Home Program

RUBI Parent Training (RUBI-PT)

Topic Areas
Scientific Rating
Child Welfare Relevance
Developmental and Autism Spectrum Disorder Interventions (Child & Adolescent)
2  — Supported by Research Evidence
Medium

About This Program

Target Population: Caregivers of autistic youth ages 3-14 + across the cognitive and developmental spectrum (i.e., with or without intellectual/developmental delays [IDD]) and co-occurring challenging behaviors

For parents/caregivers of children ages: 3 – 14

Program Overview

Research Units on Behavioral Intervention Parent Training (RUBI-PT) program consists of 11 sessions that are delivered from therapist to caregiver (1-on-1) in an outpatient setting. RUBI-PT teaches caregivers a range of skills, based on principles of applied behavior analysis, that are designed to support the building of a behavioral strategy toolbox. RUBI-PT emphasizes:

  • Tailoring the intervention to the child
  • Identifying behavioral function instead of topography to inform behavioral strategy choice
  • Decreasing challenging behaviors as well as promoting core adaptive skills
  • Using positive behavioral supports, such as antecedent management, reinforcement, and functional communication strategies as the means to address challenging behaviors

Typically, a session begins with a homework review from the previous week, followed by didactic instruction. RUBI-PT uses a behavioral skills-training approach, including direct instruction, modeling, role-play, video vignettes, and practice with feedback in order to train caregivers in the various RUBI-PT skills. These tools are helpful in reinforcing a new concept and identifying whether the parents understand the concepts. Every session ends with creation of a homework assignment where caregivers track their implementation of targeted strategies during the week.

Program Goals

The goals of the RUBI Parent Training (RUBI-PT) are:

  • Learn how to better understand the reason behind their autistic/IDD child’s challenging behaviors (e.g., meltdowns, verbal/physical aggression, self-injury, noncompliance)
  • Learn specific skills to teach their autistic/IDD child more adaptive/self-care skills (e.g., toileting, bathing, mealtime/dressing skills)
  • Increase self-confidence in parenting their autistic/IDD child

Logic Model

View the Logic Model for RUBI Parent Training (RUBI-PT).

Essential Components

The essential components of RUBI Parent Training (RUBI-PT) include:

  • Built on a set of basic assumptions:
    • Children with autism spectrum disorder (ASD) engage in challenging behaviors for a reason (i.e., function) such as:
      • Gain access to a tangible item (e.g., food or a favorite toy)
      • Receive attention from others (i.e., positive reinforcement)
      • Escape or avoid a demand or an aversive stimulus (i.e., negative reinforcement)
      • Receive sensory and other internal stimulation (i.e., automatic reinforcement)
    • Autistic children are likely to have vulnerabilities in functional communication skills.
  • RUBI-PT involves therapists teaching parents how to assess the function of their child’s behavior in order to implement behavioral strategies in a targeted manner (i.e., matching strategy to function):
    • Educating parents first on the Antecedent-Behavior-Consequence (A-B-C) model which identifies:
      • The environmental circumstances that may elicit the behavior (antecedents)
      • The responses that maintain it (consequences)
    • Helping parents recognize that their child’s behaviors are predictable and how their current responses to behaviors may be inadvertently reinforcing their reoccurrence
    • Learning about the events surrounding a behavior, one can then hypothesize its purpose, or function
    • Understanding the function of the behavior, one can then learn to change the usual response in order to teach the child a more functional or appropriate behavior
  • Therapists review implementation of antecedent management strategies and consequence-based approaches
    • Parents can learn strategies to:
      • Prevent behaviors from occurring
      • Attend to the child's prosocial behaviors while ignoring inappropriate behaviors
      • Decrease the use of punitive and coercive discipline strategies while increasing the use of effective, appropriate, noncoercive behavioral strategies
    • Specific RUBI-PT parenting strategies include:
      • A strong focus on antecedent management strategies
      • Use of visual strategies
      • Improving the parent-child relationship
      • Reinforcement contingencies
      • Planned ignoring
      • Following instructions
    • Specific RUBI-PT approaches for autistic children include:
      • Promoting skill acquisition
      • Promoting functional communication
      • Using maintenance and generalization strategies designed to:
        • Promote stability in the child’s positive behavior change
        • Ensure skills are used in future situations and settings
  • Delivery characteristics:
    • 11 Core Sessions designed to be delivered to all caregivers
      • Behavioral Principles – Introduction of:
        • Treatment goals
        • The Antecedent-Behavior-Consequence model
        • Functions of behavior
      • Prevention Strategies:
        • Discuss antecedents to challenging behaviors
        • Develop preventive strategies
        • Daily Schedules - Identify points of intervention (including use of visual schedules) in the daily schedule
        • Reinforcement 1 - Introduce how to use reinforcers to:
          • Promote positive behaviors
          • Strengthen and teach desired behaviors
        • Reinforcement 2 – Introduction of:
          • “Catching your child being good”
          • How to teach play and social skills through child-led play
        • Planned Ignoring - Explore systematic use of extinction (via planned ignoring) to reduce behavioral challenges
        • Following Instructions - Introduce delivery of effective instructions designed to set the child up for successful follow through
        • Functional Communication - Teach alternative communicative skills to replace challenging behaviors
        • Teaching Skills 1 - Using task analysis and chaining, provide tools to promote new adaptive, coping and leisure skills
        • Teaching Skills 2 - Teach various prompting procedures to use while teaching skills
        • Generalization & Maintenance - Generate strategies to consolidate positive behavior changes and generalize newly learned skills
      • 7 supplemental/optional topics:
        • Toileting concerns
        • Feeding issues
        • Sleep issues
        • Time out
        • Token systems
        • Imitation skills
        • Crisis management
      • Originally designed to be an outpatient intervention delivered from therapist to caregivers (1-to-1) but has since been expanded to be delivered in both a group and telehealth format

