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Auteur Deb KEEN |
Documents disponibles écrits par cet auteur (16)
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Attitudes towards and organizational support for evidence-based practices: A comparison of education and allied health professionals in autism / Jessica PAYNTER in Research in Autism Spectrum Disorders, 92 (April 2022)
[article]
Titre : Attitudes towards and organizational support for evidence-based practices: A comparison of education and allied health professionals in autism Type de document : Texte imprimé et/ou numérique Auteurs : Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur Article en page(s) : 101932 Langues : Anglais (eng) Mots-clés : Evidence-based practices Empirically supported Autism Autism spectrum disorder Implementation science Index. décimale : PER Périodiques Résumé : Background Evidence-based practices (EBPs) have been developed for clients on the autism spectrum across allied health and education. However, there remains a significant gap between research and practice. We explored the similarities and differences between educators and allied health professionals in two key factors that may link to uptake: individual attitudes and organizational culture support for EBP. Method Allied health (n = 156) and education professionals (n = 95) completed measures of their individual attitudes and perceived organizational support for EBP. Results Moderate levels of support for each were found within both groups. Educators however, showed more positive individual attitudes, whereas allied health professionals showed more positive organizational support toward EBP. Conclusions These results add to the scant literature comparing professions, highlighting discipline differences in attitudes and organizational support across professionals for EBP in autism. These findings highlight the need for targeted knowledge translation approaches as opposed to development of generic models across contexts and disciplines. En ligne : https://doi.org/10.1016/j.rasd.2022.101932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459
in Research in Autism Spectrum Disorders > 92 (April 2022) . - 101932[article] Attitudes towards and organizational support for evidence-based practices: A comparison of education and allied health professionals in autism [Texte imprimé et/ou numérique] / Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur . - 101932.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 92 (April 2022) . - 101932
Mots-clés : Evidence-based practices Empirically supported Autism Autism spectrum disorder Implementation science Index. décimale : PER Périodiques Résumé : Background Evidence-based practices (EBPs) have been developed for clients on the autism spectrum across allied health and education. However, there remains a significant gap between research and practice. We explored the similarities and differences between educators and allied health professionals in two key factors that may link to uptake: individual attitudes and organizational culture support for EBP. Method Allied health (n = 156) and education professionals (n = 95) completed measures of their individual attitudes and perceived organizational support for EBP. Results Moderate levels of support for each were found within both groups. Educators however, showed more positive individual attitudes, whereas allied health professionals showed more positive organizational support toward EBP. Conclusions These results add to the scant literature comparing professions, highlighting discipline differences in attitudes and organizational support across professionals for EBP in autism. These findings highlight the need for targeted knowledge translation approaches as opposed to development of generic models across contexts and disciplines. En ligne : https://doi.org/10.1016/j.rasd.2022.101932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 Brief Report: Perceived Evidence and Use of Autism Intervention Strategies in Early Intervention Providers / Jessica PAYNTER in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
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Titre : Brief Report: Perceived Evidence and Use of Autism Intervention Strategies in Early Intervention Providers Type de document : Texte imprimé et/ou numérique Auteurs : Jessica PAYNTER, Auteur ; Sarah LUSKIN-SAXBY, Auteur ; Deb KEEN, Auteur ; Kathryn FORDYCE, Auteur ; Grace FROST, Auteur ; Christine IMMS, Auteur ; Scott MILLER, Auteur ; Rebecca SUTHERLAND, Auteur ; David TREMBATH, Auteur ; Madonna TUCKER, Auteur ; Ullrich ECKER, Auteur Article en page(s) : p.1088-1094 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Debunking Evidence-based practice Knowledge translation Misinformation Index. décimale : PER Périodiques Résumé : Use of empirically unsupported practices is a challenge in the field of autism spectrum disorder (ASD). We explored whether attitudes and perceived evidence were linked to intended practice use in early intervention staff. Seventy-one participants completed ratings of the evidence base, current and future use of six ASD intervention practices, and reported attitudes to research and evidence-based practice. Participants reported greater use and rated the evidence base higher for the empirically supported practices. However, variability in accuracy of evidence base ratings was observed across individuals. Higher perceived evidence was linked to greater future use intentions for empirically supported and unsupported practices. The need for accurate information across practice types is highlighted. Self-report methodology limitations and future research directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04332-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.1088-1094[article] Brief Report: Perceived Evidence and Use of Autism Intervention Strategies in Early Intervention Providers [Texte imprimé et/ou numérique] / Jessica PAYNTER, Auteur ; Sarah LUSKIN-SAXBY, Auteur ; Deb KEEN, Auteur ; Kathryn FORDYCE, Auteur ; Grace FROST, Auteur ; Christine IMMS, Auteur ; Scott MILLER, Auteur ; Rebecca SUTHERLAND, Auteur ; David TREMBATH, Auteur ; Madonna TUCKER, Auteur ; Ullrich ECKER, Auteur . - p.1088-1094.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.1088-1094
