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Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers / Amy HODGES in Journal of Autism and Developmental Disorders, 52-7 (July 2022)
[article]
Titre : Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers Type de document : Texte imprimé et/ou numérique Auteurs : Amy HODGES, Auteur ; Reinie CORDIER, Auteur ; Annette JOOSTEN, Auteur ; Helen M. BOURKE-TAYLOR, Auteur Article en page(s) : p.3230-3245 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder Concept Formation Humans Schools Students Autism Intervention development Psychosocial intervention Theoretical model Index. décimale : PER Périodiques Résumé : Limited interventions exist that support student's school participation. This paper describes a theoretical model of school participation and the iterative process that led to the development of an intervention that aims to improve the school participation of students on the autism spectrum and their typically developing peers. Literature on autism, school participation and intervention research were integrated to develop a theoretical model. Focus groups, a Delphi study, online surveys, and reference group consultation helped to develop and refine the intervention. A novel school-based intervention was developed. The impetus to develop interventions with a strong theoretical rationale is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05362-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3230-3245[article] Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers [Texte imprimé et/ou numérique] / Amy HODGES, Auteur ; Reinie CORDIER, Auteur ; Annette JOOSTEN, Auteur ; Helen M. BOURKE-TAYLOR, Auteur . - p.3230-3245.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3230-3245
Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder Concept Formation Humans Schools Students Autism Intervention development Psychosocial intervention Theoretical model Index. décimale : PER Périodiques Résumé : Limited interventions exist that support student's school participation. This paper describes a theoretical model of school participation and the iterative process that led to the development of an intervention that aims to improve the school participation of students on the autism spectrum and their typically developing peers. Literature on autism, school participation and intervention research were integrated to develop a theoretical model. Focus groups, a Delphi study, online surveys, and reference group consultation helped to develop and refine the intervention. A novel school-based intervention was developed. The impetus to develop interventions with a strong theoretical rationale is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05362-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 Identifying intervention strategies for preventing the mental health consequences of childhood adversity: A modified Delphi study / Leslie R. RITH-NAJARIAN in Development and Psychopathology, 33-2 (May 2021)
[article]
Titre : Identifying intervention strategies for preventing the mental health consequences of childhood adversity: A modified Delphi study Type de document : Texte imprimé et/ou numérique Auteurs : Leslie R. RITH-NAJARIAN, Auteur ; Noah S. TRIPLETT, Auteur ; John R. WEISZ, Auteur ; Katie A. MCLAUGHLIN, Auteur Année de publication : 2021 Article en page(s) : p.748-765 Langues : Anglais (eng) Mots-clés : Delphi study childhood adversity intervention development prevention psychopathology Index. décimale : PER Périodiques Résumé : Exposure to childhood adversity is a powerful risk factor for psychopathology. Despite extensive efforts, we have not yet identified effective or scalable interventions that prevent the emergence of mental health problems in children who have experienced adversity. In this modified Delphi study, we identified intervention strategies for effectively targeting both the neurodevelopmental mechanisms linking childhood adversity and psychopathology - including heightened emotional reactivity, difficulties with emotion regulation, blunted reward processing, and social information processing biases, as well as a range of psychopathology symptoms. We iteratively synthesized information from experts in the field and relevant meta-analyses through three surveys, first with experts in intervention development, prevention, and childhood adversity (n = 32), and then within our study team (n = 8). The results produced increasing stability and good consensus on intervention strategy recommendations for specific neurodevelopmental mechanisms and symptom presentations and on strength of evidence ratings of intervention strategies targeting youth and parents. More broadly, our findings highlight how intervention decision making can be informed by meta-analyses, enhanced by aggregate group feedback, saturated before consensus, and persistently subjective or even contradictory. Ultimately, the results converged on several promising intervention strategies for prevention programming with adversity-exposed youth, which will be tested in an upcoming clinical trial. En ligne : http://dx.doi.org/10.1017/s0954579420002059 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Development and Psychopathology > 33-2 (May 2021) . - p.748-765[article] Identifying intervention strategies for preventing the mental health consequences of childhood adversity: A modified Delphi study [Texte imprimé et/ou numérique] / Leslie R. RITH-NAJARIAN, Auteur ; Noah S. TRIPLETT, Auteur ; John R. WEISZ, Auteur ; Katie A. MCLAUGHLIN, Auteur . - 2021 . - p.748-765.