Program Delivery

Parent/Caregiver Services

RUBI Parent Training (RUBI-PT) directly provides services to parents/caregivers and addresses the following:

  • Parents/Caregivers of autistic youth who may have challenging behaviors and adaptive skills deficits
Services Involve Family/Support Structures:

This program involves the family or other support systems in the individual's treatment: All relevant/significant individuals involved in the youth’s life are invited to attend/participate in sessions. This could include other individuals involved in caregiving (e.g., grandparents, older siblings) or related services (e.g., the in-home applied behavior analysis [ABA] therapist).

Recommended Intensity:

Once a week for 60-minute sessions

Recommended Duration:

4 months (12-16 weeks to cover the 11 Core program sessions)

Delivery Settings

This program is typically conducted in a(n):

  • Adoptive Home
  • Birth Family Home
  • Outpatient Clinic
  • Community-based Agency / Organization / Provider
  • School Setting (Including: Day Care, Day Treatment Programs, etc.)
  • Virtual (Online, Telephone, Video, Zoom, etc.)

Homework

RUBI Parent Training (RUBI-PT) includes a homework component:

During the last 10 minutes of end of each weekly session, caregivers select a specific behavioral strategy from the content material covered in the session that they would like to implement during the upcoming week.

Languages

RUBI Parent Training (RUBI-PT) has materials available in languages other than English:

Arabic, French, Hebrew, Korean, Spanish

For information on which materials are available in these languages, please check on the program's website or contact the program representative (contact information is listed at the bottom of this page).

Resources Needed to Run Program

The typical resources for implementing the program are:

A private therapy office with seating for all parties, a table for the caregiver to have a hard surface to write in their workbook, writing utensils (e.g., pen, pencils) and a screen (e.g., iPad, laptop, etc.) to play session video vignettes. While the child is not required to be in session, if the caregiver brings the child, a supply of toys for entertainment is also suggested.

Manuals and Training

Prerequisite/Minimum Provider Qualifications

To practice RUBI-PT independently, it is suggested a provider have a Masters-level degree or Doctorate in a relevant discipline (e.g., Board Certified Behavior Analyst, Clinical Child Psychologist, Licensed Mental Health Therapist, Social Worker, etc.). This can also include advanced nurse practitioners, pediatricians, speech therapists. Educational training background should include education in principles of ABA and autism/neurodevelopmental disabilities.

To be eligible for supervised training in RUBI-PT, an individual can be in a Masters-level or higher graduate training program in a relevant discipline as listed above.

To be Certified in RUBI-PT, a provider must meet the requirements listed to practice independently and additionally participate an initial 12-hour workshop training in RUBI-PT, and subsequently engage in 20 weeks of small group consultation and fidelity review of delivery of all 11 Core RUBI-PT sessions (meeting 80% fidelity for each session) by a RUBI-PT Certified Therapist.