Mots-clés : Autism spectrum disorder Debunking Evidence-based practice Knowledge translation Misinformation Index. décimale : PER Périodiques Résumé : Use of empirically unsupported practices is a challenge in the field of autism spectrum disorder (ASD). We explored whether attitudes and perceived evidence were linked to intended practice use in early intervention staff. Seventy-one participants completed ratings of the evidence base, current and future use of six ASD intervention practices, and reported attitudes to research and evidence-based practice. Participants reported greater use and rated the evidence base higher for the empirically supported practices. However, variability in accuracy of evidence base ratings was observed across individuals. Higher perceived evidence was linked to greater future use intentions for empirically supported and unsupported practices. The need for accurate information across practice types is highlighted. Self-report methodology limitations and future research directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04332-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices / Jessica PAYNTER in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
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Titre : Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices Type de document : Texte imprimé et/ou numérique Auteurs : Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur Article en page(s) : p.3734-3739 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder/diagnosis/therapy Communication Humans School Teachers Schools Students Autism Autism spectrum disorders Evidence-based practice Myths Professional development Teacher training Index. décimale : PER Périodiques Résumé : The use of both empirically supported and unsupported practices by teachers is common with autistic students. In this study, strategies were used to reduce use of unsupported practices. First, specially-designed information sheets were shared with teachers about the evidence-base of two practices used in schools: one unsupported (sensory integration therapy [SIT]) and one supported (antecedent-based interventions [ABI]). A professional development program was then implemented to improve knowledge and use of ABI. The information sheets significantly reduced teacher support for SIT, however this was not maintained following professional development. Support for ABI remained unchanged across phases. The need for ongoing teacher professional development in replacing use of unsupported practices with more evidence-based approaches is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05231-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3734-3739[article] Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices [Texte imprimé et/ou numérique] / Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur . - p.3734-3739.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3734-3739
Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder/diagnosis/therapy Communication Humans School Teachers Schools Students Autism Autism spectrum disorders Evidence-based practice Myths Professional development Teacher training Index. décimale : PER Périodiques Résumé : The use of both empirically supported and unsupported practices by teachers is common with autistic students. In this study, strategies were used to reduce use of unsupported practices. First, specially-designed information sheets were shared with teachers about the evidence-base of two practices used in schools: one unsupported (sensory integration therapy [SIT]) and one supported (antecedent-based interventions [ABI]). A professional development program was then implemented to improve knowledge and use of ABI. The information sheets significantly reduced teacher support for SIT, however this was not maintained following professional development. Support for ABI remained unchanged across phases. The need for ongoing teacher professional development in replacing use of unsupported practices with more evidence-based approaches is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05231-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Evaluating an engagement-based preference assessment for children with Autism / Deb KEEN in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)
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Titre : Evaluating an engagement-based preference assessment for children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Deb KEEN, Auteur ; Donna PENNELL, Auteur Année de publication : 2010 Article en page(s) : p.645-652 Langues : Anglais (eng) Mots-clés : Preference-assessment Autism Engagement Reinforcer-effectiveness Index. décimale : PER Périodiques Résumé : One method of conducting preference assessments with individuals who have autism involves measuring the time spent by the child engaging with various stimuli. Engagement is generally defined as showing interest in the stimulus but few studies have investigated the potential effects of the quality of engagement with the stimulus on reinforcer effectiveness. In this study, both the duration and quality of engagement were measured for four children with autism aged between 