Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Connie Kasari
Sevilla, España
Viernes 1 de Diciembre 2017
Autism Intervention Research
Network for Behavioral Health
“hay hechos conocidos que conocemos; hay cosas
que sabemos que sabemos. También sabemos
que hay hechos desconocidos conocidos; es decir,
sabemos que hay algunas cosas que no sabemos.
Pero hay también hechos desconocidos que
desconocemos, aquéllos que no sabemos que no
sabemos"
Donald Rumsfeld
1 2 3
Objetivos de intervención
Ejemplos de
intervenciónmo
dular
1 2 3
Objetivos de intervención
Ejemplos de
intervención
modular
1 2 3
Atención Conjunta
Atención Conjunta
Lenguaje
Amistad
Típico 17 meses
Implicación social
Atención Conjunta
Afecto Compartido
Rigidez, no disfrute en el
juego
Dificultades para
implicarse
¿Por qué centrarnos en habilidades
socio-comunicativas tempranas?
Lenguaje antes de los 5-6 años, mejores resultados
sociales
(Lord, 2000; Rutter, 1978)
1 2 3
Objetivos de intervención
Proliferación de programas
Todos tratan
dificultades socio-
comunicativas de
alguna manera.
PERO no todos
prueban mejoras en
habilidades socio-
comunicativas.
Las Intervenciones Modulares abordan la
comunicación social
Intervención
Conductual de
NDBI Desarrollo y Meta
Natutalista
(Workgroup,
2014)
o Estudios JASPER
o Mediado por el terapeuta
o Mediado por la familia
o 58 preescolares
8
Frequency
0
Time 1 Time 2 Time 3 Time 4
Kasari, Freeman & Paparella, 2006, JCPP; Kasari, Paparella, Freeman & Jahromi, 2008, JCCP
Mediación del terapeuta JA/SP
Nivel de juego
JA SP CO
10
9
Level of Play
5
Time 1 Time 2 Time 3 Time 4
Kasari, Freeman & Paparella, 2006, JCPP; Kasari, Paparella, Freeman & Jahromi, 2008, JCCP
Otros resultados destacados
Afecto compartido, sostenido,
Lenguaje expresivo! generalizado
Resultados Lenguaje • La generalización a padres que no
fueron entrenados (más iniciación
JA SP CO por parte del niño en la
40 implicación conjunta (Kasari et al,
2006, JCPP)
• A mayor afecto positivo
compartido y vocalizaciones del
Language Age
o Intervención desarrollada
por padres
o
Niño inicia implicación conjunta
Estados de Implicación
Implicación conjunta
Habilidades de Juego
Atención Conjunta
Evidence
Intervención mediada con familias—
prueba de concepto
El niño inicia la Implicación Conjunta
RCT---waitlist design
N=38
LOS MÉTODOS SON
IMPORTANTES…..
Seconds
250
200
Parent
150 Education
100
50
0
Entry Exit Follow up
380
360
340
Seconds
JASPER
320
300
280
260
Group
240 Education
220
200
(Kasari, Lawton, Shih, Barker, Landa, Lord, Orlich, King, Wetherby, Sentruk, Pediatrics, 2014)
Cosas que sabemos que
sabemos?
Apoyo al alumno
Briana (7)
Felika (9)
8
Suzannah (4)
Aubyn (7) 5.5 Ivette (4)
2 Anthony (4)
5 Amanda (6)
Sheryl (3) Soo (1)
Lindsay (4)
Paul (2)
Aislado: Connie (3), Sarah (4)
Based on work of Cairns & Cairns
Las Redes Sociales de iguales muestran
resultados consistentes a través de varios
estudios
La mayoría se encuentran alrededor de los principales grupos
sociales, pero de despegados
Chamberlain, Kasari, Rotheram-Fuller, 2007, JADD; Kasari et al, 2011, JADD; Rotheram-Fuller et al,
2010, JCPP
Qué hemos aprendido
0,4
0,3
0,2
0,1
0
Entry Mid Exit
Treat 0,22 0,43 0,56
Wait 0,27 0,24 0,26
1 2 3
Objetivos de Nuevas
Intervenciones Metodologías
La mayoría de los niños con TEA nunca han participado
en un estudio de investigación
NYTD
Entrenar a los entrenadores modelo;
desplegar a los paraeducadores que LAPD
realizan la evaluación y la intervención Adecuar la intervención a la
estructura de apoyo existente
Shire, Chang, Shih, Bracaglia, Kodjoe, & Kasari, 2017
2-3 años con TEA Shire, Chang, Shih, Bracaglia, Kodjoe, & Kasari, 2017
¿Podemos mejorar el despliegue? ¿Podemos aumentar la
sostenibilidad?