Manual Information

There is a manual that describes how to deliver this program.

Program Manual(s)

Manual and workbook details:

  • Bearss, K., Johnson, C., Handen, B., Butter, E., Lecavalier, L., Smith, T., & Scahill, L. (2018). Parent training for disruptive behavior: The RUBI Autism Network [Clinician manual]. Programs that Work Series. Oxford University Press.
  • Bearss, K., Johnson, C., Handen, B., Butter, E., Lecavalier, L., Smith, T., & Scahill, L. (2018). Parent training for disruptive behavior: The RUBI Autism Network [Parent workbook]. Programs that Work Series. Oxford University Press.

The clinician manual can be purchased on the Oxford University Press website at this direct link.

The parent workbook can be purchased on the same website at this link.

Training Information

There is training available for this program.

Training Contacts:
Training Type/Location:

Training is obtained through:

Number of days/hours:

Training length varies from an introductory workshop (4 hours) to a yearlong practicum rotation (4 hours/week for 48 weeks) with length of training typically determined by provider’s interest/availability/need. The one specific training requirement is in relation to obtaining a RUBI-PT Certification as described in the Minimum Providers Qualifications section above.

See below for list of current RUBI-PT Certified Therapists by State/Country: https://www.rubinetwork.org/training/certified-rubi-therapists/

Implementation Information

Pre-Implementation Materials

There are no pre-implementation materials to measure organizational or provider readiness for RUBI Parent Training (RUBI-PT).

Formal Support for Implementation

There is formal support available for implementation of RUBI Parent Training (RUBI-PT) as listed below:

Support is optional and included as a key component of the RUBI-PT Certification process (noting Certification is not required of providers in order to deliver RUBI-PT). In RUBI-PT Certification Consultation, providers engage in 20 one-hour small group (4 providers) virtual consultation meetings that are designed to support their initiation of RUBI-PT at their clinic (e.g., targeting support around intake/assessment design, patient identification/triage) and subsequent consultation around implementation of RUBI-PT with patients. Certification concludes with the fidelity review by a Certified RUBI-PT Therapist of the provider’s delivery of the 11 Core RUBI-PT sessions.

Fidelity Measures

There are fidelity measures for RUBI Parent Training (RUBI-PT) as listed below:

Self-report fidelity can be assessed by individual providers by completion of the Session Fidelity Checklists that accompany each of the 11 Core and 7 Supplemental RUBI-PT sessions.

Formal Fidelity assessment (as part of RUBI-PT Certification) involves the provider audio or video recording their delivery of each of the 11 Core RUBI-PT Sessions and uploading those videos to a HIPAA Compliant Cloud portal (via box.com). These uploaded recordings are then viewed and scored by a RUBI-PT Certified Therapist using the fidelity checklists that accompany each of the 11 Core sessions. The provider must be scored as delivering RUBI-PT Session Content at 80% Fidelity or higher for all 11 Core RUBI-PT sessions in order to become certified as a RUBI-PT Certified Therapist.

This link provides access to all of the fidelity measures: https://academic.oup.com/book/1248/chapter/140180019

Implementation Guides or Manuals

There are no implementation guides or manuals for RUBI Parent Training (RUBI-PT).

Implementation Cost

There are no studies of the costs of RUBI Parent Training (RUBI-PT).

Research on How to Implement the Program

Research has not been conducted on how to implement RUBI Parent Training (RUBI-PT).

Relevant Published, Peer-Reviewed Research

Child Welfare Outcome: Child/Family Well-Being

The CEBC reviews all of the articles that have been published in peer-reviewed journals (i.e., research evidence) as part of the rating process. When there is enough research evidence to be able rate the program a 1, 2, or 3 on the Scientific Rating Scale, the published, peer-reviewed articles that do not contribute to the program’s scientific rating (i.e., one-group pretest–posttest only study, case study, etc.) are not included. The articles contributing to the scientific rating for RUBI Parent Training (RUBI-PT) are summarized below:

Aman, M. G., McDougle, C. J., Scahill, L., Handen, B., Arnold, L. E. A., Johnson, C., Stigler, K. A., Bearss, K., Butter, E., Swiezy, N. B., Sukhodolsky, D. D., Ramadan, Y., Pozdol, S., Nikolov, R., Lecavalier, L., Kohn, A. E., Koenig, K., Hollway, J. A., Korzekwa, P., . . . Wagner, A. (2009). Medication and parent training in children with pervasive developmental disorders and serious behavior problems: Results from a randomized clinical trial. Journal of the American Academy of Child & Adolescent Psychiatry, 48(12), 1143–1154. https://doi.org/10.1097/CHI.0b013e3181bfd669

