estudios de investigación sobre ImPACT
En esta seción puede encontrar un listado de las publicaciones científicas más recientes sobre el proyecto ImPACT:
Law, G. C., Dutt, A., & Neihart, M. (2019). Increasing intervention fidelity among special education teachers for autism intervention: A pilot study of utilizing a mobile-app-enabled training program. Research in Autism Spectrum Disorders, 67, 101411.
Pickard, K., Rowles, S., & Ingersoll (2019). Understanding the impact of adaptations to a parent-mediated intervention on parents’ ratings of perceived barriers, program attributes, and intent to use. Autism, 23, 338-349.
Stahmer, A. C., Rieth, S. R., Dickson, K. S., Feder, J., Burgeson, M., Searcy, K., & Brookman-Frazee, L. (2019). Project ImPACT for Toddlers: Pilot outcomes of a community adaptation of an intervention for autism risk. Autism. [Epub ahead of print].
Law, G. C., Neihart, M., & Dutt, A. (2018). The use of behavior modeling training in a mobile app parent training program to improve functional communication of young children with autism spectrum disorder. Autism, 22(4), 424-439.
Ingersoll, B., Straiton, D., Casagrande, K., & Pickard, K. (2018). Community providers’ intentions to use a parent-mediated intervention for children with ASD following training: an application of the theory of planned behavior. BMC research notes, 11(1), 777.
Rieth, SR, Haine-Schlagel, R., Burgeson, M., Searcy, K., Dickson, KS, & Stahmer, AC. (2018). Integrating a parent-implemented blend of developmental and behavioral intervention strategies into speech-language treatment for toddlers at risk for autism spectrum disorder. Seminars in Speech and Language, 39(2), 114-124.
Ingersoll, B., Berger, N., Wainer, A., & Walton, K. (2017). Efficacy of low intensity, therapist-implemented Project ImPACT for increasing social communication skills in young children with ASD. Developmental Neurorehabilitation, 20, 502-510.
Ingersoll, B., Shannon, K., Berger, N., Pickard, K., & Holtz, B. (2017). Self-directed telehealth parent-mediated intervention for children with autism spectrum disorder: Examination of the potential reach and utilization in community settings. Journal of Medical Internet Research, 19, e248.
Killmeyer, S., & Kaczmarek, L. (2017). Parent training and joint engagement in young children with autism spectrum disorder. Autism & Developmental Language Impairments, 2.
Stahmer, A. C., Brookman-Frazee, L., Rieth, S. R., Stoner, J. T., Feder, J. D., Searcy, K., & Wang, T. (2017). Parent perceptions of an adapted evidence-based practice for toddlers with autism in a community setting. Autism, 21(2), 217-230.
Wainer, A., Berger, N.I., & Ingersoll, B. (2017). Brief Report: The preliminary psychometric properties of the Social Communication Checklist. Journal of Autism and Developmental Disorders, 47, 1231-1238.
Wainer, A., Pickard, K.E., & Ingersoll, B. (2017). Using web-based instruction, brief interactive workshops, and remote consultation to train community-based providers in a parent-mediated naturalistic developmental behavioral intervention. Journal of Child and Family Studies, 26, 1592-1602.
Ingersoll, B., Wainer, A.L., Berger, N.I., Pickard, K.E., & Bonter, N. (2016). Comparison of a self-directed and therapist-assisted telehealth parent-mediated intervention for children with ASD: A pilot RCT. Journal of Autism and Developmental Disorders, 46, 2275-2284.
Pickard, K.E., Kilgore, A., & Ingersoll, B. (2016). Using community partnerships to better understand the barriers to using an evidence-based, parent-mediated intervention for ASD in a Medicaid system. American Journal of Community Psychology, 57, 391-403.
Pickard, K.E., Wainer, A.L., Bailey, K., & Ingersoll, B. (2016). A mixed-method evaluation of a telehealth-based parent-mediated intervention for children with ASD. Autism: International Journal of Research and Practice, 20, 845-855.
Pierucci, J. M. (2016). Mothers’ scaffolding techniques used during play in toddlers with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 28(2), 217-235.
Ingersoll, B. & Berger, N.I. (2015). Parent engagement with a telehealth-based parent-mediated intervention program for children with ASD: Predictors of program use and parent outcomes. Journal of Medical Internet Research, 17, e227.
National Autism Center. (2015). Findings and conclusions: National standards project, phase 2. Randolph, MA: Author.
Schreibman, L., Dawson, G., Stahmer, A., et al. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for ASD. Journal of Autism and Developmental Disorders, 45, 2411-2428.
Stadnick, N. A., Stahmer, A., & Brookman-Frazee, L. (2015). Preliminary effectiveness of project impact: A parent-mediated intervention for children with autism spectrum disorder delivered in a community program. Journal of Autism and Developmental Disorders, 45(7), 2092-2104.
Ingersoll, B. & Wainer, A. (2013). Initial efficacy of Project ImPACT: A parent-mediated social communication intervention for young children with ASD. Journal of Autism and Developmental Disorder, 43, 2943-295.
Ingersoll, B. & Wainer, A. (2013). Pilot study of a school-based parent training program for preschoolers with ASD. Autism – International Journal of Research and Practice, 17, 434-448.
2012 y anteriores
Ingersoll, B., Walton, K., Bonter, N., & Jelinek, S. (2012). A comparison of naturalistic behavioral and developmental, social-pragmatic interventions on language use and social engagement in children with autism. Journal of Speech, Language, and Hearing Research, 55, 1301-1313.
Ingersoll, B. (2011). The differential effect of three naturalistic language interventions on language use in children with autism. Journal of Positive Behavior Interventions, 13, 109-118.
Stahmer, A. C., Brookman-Frazee, L., Lee, E., Searcy, M. K., & Reed, M. S. (2011). Parent and multidisciplinary provider perspectives on earliest intervention for children at risk for autism spectrum disorders. Infants and Young children, 24(4), 344.
Ingersoll, B. & Dvortcsak, A (2006). Including parent training in the early childhood special education curriculum for children with autism spectrum disorders. Journal of Positive Behavior Interventions, 8, 79-87.
Ingersoll, B., Dvortcsak, A., Whalen, C., & Sikora, D. (2005). The effects of a developmental, social-pragmatic language intervention on rate of expressive language production in young children with autistic spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20, 213-222.