Adapataciones basadas en la
respuesta del niño
La intervención adaptativa diseña la
práctica clínica sistematizada
Kasari, Kaiser, Goods, Neitfeld, Mathy, Landa, Murphy, Almirall, JAACAP, 2014
Minimamente verbal
Phase 2:
Rescue
Re-Randomize Protocol
CORE-DTT
SLow-
Responders Phase 2:
Continue
Early CORE-DTT
Phase 1:
Response
CORE-DTT
Assessments Phase 2:
Exit Monthly Follow-
Continue Final Follow-Up
Re-Randomize Assessments Ups (3)
CORE-DTT
CORE-DTT
Early
Responders Phase 2:
CORE-DTT +
Entry Parent Training
Screening Assessments,
Assessments Randomize to Phase 2:
Phase 1 TX JASP-EMT +
Re-Randomize Parent Training
JASP-EMT
Early
Responders Phase 2:
Exit Monthly Follow-
Continue Final Follow-Up
Assessments Ups (3)
Early JASP-EMT
Phase 1:
Response
JASP-EMT Phase 2:
Assessments
Continue
Re-Randomize JASP-EMT
JASP-EMT
Early Slow-
Responders Phase 2:
Rescue
Protocol
N=192 children
AIM-ASD Design Overview Diseño
SMART
Phase 1 Phase 2
Screening & Entry Early Response Follow-Up Phase
Treatment Treatment
Assessments (1 week to assess (16 weeks/
(6 weeks/ (10 weeks/
(1 week) & decide) 4 months)
1.5 months) 2.5 months)
Phase 2:
Rescue
Re-Randomize Protocol
CORE-DTT
SLow-
Responders Phase 2:
Continue
Early CORE-DTT
Phase 1:
Response
CORE-DTT
Assessments Phase 2:
Exit Monthly Follow-
Continue Final Follow-Up
Re-Randomize Assessments Ups (3)
CORE-DTT
CORE-DTT
Early
Responders Phase 2:
CORE-DTT +
Entry Parent Training
Screening Assessments,
Assessments Randomize to Phase 2:
Phase 1 TX JASP-EMT +
Re-Randomize Parent Training
JASP-EMT
Early
Responders Phase 2:
Exit Monthly Follow-
Continue Final Follow-Up
Assessments Ups (3)
Early JASP-EMT
Phase 1:
Response
JASP-EMT Phase 2:
Assessments
Continue
Re-Randomize JASP-EMT
JASP-EMT
Early Slow-
Responders Phase 2:
Rescue
Protocol
N=192 children
AIM-ASD Design Overview Diseño
SMART
Phase 1 Phase 2
Screening & Entry Early Response Follow-Up Phase
Treatment Treatment
Assessments (1 week to assess (16 weeks/
(6 weeks/ (10 weeks/
(1 week) & decide) 4 months)
1.5 months) 2.5 months)
Phase 2:
Rescue
Re-Randomize Protocol
CORE-DTT
SLow-
Responders Phase 2:
Continue
Early CORE-DTT
Phase 1:
Response
CORE-DTT
Assessments Phase 2:
Exit Monthly Follow-
Continue Final Follow-Up
Re-Randomize Assessments Ups (3)
CORE-DTT
CORE-DTT
Early
Responders Phase 2:
CORE-DTT +
Entry Parent Training
Screening Assessments,
Assessments Randomize to Phase 2:
Phase 1 TX JASP-EMT +
Re-Randomize Parent Training
JASP-EMT
Early
Responders Phase 2:
Exit Monthly Follow-
Continue Final Follow-Up
Assessments Ups (3)
Early JASP-EMT
Phase 1:
Response
JASP-EMT Phase 2:
Assessments
Continue
Re-Randomize JASP-EMT
JASP-EMT
Early Slow-
Responders Phase 2:
Rescue
Protocol
N=192 children
AIM-ASD Design Overview Diseño
SMART
Phase 1 Phase 2
Screening & Entry Early Response Follow-Up Phase
