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1. A Meta-Analysis and Quality Review of Mathematics Interventions Conducted in Informal Learning Environments with Caregivers and Children

   https://doi.org/10.3102/00346543231156182  

   Nelson, Gena ; Carter, Hannah ; Boedeker, Peter ; Knowles, Emma ; Buckmiller, Claire ; Eames, Jessica ( March 2023 , Review of Educational Research)

   The purposes of this study included conducting a meta-analysis and reviewing the study reporting quality of math interventions implemented in informal learning environments (e.g., the home) by children’s caregivers. This meta-analysis included 25 preschool to third-grade math interventions with 83 effect sizes that yielded a statistically significant summary effect (g = 0.26, 95% CI [0.07, 0.45) on children’s math achievement. Significant moderators of the treatment effect included the intensity of caregiver training and type of outcome measure. There were larger average effects for interventions with caregiver training that included follow-up support and for outcomes that were comprehensive early numeracy measures. Studies met 58.0% of reporting quality indicators, and analyses revealed that quality of reporting has improved in recent years. The results of this study offer several recommendations for researchers and practitioners, particularly given the growing evidence base of math interventions conducted in informal learning environments.

    

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2. Sensory Responsiveness Is Linked With Communication in Infant Siblings of Children With and Without Autism

   https://doi.org/10.1044/2021_JSLHR-20-00196  

   Feldman, Jacob I. ; Raj, Sweeya ; Bowman, Sarah M. ; Santapuram, Pooja ; Golden, Alexandra J. ; Daly, Claire ; Dunham, Kacie ; Suzman, Evan ; Augustine, Ashley E. ; Garla, Varsha ; et al ( June 2021 , Journal of Speech, Language, and Hearing Research)

   null (Ed.)

   Purpose Differences in communication development impact long-term outcomes of children with autism. Previous research has identified factors associated with communication in children with autism, but much of the variance in communication skill remains unexplained. It has been proposed that early differences in sensory responsiveness (i.e., hyporesponsiveness, hyperresponsiveness, and sensory seeking) may produce “cascading effects” on communication. Evidence for this theory is limited, however, as relations between sensory responsiveness and communication in the earliest stages of development have not been well established. The purpose of this study was to evaluate (a) whether infants with a heightened likelihood of autism diagnosis (i.e., infants with an older sibling with autism) differ from infants at general population–level likelihood of autism (i.e., infants with an older, nonautistic sibling) on patterns of sensory responsiveness, (b) whether early sensory responsiveness is correlated with concurrent communication, and (c) whether the aforementioned between-groups differences and associations are moderated by age. Method Participants were 40 infants (20 infants with an older sibling with autism, 20 infants with an older, nonautistic sibling) aged 12–18 months. A series of observational and parent report measures of sensory responsiveness and communication skill were administered. Results Group differences in sensory responsiveness across the 12- to 18-month period were limited (i.e., only observed for one measure of hyporesponsiveness), though selected differences in sensory responsiveness (i.e., parent-reported hyperresponsiveness and sensory seeking) emerged between groups over this developmental window. Parent-reported hyporesponsiveness was unconditionally, negatively associated with communication skills. Associations between expressive communication and (a) parent-reported sensory seeking and (b) an observational measure of hyperresponsiveness were moderated by age. Conclusions This study provides new insights into the nature of sensory responsiveness and theorized links with communication skill in infants at elevated and general population–level likelihood of autism diagnosis. Further work is needed to better characterize the effects of interest in a larger sample spanning a wider age range. Supplemental Material https://doi.org/10.23641/asha.14515542 

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3. Promoting social attention in 3‐year‐olds with ASD through gaze‐contingent eye tracking

   https://doi.org/10.1002/aur.2199  

   Wang, Quan ; Wall, Carla A. ; Barney, Erin C. ; Bradshaw, Jessica L. ; Macari, Suzanne L. ; Chawarska, Katarzyna ; Shic, Frederick ( August 2019 , Autism Research)

   Young children with autism spectrum disorder (ASD) look less toward faces compared to their non‐ASD peers, limiting access to social learning. Currently, no technologies directly target these core social attention difficulties. This study examines the feasibility of automated gaze modification training for improving attention to faces in 3‐year‐olds with ASD. Using free‐viewing data from typically developing (TD) controls (n = 41), we implemented gaze‐contingent adaptive cueing to redirect children with ASD toward normative looking patterns during viewing of videos of an actress. Children with ASD were randomly assigned to either (a) an adaptive Cue condition (Cue,n = 16) or (b) a No‐Cue condition (No‐Cue,n = 19). Performance was examined at baseline, during training, and post‐training, and contrasted with TD controls (n = 23). Proportion of time looking at the screen (%Screen) and at actresses' faces (%Face) was analyzed. At Pre‐Training, Cue and No‐Cue groups did not differ in %Face (P > 0.1). At Post‐Training, the Cue group had higher %Face than the No‐Cue group (P = 0.015). In the No‐Cue group %Face decreased Pre‐ to Post‐Training; no decline was observed in the Cue group. These results suggest gaze‐contingent training effectively mitigated decreases of attention toward the face of onscreen social characters in ASD. Additionally, larger training effects were observed in children with lower nonverbal ability, suggesting a gaze‐contingent approach may be particularly relevant for children with greater cognitive impairment. This work represents development toward new social attention therapeutic systems that could augment current behavioral interventions.Autism Res2020, 13: 61–73. © 2019 International Society for Autism Research, Wiley Periodicals, Inc.