Type of Study: Randomized controlled trial
Number of Participants: 124

Population:

  • Age — Control: Mean=7.50 years; Intervention: Mean=7.38 years
  • Race/Ethnicity — Control: 69% White/Non-Hispanic, 14% African American, 14% Hispanic, and 2% Native American; Intervention: 79% White/Non-Hispanic, 12% African American, 5% Hispanic, and 4% Asian American
  • Gender — 85% Male
  • Status — Participants were children with pervasive developmental disorders accompanied by frequent tantrums, self-injury, and aggression.

Location/Institution: Three sites, locations not specified

Summary: (To include basic study design, measures, results, and notable limitations)
The purpose of the study was to test whether combined treatment with risperidone and parent training [now called RUBI Parent Training (RUBI-PT)] in behavior management is superior to medication alone in improving severe behavioral problems in children with pervasive developmental disorders. Participants were randomized to combined treatment with risperidone and parent training or medication alone. Measures utilized include the Home Situations Questionnaire (HSQ), Clinical Global Impressions, and the Aberrant Behavior Checklist. Results indicate that combined treatment was superior to medication alone on the HSQ. The groups did not differ on CGI - Improvement scores at posttest. Compared with medication alone, the combined treatment group showed significant reductions on Aberrant Behavior Checklist Irritability, Stereotypic Behavior, and Hyperactivity/Noncompliance subscales. The final risperidone mean dose was significantly lower for the combined treatment group than for the medication alone group. Limitations include the lack of a parent training only group, concerns that the differences in therapist contact between the two groups may have affected outcomes, the lack of independent informant ratings, nonequivalence of groups at baseline, the relatively small sample size, and the addition of items to the HSQ.

Length of controlled postintervention follow-up: None.

Bearss, K., Johnson, C., Smith, T., Lecavalier, L., Swiezy, N., Aman, M., McAdam, D. B., Butter, E., Stillitano, C., Minshawi, N., Sukhodolsky, D. G., Mruzek, D. W., Turner, K., Neal, T., Hallett, V., Mulick, J. A., Green, B., Handen, B., Deng, Y., . . . Scahill, L. (2015). Effect of parent training vs parent education on behavioral problems in children with autism spectrum disorder: A randomized clinical trial. JAMA: Journal of the American Medical Association, 313(15), 1524–1533. https://doi.org/10.1001/jama.2015.3150

Type of Study: Randomized controlled trial
Number of Participants: 180

Population:

  • Age — 3–7 years
  • Race/Ethnicity — 86% White, 15% Hispanic, 10% Black, and 2% Asian/Pacific Islander
  • Gender — 89% Male
  • Status — Participants were children with autism spectrum disorder and disruptive behaviors across 6 University Centers.

Location/Institution: Emory University, Indiana University, Ohio State University, University of Pittsburgh, University of Rochester, and Yale University

Summary: (To include basic study design, measures, results, and notable limitations)
The purpose of the study was to evaluate the efficacy of Parent Training [now called RUBI Parent Training (RUBI-PT)] for children with autism spectrum disorder (ASD) and disruptive behavior. Participants were randomized to either parent training treatment or a parent education control group that received no behavior management strategies. Measures utilized include the Aberrant Behavior Checklist-Irritability Subscale, Clinical Global Impression Severity (CGI – I) Observation Scale, and the Home Situations Questionnaire-Autism Spectrum Disorder. Results indicate that for children with ASD, Parent Training was superior to the control group in reducing disruptive behavior on parent-reported outcomes, although the clinical significance of the improvement is unclear. The rate of positive response judged by a blinded clinician was also greater for Parent Training vs the control group. Limitations include the reliance on ratings from parents, who were not blind to treatment assignment; not all participants were assessed at 36 and 48 weeks - at week 24 (end of intervention period), children who did not show a positive response in the parent education condition exited the study and parents were offered parent training, also parents of children who showed a positive response to parent education were able to cross over to parent training; although the CGI-I was administered by a blinded clinician, it also relied on discussions with parents. In addition, the absolute differences between treatment groups on the primary outcomes were not large and did not meet the prespecified minimal clinically important difference.