4 and 5 years who participated in a duration-based multiple stimulus with replacement preference assessment. Stimuli were classified into one of the following three categories based on duration and quality of engagement with each stimulus presented: no interest; interest and; active engagement. The relative reinforcing value of stimuli from each category was then investigated. Results showed that the quality of engagement with the stimulus did not predict the relative reinforcer effectiveness of the selected stimuli for any of the participants. For two children, the procedure was effective in differentiating stimuli classified as no interest and those with which the child had engaged, regardless of the quality of that engagement. The utility of an engagement-based preference assessment that also measures quality of engagement with stimuli as a means to guide selection of reinforcers for children with autism is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102
in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.645-652[article] Evaluating an engagement-based preference assessment for children with Autism [Texte imprimé et/ou numérique] / Deb KEEN, Auteur ; Donna PENNELL, Auteur . - 2010 . - p.645-652.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.645-652
Mots-clés : Preference-assessment Autism Engagement Reinforcer-effectiveness Index. décimale : PER Périodiques Résumé : One method of conducting preference assessments with individuals who have autism involves measuring the time spent by the child engaging with various stimuli. Engagement is generally defined as showing interest in the stimulus but few studies have investigated the potential effects of the quality of engagement with the stimulus on reinforcer effectiveness. In this study, both the duration and quality of engagement were measured for four children with autism aged between 4 and 5 years who participated in a duration-based multiple stimulus with replacement preference assessment. Stimuli were classified into one of the following three categories based on duration and quality of engagement with each stimulus presented: no interest; interest and; active engagement. The relative reinforcing value of stimuli from each category was then investigated. Results showed that the quality of engagement with the stimulus did not predict the relative reinforcer effectiveness of the selected stimuli for any of the participants. For two children, the procedure was effective in differentiating stimuli classified as no interest and those with which the child had engaged, regardless of the quality of that engagement. The utility of an engagement-based preference assessment that also measures quality of engagement with stimuli as a means to guide selection of reinforcers for children with autism is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 Exploring Anxiety at Home, School, and in the Community Through Self-Report From Children on the Autism Spectrum / Dawn ADAMS in Autism Research, 13-4 (April 2020)
[article]
Titre : Exploring Anxiety at Home, School, and in the Community Through Self-Report From Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Dawn ADAMS, Auteur ; Kate SIMPSON, Auteur ; Deb KEEN, Auteur Article en page(s) : p.603-614 Langues : Anglais (eng) Mots-clés : anxiety autism first-person perspective mental health parents support Index. décimale : PER Périodiques Résumé : Research investigating anxiety in children on the autism spectrum usually reports caregiver rather than self-report perspectives. This study aimed to document children's own descriptions of their anxiety symptomatology by combining profiles on a standardized autism-specific self-report measure of anxiety (ASC-ASD-C) with the answers from closed- and open-answer questions about anxiety across home, school, and community settings. Across the sample of 113 children on the spectrum aged 6-14 years, the two most frequently endorsed items on the ASC-ASD-C were from the Uncertainty and Performance Anxiety subscales, and the least endorsed were both from the Anxious Arousal subscale. Almost all (96.5%) of the children on the spectrum reported experiencing anxiety in at least one setting, with 40.7% reporting anxiety in all three contexts (home, school, and community). Approximately half of the sample felt their anxiety goes unrecognized by others at school and almost 60% felt it was unrecognized by others when out in the community. The proportion of children reporting having someone to help reduce their anxiety differed across home (86%), school (76%), and community (45%) settings. This highlights the importance of understanding anxiety and its impact, not only within the context of autism but also for each particular child. Autism Res 2020, 13: 603-614. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: There has been a lot of research focusing on anxiety and autism, but most of it has used parent reports, rather than asking the child themselves. This study summarizes data from 113 children on the autism spectrum, aged 6-14 years. It reports the symptoms of anxiety that these children most and least commonly experience. The results suggest only 40-50% of children feel that others are able to recognize their anxiety at school and when out in the community, suggesting that more training is needed to help adults in these settings to recognize and support anxiety. En ligne : http://dx.doi.org/10.1002/aur.2246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Autism Research > 13-4 (April 2020) . - p.603-614[article] Exploring Anxiety at Home, School, and in the Community Through Self-Report From Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Dawn ADAMS, Auteur ; Kate SIMPSON, Auteur ; Deb KEEN, Auteur . - p.603-614.