   In this study, we leverage a new technology that combines eye tracking and automatic computer programs to help very young children with ASD look at social information in a more prototypical way. In a randomized controlled trial, we show that the use of this technology prevents the diminishing attention toward social information normally seen in children with ASD over the course of a single experimental session. This work represents development toward new social attention therapeutic systems that could augment current behavioral interventions.

    

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4. Parenting stress in caregivers of young children with ASD concerns prior to a formal diagnosis

   https://doi.org/10.1002/aur.2213  

   DesChamps, Trent D. ; Ibañez, Lisa V. ; Edmunds, Sarah R. ; Dick, Catherine C. ; Stone, Wendy L. ( October 2019 , Autism Research)

   Robust findings demonstrate that parents of children with autism spectrum disorder (ASD) experience high levels of parenting stress that are associated with negative outcomes for families. Although the majority of research on parenting stress has focused on parents of children with an existing diagnosis, parents of young children with concerns about ASD‐related behaviors also face many unique challenges before the time of diagnosis. However, no study to date has examined patterns of parenting stress among parents of children with ASD concerns prior to a formal ASD diagnosis. Therefore, the current study investigated longitudinal trajectories of parenting stress among parents of young children with ASD concerns compared to parents of children with non‐ASD developmental concerns (e.g., language delay), and parents of children with no developmental concerns. Known predictors of parenting stress were also examined. Results from multilevel model analyses revealed that parents of children with ASD concerns experienced consistently higher levels of parenting stress across early child development compared to parents of children with non‐ASD developmental concerns and those with no concerns. Additionally, parenting efficacy, psychological functioning, social satisfaction, and child social communication behaviors predicted levels of parenting stress for all parents.Autism Res2020, 13: 82–92. © 2019 International Society for Autism Research, Wiley Periodicals, Inc.

   This study examined parenting stress across time among parents of young children with ASD concerns before receiving a diagnosis. Parents of children with ASD concerns reported consistently higher levels of parenting stress compared to parents of children with other developmental concerns and parents of children with no concerns. Also, ASD concerns predicted parenting stress in addition to other parent and child predictors of parenting stress. These findings highlight the need to better support families before an ASD diagnosis.

    

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5. At-Home use of App-Based Mindfulness for Children: A Randomized Active-Controlled Trial

   https://doi.org/10.1007/s12671-023-02231-3  

   Treves, Isaac N. ; Olson, Halie A. ; Ozernov-Palchik, Ola ; Li, Cindy E. ; Wang, Kimberly L. ; Arechiga, Xochitl M. ; Goldberg, Simon B. ; Gabrieli, John D. E. ( October 2023 , Mindfulness)

   School-based mindfulness interventions in children have shown benefits to child well-being. Here, we investigated the effectiveness of a remote, app-based mindfulness intervention for promoting well-being in children.

   We conducted a randomized controlled trial (RCT) with two control groups to examine the effects of an 8-week mindfulness intervention in U.S. children ages 8–10. We compared pre-post effects between a mindfulness intervention using theInner Explorerapp, and two audiobook control interventions. The 279 children who participated in the interventions were assessed on self-report measures of anxiety and depression symptoms, perceived stress and trait mindfulness and we also collected parental reports.

   Over 80% of children completed the intervention in each condition. There was evidence for reduced self-perceived stress in children and reduced negative affect in children by parental reports using the mindfulness app, but no significant reduction for anxiety or depression symptoms. In general, between-group effect sizes were small (d < 0.45). Regular use, defined as at least 30 days of mindfulness practice within the study period, was associated with reduced child negative affect by parental reports, as well as reduced parental stress and child self-perceived stress.

   These findings suggest that home use of a mindfulness app in young children can have a positive impact on children’s emotional well-being if the app is used regularly, specifically for at least 30 days in the 8-week study period. Strategies aimed at promoting regular use of the mindfulness app at home could lead to even better outcomes for children.

   Preregistered on OSF athttps://osf.io/23vax

    

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