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Wagner, Liliana; Corona, Laura L.; Weitlauf, Amy S.; Marsh, Kathryn L.; Berman, Anna F.; Broderick, Neill A.; Francis, Sara; Hine, Jeffrey; Nicholson, Amy; Stone, Caitlin; Warren, Zachary – Journal of Autism and Developmental Disorders, 2021
The COVID-19 pandemic has caused unprecedented disruptions to healthcare, including direct impacts on service delivery related to autism spectrum disorder (ASD). Caregiver-mediated tele-assessment offers an opportunity to continue services while adhering to social distancing guidelines. The present study describes a model of tele-assessment for…
Descriptors: Autism, Pervasive Developmental Disorders, COVID-19, Pandemics
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Donnelly, Lauren J.; Cervantes, Paige E.; Okparaeke, Eugene; Stein, Cheryl R.; Filton, Beryl; Kuriakose, Sarah; Havens, Jennifer; Horwitz, Sarah M. – Journal of Autism and Developmental Disorders, 2021
While youth with autism spectrum disorder (ASD) are psychiatrically hospitalized at high rates, general psychiatric settings are not designed to meet their unique needs. Previous evaluations of an ASD-Care Pathway (ASD-CP) on a general psychiatric unit revealed sustained reductions in crisis interventions (intramuscular medication use,…
Descriptors: Autism, Pervasive Developmental Disorders, Program Implementation, Fidelity
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Lin, C. Enjey; Koegel, Robert – Journal of Autism and Developmental Disorders, 2018
Restricted repetitive behaviors (RRB) are one of the core symptoms of autism spectrum disorder (ASD). Evidence suggests that higher-order RRB (H-RRB) are particularly challenging and can negatively impact family functioning (e.g., insistence on sameness, following idiosyncratic routines). The study examined the effects of a parent-implemented…
Descriptors: Child Behavior, Behavior Problems, Pervasive Developmental Disorders, Autism
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Chang, Ya-Chih; Shire, Stephanie Y.; Shih, Wendy; Gelfand, Carolyn; Kasari, Connie – Journal of Autism and Developmental Disorders, 2016
Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive…
Descriptors: Evidence Based Practice, Interpersonal Communication, Program Implementation, Early Intervention
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Sears, Kacie M.; Blair, Kwang-Sun Cho; Iovannone, Rose; Crosland, Kimberly – Journal of Autism and Developmental Disorders, 2013
This study was conducted to examine the feasibility and potential efficacy of implementing an adapted, family-centered version of the school-based prevent-teach-reinforce (PTR) model. The research included two families who implemented the PTR process for their children in collaboration with the researchers. The adapted PTR was tested using a…
Descriptors: Intervention, Child Behavior, Autism, Fidelity
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Odom, Samuel L.; Boyd, Brian A.; Hall, Laura J.; Hume, Kara – Journal of Autism and Developmental Disorders, 2010
Multiple dimensions of comprehensive treatment models (CTMs) for learners with autism were evaluated in this study. The purpose of the study was to provide evaluative information upon which service providers, family members, and researchers could make decisions about model adoption, selection for a family member, or future research. Thirty CTMs…
Descriptors: Pervasive Developmental Disorders, Autism, Outcomes of Treatment, Models
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Ruble, Lisa; McGrew, John H. – Journal of Autism and Developmental Disorders, 2013
It is encouraging that children with autism show a strong response to early intervention, yet more research is needed for understanding the variability in responsiveness to specialized programs. Treatment predictor variables from 47 teachers and children who were randomized to receive the COMPASS intervention (Ruble et al. in "The…
Descriptors: Autism, Pervasive Developmental Disorders, Predictor Variables, Individualized Education Programs