Langues : Anglais (eng)
in Autism Research > 13-4 (April 2020) . - p.603-614
Mots-clés : anxiety autism first-person perspective mental health parents support Index. décimale : PER Périodiques Résumé : Research investigating anxiety in children on the autism spectrum usually reports caregiver rather than self-report perspectives. This study aimed to document children's own descriptions of their anxiety symptomatology by combining profiles on a standardized autism-specific self-report measure of anxiety (ASC-ASD-C) with the answers from closed- and open-answer questions about anxiety across home, school, and community settings. Across the sample of 113 children on the spectrum aged 6-14 years, the two most frequently endorsed items on the ASC-ASD-C were from the Uncertainty and Performance Anxiety subscales, and the least endorsed were both from the Anxious Arousal subscale. Almost all (96.5%) of the children on the spectrum reported experiencing anxiety in at least one setting, with 40.7% reporting anxiety in all three contexts (home, school, and community). Approximately half of the sample felt their anxiety goes unrecognized by others at school and almost 60% felt it was unrecognized by others when out in the community. The proportion of children reporting having someone to help reduce their anxiety differed across home (86%), school (76%), and community (45%) settings. This highlights the importance of understanding anxiety and its impact, not only within the context of autism but also for each particular child. Autism Res 2020, 13: 603-614. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: There has been a lot of research focusing on anxiety and autism, but most of it has used parent reports, rather than asking the child themselves. This study summarizes data from 113 children on the autism spectrum, aged 6-14 years. It reports the symptoms of anxiety that these children most and least commonly experience. The results suggest only 40-50% of children feel that others are able to recognize their anxiety at school and when out in the community, suggesting that more training is needed to help adults in these settings to recognize and support anxiety. En ligne : http://dx.doi.org/10.1002/aur.2246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 Exploring anxiety symptomatology in school-aged autistic children using an autism-specific assessment / Jacquiline DEN HOUTING in Research in Autism Spectrum Disorders, 50 (June 2018)
PermalinkExploring profiles of anxiety symptoms in male and female children on the autism spectrum / Kathryn AMBROSE in Research in Autism Spectrum Disorders, 76 (August 2020)
PermalinkHow well are children with autism spectrum disorder doing academically at school? An overview of the literature / Deb KEEN in Autism, 20-3 (April 2016)
PermalinkKnowledge and Use of Intervention Practices by Community-Based Early Intervention Service Providers / Jessica M. PAYNTER in Journal of Autism and Developmental Disorders, 45-6 (June 2015)
PermalinkMusic Interventions for Children with Autism: Narrative Review of the Literature / Kate SIMPSON in Journal of Autism and Developmental Disorders, 41-11 (November 2011)
PermalinkA pilot study of the effects of a social-pragmatic intervention on the communication and symbolic play of children with autism / Deb KEEN in Autism, 11-1 (January 2007)
PermalinkPredictors of Expressive Language Change for Children with Autism Spectrum Disorder Receiving AAC-Infused Comprehensive Intervention / Veronica ROSE in Journal of Autism and Developmental Disorders, 50-1 (January 2020)
PermalinkSocial validation of an online tool to support transitions to primary school for children with autism / Rhylee SULEK in Research in Autism Spectrum Disorders, 66 (October 2019)
PermalinkThe effects of a parent-focused intervention for children with a recent diagnosis of autism spectrum disorder on parenting stress and competence / Deb KEEN in Research in Autism Spectrum Disorders, 4-2 (April-June 2010)
PermalinkThe use of music to engage children with autism in a receptive labelling task / Kate SIMPSON in Research in Autism Spectrum Disorders, 7-12 (December 2013)
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