Treatment Treatment
Assessments (1 week to assess (16 weeks/
(6 weeks/ (10 weeks/
(1 week) & decide) 4 months)
1.5 months) 2.5 months)
Phase 2:
Rescue
Re-Randomize Protocol
CORE-DTT
SLow-
Responders Phase 2:
Continue
Early CORE-DTT
Phase 1:
Response
CORE-DTT
Assessments Phase 2:
Exit Monthly Follow-
Continue Final Follow-Up
Re-Randomize Assessments Ups (3)
CORE-DTT
CORE-DTT
Early
Responders Phase 2:
CORE-DTT +
Entry Parent Training
Screening Assessments,
Assessments Randomize to Phase 2:
Phase 1 TX JASP-EMT +
Re-Randomize Parent Training
JASP-EMT
Early
Responders Phase 2:
Exit Monthly Follow-
Continue Final Follow-Up
Assessments Ups (3)
Early JASP-EMT
Phase 1:
Response
JASP-EMT Phase 2:
Assessments
Continue
Re-Randomize JASP-EMT
JASP-EMT
Early Slow-
Responders Phase 2:
Rescue
Protocol
N=192 children
AIM-ASD Design Overview Diseño
SMART
Phase 1 Phase 2
Screening & Entry Early Response Follow-Up Phase
Treatment Treatment
Assessments (1 week to assess (16 weeks/
(6 weeks/ (10 weeks/
(1 week) & decide) 4 months)
1.5 months) 2.5 months)
Phase 2:
Rescue
Re-Randomize Protocol
CORE-DTT
SLow-
Responders Phase 2:
Continue
Early CORE-DTT
Phase 1:
Response
CORE-DTT
Assessments Phase 2:
Exit Monthly Follow-
Continue Final Follow-Up
Re-Randomize Assessments Ups (3)
CORE-DTT
CORE-DTT
Early
Responders Phase 2:
CORE-DTT +
Entry Parent Training
Screening Assessments,
Assessments Randomize to Phase 2:
Phase 1 TX JASP-EMT +
Re-Randomize Parent Training
JASP-EMT
Early
Responders Phase 2:
Exit Monthly Follow-
Continue Final Follow-Up
Assessments Ups (3)
Early JASP-EMT
Phase 1:
Response
JASP-EMT Phase 2:
Assessments
Continue
Re-Randomize JASP-EMT
JASP-EMT
Early Slow-
Responders Phase 2:
Rescue
Protocol
N=192 children
AIM-ASD Design Overview Diseño
SMART
Phase 1 Phase 2
Screening & Entry Early Response Follow-Up Phase
Treatment Treatment
Assessments (1 week to assess (16 weeks/
(6 weeks/ (10 weeks/
(1 week) & decide) 4 months)
1.5 months) 2.5 months)
Phase 2:
Rescue
Re-Randomize Protocol
CORE-DTT
SLow-
Responders Phase 2:
CORE-DTT
Early
Phase 1:
Response
CORE-DTT
Assessments Phase 2:
Exit Monthly Follow-
Continue Final Follow-Up
Re-Randomize Assessments Ups (3)
CORE-DTT
CORE-DTT
Early
Responders Phase 2:
CORE-DTT +
Entry Parent Training
Screening Assessments,
Assessments Randomize to Phase 2:
Phase 1 TX JASP-EMT +
Re-Randomize Parent Training
JASP-EMT
Early
Responders Phase 2:
Exit Monthly Follow-
Continue Final Follow-Up
Assessments Ups (3)
Early JASP-EMT
Phase 1:
Response
JASP-EMT Phase 2:
Assessments
Continue
Re-Randomize JASP-EMT
JASP-EMT
Early Slow-
Responders Phase 2:
Rescue
Protocol
N=192 children
AIM-ASD Design Overview Diseño
SMART
Phase 1 Phase 2
Screening & Entry Early Response Follow-Up Phase
Treatment Treatment
Assessments (1 week to assess (16 weeks/
(6 weeks/ (10 weeks/