Length of controlled postintervention follow-up: None.

Handen, B. L., Aman, M. G., Arnold, L. E., Hyman, S. L., Tumuluru, R. V., Lecavalier, L., Corbett-Dick, P., Pan, X., Hollway, J. A., Buchan-Page, K. A., Silverman, L. B., Brown, N. V., Rice, R. R., Hellings, J. Mruzek, D. W., McAuliffe-Bellin, S., Hurt, E. A., Ryan, M. M., Levato, L., & Smith, T. (2015). Atomoxetine, parent training, and their combination in children with autism spectrum disorder and attention-deficit/hyperactivity disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 54(11), 905–915. https://doi.org/10.1016/j.jaac.2015.08.013

Type of Study: Randomized controlled trial
Number of Participants: 128

Population:

  • Age — 5.0–14.11 years
  • Race/Ethnicity — 82% Caucasian and 8% African American
  • Gender — 85% Male
  • Status — Participants were children who met criteria for an autism spectrum disorders (ASD) and exhibited significant symptoms of overactivity and/or inattention at both home and school.

Location/Institution: Three sites (University of Pittsburgh Medical Center, The Ohio State University, and University of Rochester)

Summary: (To include basic study design, measures, results, and notable limitations)
The purpose of the study was to examined individual and combined effectiveness of atomoxetine (ATX) and parent training (PT) [now called RUBI Parent Training [RUBI-PT]] for ADHD symptoms and noncompliance. Participants were randomized to 1 of 4 groups: ATX only, ATX + PT, placebo + PT, or placebo only. Measures utilized include the Clinical Global Impressions Scale (CGI), the Swanson, Nolan, and Pelham (SNAP)-IV, the Home and School Situations Questionnaires (HSQ and SSQ), and the Aberrant Behavior Checklist (ABC). Results indicate that, on the SNAP, the ATX only, ATX+PT and placebo + PT groups were each statistically superior to the placebo only group. After 10 weeks of treatment, the change on the HSQ was significant for ATX+PT versus placebo and for ATX only versus placebo, but not for PT + placebo versus placebo only. Significant group differences were also found on the parent ABC Hyperactivity/Noncompliance subscale for ATX+PT versus placebo and for ATX versus placebo. PT was more effective than placebo for four additional variables: parent ABC Irritability; parent ABC Inappropriate Speech; SSQ; and teacher ABC Inappropriate Speech. Limitations include differential dropout rate between the two ATX arms and the two placebo arms, the mainly Caucasian sample, the short length of time for the PT intervention to impact the behavior of study participants, the reliance on rating scales, the absence of information on moderators, the lack of follow-up data, and that the study may have been underpowered to compare the relative efficacy of each of the four treatment conditions (ATX, ATX + PT, placebo + PT, and placebo).

Length of controlled postintervention follow-up: None.

Scahill, L., Bearss, K., Lecavalier, L., Smith, T., Swiezy, N., Aman, M. G., Sukhodolsky, D. G., McCracken, C., Minshawi, N., Turner, K., Levato, L., Saulnier, C., Dziura, J., & Johnson, C. (2016) Effect of parent training on adaptive behavior in children with autism spectrum disorder and disruptive behavior: Results of a randomized trial. Journal of the American Academy of Child & Adolescent Psychiatry, 55(7), 602–609. https://doi.org/10.1016/j.jaac.2016.05.001

Type of Study: Randomized controlled trial
Number of Participants: 180

Population:

  • Age — 3.0–6.11 years
  • Race/Ethnicity — 86% White, 15% Hispanic, 10% Black, and 2% Asian/Pacific Islander
  • Gender — 88% Male
  • Status — Participants were children with autism spectrum disorder and disruptive behaviors across 6 University Centers.

