Novack, Marlena N., Granpeesheh, Doreen, Smith, Tristram, and Linstead, Erik
- Published
- 2019
- Full Text
- View/download PDF
40. A Novel Enuresis Alarm for Toilet Training Students with Intellectual Disability: An Initial Evaluation in a School Setting
- Author
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Mruzek, Daniel W., McAleavey, Stephen, Engel, Suzanne, and Smith, Tristram
- Abstract
In this study, a novel enuresis alarm device using a miniaturized radio frequency module and disposable sensors made with inexpensive conductive ink was used to teach toilet use for urination with three participants with severe intellectual disability (two males and one female; aged 7-15 years) in a private special education school setting. At study entry, the participants did not use the toilet for urination independently, despite prior training attempts using standard behavioral interventions. For each participant, the enuresis alarm was used as part of a manualized behavior modification program. Two of the participants progressed markedly in the acquisition of toileting skills during participation in the program, but results for the third participant were less clear. Data suggest high staff satisfaction with the device and procedure and several possible advantages over standard behavioral intervention. Thus, an enuresis alarm that comprises state-of-the-art technology may be useful for teaching toileting skills in classroom settings for some individuals with developmental disabilities.
- Published
- 2016
- Full Text
- View/download PDF
41. Clinical Correlates of Parenting Stress in Children with Autism Spectrum Disorder and Serious Behavioral Problems
- Author
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Postorino, Valentina, Gillespie, Scott, Lecavalier, Luc, Smith, Tristram, Johnson, Cynthia, Swiezy, Naomi, Aman, Michael G., McDougle, Christopher J., Bearss, Karen, Andridge, Rebecca R., Vitiello, Benedetto, and Scahill, Lawrence
- Published
- 2019
- Full Text
- View/download PDF
42. Maternal Gestational Immune Response and Autism Spectrum Disorder Phenotypes at 7 Years of Age in the Seychelles Child Development Study
- Author
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Irwin, Jessica L., Yeates, Alison J., Mulhern, Maria S., McSorley, Emeir M., Strain, J. J., Watson, Gene E., Grzesik, Katherine, Thurston, Sally W., Love, Tanzy M., Smith, Tristram H., Mruzek, Daniel W., Shamlaye, Conrad F., Monthy, Catriona, Myers, Gary J., Davidson, Philip W., and van Wijngaarden, Edwin
- Published
- 2019
- Full Text
- View/download PDF
43. Developmental influence of unconjugated hyperbilirubinemia and neurobehavioral disorders
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Amin, Sanjiv B., Smith, Tristram, and Timler, Geralyn
- Published
- 2019
- Full Text
- View/download PDF
44. The LISSA Virtual Human and ASD Teens: An Overview of Initial Experiments
- Author
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Razavi, Seyedeh Zahra, Ali, Mohammad Rafayet, Smith, Tristram H., Schubert, Lenhart K., Hoque, Mohammed (Ehsan), Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Traum, David, editor, Swartout, William, editor, Khooshabeh, Peter, editor, Kopp, Stefan, editor, Scherer, Stefan, editor, and Leuski, Anton, editor
- Published
- 2016
- Full Text
- View/download PDF
45. ‘Men of the Professor Type’ revisited
- Author
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Riley-Smith, Tristram, primary
- Published
- 2019
- Full Text
- View/download PDF
46. Parent training for social communication in young children with autism spectrum disorder.
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Shire, Stephanie Y., primary and Smith, Tristram, additional
- Published
- 2019
- Full Text
- View/download PDF
47. Parent training for toileting in autism spectrum disorder.
- Author
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Mruzek, Daniel W., primary, Handen, Benjamin L., additional, Aponte, Courtney A., additional, Smith, Tristram, additional, and Foxx, Richard M., additional
- Published
- 2019
- Full Text
- View/download PDF
48. Factor Structure and Psychometric Properties of the Revised Home Situations Questionnaire for Autism Spectrum Disorder: The Home Situations Questionnaire-Autism Spectrum Disorder
- Author
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Chowdhury, Monali, Aman, Michael G., Lecavalier, Luc, Smith, Tristram, Johnson, Cynthia, Swiezy, Naomi, McCracken, James T., King, Bryan, McDougle, Christopher J., Bearss, Karen, Deng, Yanhong, and Scahill, Lawrence
- Abstract
Previously, we adapted the Home Situations Questionnaire to measure behavioral non-compliance in everyday settings in children with pervasive developmental disorders. In this study, we further revised this instrument for use in autism spectrum disorder and examined its psychometric properties (referred to as the Home Situations Questionnaire-Autism Spectrum Disorder). To cover a broader range of situations and improve reliability, we prepared seven new items describing situations in which children with autism spectrum disorder might display non-compliance. Parents completed ratings of 242 children with autism spectrum disorder with accompanying disruptive behaviors (ages 4-14 years) participating in one of two randomized clinical trials. Results from an exploratory factor analysis indicated that the Home Situations Questionnaire-Autism Spectrum Disorder consists of two 12-item factors: Socially Inflexible (a = 0.84) and Demand Specific (a = 0.89). One-to-two-week test-retest reliability was statistically significant for all scored items and also for subscale totals. The pattern of correspondence between the Home Situations Questionnaire-Autism Spectrum Disorder and parent-rated problem behavior, clinician-rated repetitive behavior, adaptive behavior, and IQ provided evidence for concurrent and divergent validity of the Home Situations Questionnaire-Autism Spectrum Disorder. Overall, the results suggest that the Home Situations Questionnaire-Autism Spectrum Disorder is an adequate measure for assessing non-compliance in a variety of situations in this population, and use of its two subscales will likely provide a more refined interpretation of ratings.