(1 week) & decide) 4 months)
1.5 months) 2.5 months)
Phase 2:
Rescue
Re-Randomize Protocol
CORE-DTT
SLow-
Responders Phase 2:
CORE-DTT
Early
Phase 1:
Response
CORE-DTT
Assessments Phase 2:
Exit Monthly Follow-
Continue Final Follow-Up
Re-Randomize Assessments Ups (3)
CORE-DTT
CORE-DTT
Early
Responders Phase 2:
CORE-DTT +
Entry Parent Training
Screening Assessments,
Assessments Randomize to Phase 2:
Phase 1 TX JASP-EMT +
Re-Randomize Parent Training
JASP-EMT
Early
Responders Phase 2:
Exit Monthly Follow-
Continue Final Follow-Up
Assessments Ups (3)
Early JASP-EMT
Phase 1:
Response
JASP-EMT Phase 2:
Assessments
Continue
Re-Randomize JASP-EMT
JASP-EMT
Early Slow-
Responders Phase 2:
Rescue
Protocol
N=192 children
AIM-ASD Design Overview Diseño
SMART
Phase 1 Phase 2
Screening & Entry Early Response Follow-Up Phase
Treatment Treatment
Assessments (1 week to assess (16 weeks/
(6 weeks/ (10 weeks/
(1 week) & decide) 4 months)
1.5 months) 2.5 months)
Phase 2:
Combined
Re-Randomize Protocol
CORE-DTT
SLow-
Responders Phase 2:
CORE-DTT
Early
Phase 1:
Response
CORE-DTT
Assessments Phase 2:
Exit Monthly Follow-
Continue Final Follow-Up
Re-Randomize Assessments Ups (3)
CORE-DTT
CORE-DTT
Early
Responders Phase 2:
CORE-DTT +
Entry Parent Training
Screening Assessments,
Assessments Randomize to Phase 2:
Phase 1 TX JASP-EMT +
Re-Randomize Parent Training
JASP-EMT
Early
Responders Phase 2:
Exit Monthly Follow-
Continue Final Follow-Up
Assessments Ups (3)
Early JASP-EMT
Phase 1:
Response
JASP-EMT Phase 2:
Assessments
Continue
Re-Randomize JASP-EMT
JASP-EMT
Early Slow-
Responders Phase 2:
Combined
Protocol
N=192 children
AIM-ASD Design Overview Diseño
SMART
Phase 1 Phase 2
Screening & Entry Early Response Follow-Up Phase
Treatment Treatment
Assessments (1 week to assess (16 weeks/
(6 weeks/ (10 weeks/
(1 week) & decide) 4 months)
1.5 months) 2.5 months)
Phase 2:
Rescue
Re-Randomize Protocol
CORE-DTT
SLow-
Responders Phase 2:
CORE-DTT
Early
Phase 1:
Response
CORE-DTT
Assessments Phase 2:
Exit Monthly Follow-
Continue Final Follow-Up
Re-Randomize Assessments Ups (3)
CORE-DTT
CORE-DTT
Early
Responders Phase 2:
CORE-DTT +
Entry Parent Training
Screening Assessments,
Assessments Randomize to Phase 2:
Phase 1 TX JASP-EMT +
Re-Randomize Parent Training
JASP-EMT
Early
Responders Phase 2:
Exit Monthly Follow-
Continue Final Follow-Up
Assessments Ups (3)
Early JASP-EMT
Phase 1:
Response
JASP-EMT Phase 2:
Assessments
Continue
Re-Randomize JASP-EMT
JASP-EMT
Early Slow-
Responders Phase 2:
Rescue
Protocol
N=192 children
Imagina un problema diferente….
• Ingredientes Activos
• Desmantelando estudios
• Personalizar tratamientos
• Diseños adptados
• Proporcionar intervención justo cuando es necesaria
Colegas-UCLA—
Amanda Gulsrud,PhD,
Stephanie Shire, PhD,
Shafali Jeste, MD
Wendy Shih, DrPH