Langues : Anglais (eng)
in Development and Psychopathology > 33-2 (May 2021) . - p.748-765
Mots-clés : Delphi study childhood adversity intervention development prevention psychopathology Index. décimale : PER Périodiques Résumé : Exposure to childhood adversity is a powerful risk factor for psychopathology. Despite extensive efforts, we have not yet identified effective or scalable interventions that prevent the emergence of mental health problems in children who have experienced adversity. In this modified Delphi study, we identified intervention strategies for effectively targeting both the neurodevelopmental mechanisms linking childhood adversity and psychopathology - including heightened emotional reactivity, difficulties with emotion regulation, blunted reward processing, and social information processing biases, as well as a range of psychopathology symptoms. We iteratively synthesized information from experts in the field and relevant meta-analyses through three surveys, first with experts in intervention development, prevention, and childhood adversity (n = 32), and then within our study team (n = 8). The results produced increasing stability and good consensus on intervention strategy recommendations for specific neurodevelopmental mechanisms and symptom presentations and on strength of evidence ratings of intervention strategies targeting youth and parents. More broadly, our findings highlight how intervention decision making can be informed by meta-analyses, enhanced by aggregate group feedback, saturated before consensus, and persistently subjective or even contradictory. Ultimately, the results converged on several promising intervention strategies for prevention programming with adversity-exposed youth, which will be tested in an upcoming clinical trial. En ligne : http://dx.doi.org/10.1017/s0954579420002059 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 A Play-Based, Peer-Mediated Pragmatic Language Intervention for School-Aged Children on the Autism Spectrum: Predicting Who Benefits Most / L. PARSONS in Journal of Autism and Developmental Disorders, 49-10 (October 2019)
[article]
Titre : A Play-Based, Peer-Mediated Pragmatic Language Intervention for School-Aged Children on the Autism Spectrum: Predicting Who Benefits Most Type de document : Texte imprimé et/ou numérique Auteurs : L. PARSONS, Auteur ; R. CORDIER, Auteur ; N. MUNRO, Auteur ; A. JOOSTEN, Auteur Article en page(s) : p.4219-4231 Langues : Anglais (eng) Mots-clés : Discriminant function analysis Intervention development Outcome prediction Social communication Index. décimale : PER Périodiques Résumé : This study explored characteristics of children with autism with large intervention effects following a peer-mediated pragmatic language intervention, to devise algorithms for predicting children most likely to benefit. Children attended a 10-week intervention with a typically-developing peer. Data from a pilot study and RCT formed the dataset for this study. The POM-2 measured intervention outcomes. Children completed the EVT-2, TACL-4, and Social Emotional Evaluation at baseline, and parents completed the CCC-2 and CCBRS. High CCC-2 Use of Context and CCBRS Separation Anxiety scores and comparatively lower EVT-2, CCC-2 Nonverbal Communication and Cohesion scores predicted children with large intervention effects. Results can be used by clinicians to predict which children within their clinics might benefit most from participating in this intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04137-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407
in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4219-4231[article] A Play-Based, Peer-Mediated Pragmatic Language Intervention for School-Aged Children on the Autism Spectrum: Predicting Who Benefits Most [Texte imprimé et/ou numérique] / L. PARSONS, Auteur ; R. CORDIER, Auteur ; N. MUNRO, Auteur ; A. JOOSTEN, Auteur . - p.4219-4231.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4219-4231
Mots-clés : Discriminant function analysis Intervention development Outcome prediction Social communication Index. décimale : PER Périodiques Résumé : This study explored characteristics of children with autism with large intervention effects following a peer-mediated pragmatic language intervention, to devise algorithms for predicting children most likely to benefit. Children attended a 10-week intervention with a typically-developing peer. Data from a pilot study and RCT formed the dataset for this study. The POM-2 measured intervention outcomes. Children completed the EVT-2, TACL-4, and Social Emotional Evaluation at baseline, and parents completed the CCC-2 and CCBRS. High CCC-2 Use of Context and CCBRS Separation Anxiety scores and comparatively lower EVT-2, CCC-2 Nonverbal Communication and Cohesion scores predicted children with large intervention effects. Results can be used by clinicians to predict which children within their clinics might benefit most from participating in this intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04137-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407