- Published
- 2016
- Full Text
- View/download PDF
49. Remaking Recess Intervention for Improving Peer Interactions at School for Children With Autism Spectrum Disorder: Multisite Randomized Trial
- Author
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Shih, Wendy, Dean, Michelle, Kretzmann, Mark, Locke, Jill, Senturk, Damla, Mandell, David S., Smith, Tristram, and Kasari, Connie
- Subjects
School districts ,Child behavior ,Social networks ,Autism -- Research ,Education ,Education ,Psychology and mental health - Abstract
There is a prevailing need for social skills interventions that staff in public schools can deliver effectively to children with autism spectrum disorder (ASD). The present study leveraged partnerships among three large urban school districts and researchers at academic institutions to design and evaluate a social skills intervention, Remaking Recess (RR). In RR, members of the research team coached school personnel on strategies to increase peer engagement and social networking during unstructured times (i.e., recess or lunch). A three-site, randomized trial enrolled 80 children with ASD in 69 general education classrooms, grades K-5, in 35 public schools across three large urban districts. Children in RR were more included in peer social networks at follow up than children in the wait-list group based on peer sociometric ratings, F(1,118) = 1.97, p = .05. While there was no main effect of the intervention on peer joint engagement, children spent less time in solitude during recess in RR than in the wait-list group, F(1,76) = 4.01, p = .049. School personnel could implement the intervention and found it easy to use in a school setting. These results suggest that a personnel-facilitated intervention holds promise when it comes to changing school social environments and improving social outcomes for children with ASD. Keywords: community-school collaboration, autism and related disorder, inclusion, intervention, behavior, school engagement, Challenges in social communication and interactions are common and persistent for children with autism spectrum disorder (ASD). These social difficulties are especially challenging at school where children with ASD report [...]
- Published
- 2019
- Full Text
- View/download PDF
50. Parent Stress in a Randomized Clinical Trial of Atomoxetine and Parent Training for Children with Autism Spectrum Disorder
- Author
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Lecavalier, Luc, Pan, Xueliang, Smith, Tristram, Handen, Benjamin L., Arnold, L. Eugene, Silverman, Laura, and Tumuluru, Rameshwari V.
- Subjects
Atomoxetine -- Dosage and administration ,Autistic children -- Social aspects ,Stress (Psychology) -- Social aspects ,Parent-child relations -- Psychological aspects -- Health aspects ,Health - Abstract
We previously reported a 2 x 2 randomized clinical trial of atomoxetine (ATX) and parent training (PT) for attention deficit hyperactivity disorder (ADHD) symptoms and behavioral noncompliance in 128 children with autism spectrum disorder, ages 5-14 years. Children were randomized to one of four conditions: ATX alone, placebo alone, ATX + PT, or PT + placebo. Both ATX and PT improved some indices of ADHD and behavioral compliance. In this report, we describe parent stress over time and across conditions. All four treatments improved parent self-rated stress from baseline to week 10. However, there were no statistically significant differences between treatment groups. Significantly more improvement in parent stress scores was observed for clinical responders than non-responders. ClinicalTrials.gov Title: Atomoxetine, Placebo and Parent Management Training in Autism (Strattera) ClinicalTrials.gov Identifier: NCT00844753., Author(s): Luc Lecavalier [sup.1] , Xueliang Pan [sup.2] , Tristram Smith [sup.3] , Benjamin L. Handen [sup.4] , L. Eugene Arnold [sup.5] , Laura Silverman [sup.3] , Rameshwari V. Tumuluru [...]
- Published
- 2018
- Full Text
- View/download PDF
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