Location/Institution: Emory University, Indiana University, Ohio State University, University of Pittsburgh, University of Rochester, and Yale University

Summary: (To include basic study design, measures, results, and notable limitations)
The study used the same sample as Bearss et al. (2015). The purpose of the study was to examine the impact of parent training [now called RUBI Parent Training (RUBI-PT)] on adaptive behavior in children with autism spectrum disorder (ASD) and disruptive behavior. Participants were randomized to either parent training treatment or a parent education control group that received no behavior management strategies. Measures utilized include the Vineland Adaptive Behavior Scales II. Results indicate that the parent training group showed a significant improvement from baseline on the Daily Living domain, compared to no change in the parent education group. Gains in Daily Living at week 24 were maintained upon re-evaluation at 24 weeks posttreatment. On the Socialization domain, there was a significant improvement in parent training, compared to the parent education group. Gains in the Communication domain were similar across both treatment groups. Limitations include that the change in adaptive function in each Vineland II domain for this age group of young children is based on relatively few items; that the Vineland II is an age-adjusted standardized scale, and gains over time may result in the same standard score, making it difficult to show positive change on standard scores; concerns about generalization due to the largely white sample, and concerns about bias, as parents, who completed the Vineland II outcome measure, were not blinded to treatment assignment.

Length of controlled postintervention follow-up: 24 weeks.

Graucher, T., Sinai-Gavrilov, Y., Mor, Y., Netzer, S., Cohen, E. Y., Levi, L., Avtalion, T. B., & Koller, J. (2022). From clinic room to Zoom: Delivery of an evidence-based, parent-mediated intervention in the community before and during the pandemic. Journal of Autism and Developmental Disorders, 52(12), 5222–5231. https://doi.org/10.1007/s10803-022-05592-1

Type of Study: Pretest–posttest study with a nonequivalent control group (Quasi-experimental)
Number of Participants: 55

Population:

  • Age — 3–9 years
  • Race/Ethnicity — Online Group: 84% Jewish and16% Arab; FTF Group: 58% Jewish and 42% Arab
  • Gender — Online Group: 93% Male and 7% Female; FTF Group: 96% Male and 4% Female
  • Status — Participants were children with autism spectrum disorder and disruptive behaviors in Israel.

Location/Institution: Israel

Summary: (To include basic study design, measures, results, and notable limitations)
The purpose of the study was to evaluate the effectiveness of RUBI Parent Training (RUBI-PT) in reducing Disruptive Behaviors (DB) in children delivered face-to-face and virtually in Israel, before and during the pandemic. Participants were assigned to receive RUBI-PT in groups, either face to face (FTF) or virtually, depending on when they began treatment. Measures utilized include the Aberrant Behavior Checklist (ABC) and Home Situations Questionnaire. Results indicate that both groups demonstrated an overall decrease in most of the outcome measures. Approximately 60% of participants across groups showed a decrease in ABC Hyperactivity scores, while more than 70% of those “improvers” in the FTF condition and half of the improvers in the online condition demonstrated a reliable change. Findings strengthen the notion that time-limited, symptom-focused, parent training programs such as RUBI-PT can decrease DB’s in children with autism, in both group and one-on-one formats, in the short term. Limitations include small sample size, lack of control group, reliance on non-blinded parent ratings, and the onset of the COVID-19 pandemic making all FTF groups continue treatment virtually.

Length of controlled postintervention follow-up: 8 weeks.

Additional References

Iadarola, S., Levato, L., Harrison, B., Smith, T., Lecavalier, L., Johnson, C., Swiezy, N., Bearss, K., & Scahill, L. (2018). Teaching parents behavioral strategies for autism spectrum disorder (ASD): Effects on stress, strain, and competence. Journal of Autism and Developmental Disorders, 48(4), 1031–1040. https://doi.org/10.1007/s10803-017-3339-2

Lecavalier, L., Smith, T., Johnson, C., Bearss, K., Swiezy, N., Aman, M. G., Sukhodolsky, D. G., Deng, Y., Dziura, J., & Scahill, L. (2017). Moderators of parent training for disruptive behaviors in young children with autism spectrum disorder. Journal of Abnormal Child Psychology, 45(6), 1235–1245. https://doi.org/10.1007/s10802-016-0233-x

Shanok, N., Brooker Lozott, E., Sotelo, M., & Bearss, K. (2021). Community-based parent-training for disruptive behaviors in children with ASD using synchronous telehealth services: A pilot study. Research in Autism Spectrum Disorders, 88, Article 101861. https://doi.org/10.1016/j.rasd.2021.101861

Contact Information

Karen Bearss, PhD
Agency/Affiliation: University of Washington, Seattle Children’s Autism Center
Website: www.rubinetwork.org
Email:
Phone: (206) 987-2880

Date Research Evidence Last Reviewed by CEBC: April 2023

Date Program Content Last Reviewed by Program Staff: November 2023

Date Program Originally Loaded onto CEBC: November 2023