Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Daphney GASTON |
Documents disponibles écrits par cet auteur (2)
Faire une suggestion Affiner la recherche
The role of staffing and classroom characteristics on preschool teachers' use of one-to-one intervention with children with autism / Victor LUSHIN in Autism, 24-8 (November 2020)
[article]
Titre : The role of staffing and classroom characteristics on preschool teachers' use of one-to-one intervention with children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Victor LUSHIN, Auteur ; Steven MARCUS, Auteur ; Daphney GASTON, Auteur ; Rinad S. BEIDAS, Auteur ; Ashlee LAMSON, Auteur ; Ilene GOY, Auteur ; Irina GODINA, Auteur ; Joanne REES, Auteur ; Rebecca RIVERA, Auteur ; David MANDELL, Auteur Article en page(s) : p.2035-2045 Langues : Anglais (eng) Mots-clés : *autism *evidence-based practices *preschool special education Index. décimale : PER Périodiques Résumé : For preschool children with autism, individual (one-to-one) behavioral interventions are among the best-tested treatments. However, they are rarely used in special education preschools. We observed formally and informally delivered one-to-one behavioral interventions use by classroom staff (n?=?51) in 12 classrooms across three special education preschools for children with autism, aged 3-6?years, in a major US city. We estimated the associations between one-to-one intervention use and classroom characteristics including staff-student ratio, professional role composition, and frequency of challenging child behaviors. As a whole, the factors we examined were considerably important for both formally and informally delivered one-to-one interventions. The number of individually assigned personal care aides in the classroom was negatively associated with the use of formally delivered one-to-one intervention. Classroom challenging behavior was positively associated with use of formally delivered one-to-one interventions. Interventionist's professional roles and the number of children in the class were most important for the use of informally delivered interventions. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff. En ligne : http://dx.doi.org/10.1177/1362361320932726 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2035-2045[article] The role of staffing and classroom characteristics on preschool teachers' use of one-to-one intervention with children with autism [Texte imprimé et/ou numérique] / Victor LUSHIN, Auteur ; Steven MARCUS, Auteur ; Daphney GASTON, Auteur ; Rinad S. BEIDAS, Auteur ; Ashlee LAMSON, Auteur ; Ilene GOY, Auteur ; Irina GODINA, Auteur ; Joanne REES, Auteur ; Rebecca RIVERA, Auteur ; David MANDELL, Auteur . - p.2035-2045.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2035-2045
Mots-clés : *autism *evidence-based practices *preschool special education Index. décimale : PER Périodiques Résumé : For preschool children with autism, individual (one-to-one) behavioral interventions are among the best-tested treatments. However, they are rarely used in special education preschools. We observed formally and informally delivered one-to-one behavioral interventions use by classroom staff (n?=?51) in 12 classrooms across three special education preschools for children with autism, aged 3-6?years, in a major US city. We estimated the associations between one-to-one intervention use and classroom characteristics including staff-student ratio, professional role composition, and frequency of challenging child behaviors. As a whole, the factors we examined were considerably important for both formally and informally delivered one-to-one interventions. The number of individually assigned personal care aides in the classroom was negatively associated with the use of formally delivered one-to-one intervention. Classroom challenging behavior was positively associated with use of formally delivered one-to-one interventions. Interventionist's professional roles and the number of children in the class were most important for the use of informally delivered interventions. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff. En ligne : http://dx.doi.org/10.1177/1362361320932726 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Trajectories of Evidence Based Treatment for School Children with Autism: What's the Right Level for the Implementation? / Victor LUSHIN in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
[article]
Titre : Trajectories of Evidence Based Treatment for School Children with Autism: What's the Right Level for the Implementation? Type de document : Texte imprimé et/ou numérique Auteurs : Victor LUSHIN, Auteur ; David MANDELL, Auteur ; Rinad S. BEIDAS, Auteur ; Steven MARCUS, Auteur ; Heather NUSKE, Auteur ; Victor KAPLOUN, Auteur ; Max SEIDMAN, Auteur ; Daphney GASTON, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.881-892 Langues : Anglais (eng) Mots-clés : Autism Evidence based practices Special education Index. décimale : PER Périodiques Résumé : Evidence-based practices (EBP) for children with autism are under-used in special-education schools. No research compared child-level versus teacher-level influences on EBP use, which could guide implementation strategies. We derived longitudinal profiles of EBP receipt by children (N = 234) in 69 autism-support classrooms, over an academic year. We compared overall impacts of child-level and teacher-level factors on profile membership. Most children received little EBP throughout the year; however substantial subgroups received increasing, and decreasing, doses of EBP. Child-level and teacher-level factors contributed about equally to profile membership. Children's autism symptoms and verbal ability, teachers' EBP skills, training/experience, classroom support, class size, and implementation leadership climate predicted profile membership. Early identification of treatment profiles could facilitate targeted implementation strategies increasing EBP use. En ligne : http://dx.doi.org/10.1007/s10803-019-04304-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.881-892[article] Trajectories of Evidence Based Treatment for School Children with Autism: What's the Right Level for the Implementation? [Texte imprimé et/ou numérique] / Victor LUSHIN, Auteur ; David MANDELL, Auteur ; Rinad S. BEIDAS, Auteur ; Steven MARCUS, Auteur ; Heather NUSKE, Auteur ; Victor KAPLOUN, Auteur ; Max SEIDMAN, Auteur ; Daphney GASTON, Auteur ; Jill LOCKE, Auteur . - p.881-892.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.881-892
Mots-clés : Autism Evidence based practices Special education Index. décimale : PER Périodiques Résumé : Evidence-based practices (EBP) for children with autism are under-used in special-education schools. No research compared child-level versus teacher-level influences on EBP use, which could guide implementation strategies. We derived longitudinal profiles of EBP receipt by children (N = 234) in 69 autism-support classrooms, over an academic year. We compared overall impacts of child-level and teacher-level factors on profile membership. Most children received little EBP throughout the year; however substantial subgroups received increasing, and decreasing, doses of EBP. Child-level and teacher-level factors contributed about equally to profile membership. Children's autism symptoms and verbal ability, teachers' EBP skills, training/experience, classroom support, class size, and implementation leadership climate predicted profile membership. Early identification of treatment profiles could facilitate targeted implementation strategies increasing EBP use. En ligne : http://dx.doi.org/10.1007/s10803-019-04304-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419