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
-
Résultat de la recherche
2 recherche sur le mot-clé '*effectiveness'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Considering efficacy and effectiveness trials of cognitive behavioral therapy among youth with autism: A systematic review / Johanna K. LAKE in Autism, 24-7 (October 2020)
[article]
Titre : Considering efficacy and effectiveness trials of cognitive behavioral therapy among youth with autism: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Johanna K. LAKE, Auteur ; Paula TABLON-MODICA, Auteur ; Victoria CHAN, Auteur ; Jonathan A WEISS, Auteur Article en page(s) : p.1590-1606 Langues : Anglais (eng) Mots-clés : *autism *cognitive behavioral therapy *effectiveness *efficacy *feasibility *implementation science Index. décimale : PER Périodiques Résumé : Cognitive behavioral therapy is a common treatment for emotional problems in people with autism. Most studies of cognitive behavioral therapy and autism have focused on efficacy, meaning whether a treatment produces results under "ideal" conditions, like a lab or research setting. Effectiveness trials, by contrast, investigate whether a treatment produces results under "real-world" conditions, like a community setting (e.g. hospital, community mental health center, school). There can be challenges in bringing a cognitive behavioral therapy treatment out of a lab or research setting into the community, and the field of implementation science uses frameworks to help guide researchers in this process. In this study, we reviewed efficacy and effectiveness studies of cognitive behavioral therapy treatments for emotional problems (e.g. anxiety, depression) in children and youth with autism. Our search found 2959 articles, with 33 studies meeting our criteria. In total, 13 studies were labelled as effectiveness and 20 as efficacy. We discuss how the effectiveness studies used characteristics of an implementation science framework, such as studying how individuals learn about the treatment, accept or reject it, how it is used in the community over time, and any changes that happened to the individual or the organization (e.g. hospital, school, community mental health center) because of it. Results help us better understand the use of cognitive behavioral therapy in the community, including how a framework can be used to improve effectiveness studies. En ligne : http://dx.doi.org/10.1177/1362361320918754 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-7 (October 2020) . - p.1590-1606[article] Considering efficacy and effectiveness trials of cognitive behavioral therapy among youth with autism: A systematic review [Texte imprimé et/ou numérique] / Johanna K. LAKE, Auteur ; Paula TABLON-MODICA, Auteur ; Victoria CHAN, Auteur ; Jonathan A WEISS, Auteur . - p.1590-1606.
Langues : Anglais (eng)
in Autism > 24-7 (October 2020) . - p.1590-1606
Mots-clés : *autism *cognitive behavioral therapy *effectiveness *efficacy *feasibility *implementation science Index. décimale : PER Périodiques Résumé : Cognitive behavioral therapy is a common treatment for emotional problems in people with autism. Most studies of cognitive behavioral therapy and autism have focused on efficacy, meaning whether a treatment produces results under "ideal" conditions, like a lab or research setting. Effectiveness trials, by contrast, investigate whether a treatment produces results under "real-world" conditions, like a community setting (e.g. hospital, community mental health center, school). There can be challenges in bringing a cognitive behavioral therapy treatment out of a lab or research setting into the community, and the field of implementation science uses frameworks to help guide researchers in this process. In this study, we reviewed efficacy and effectiveness studies of cognitive behavioral therapy treatments for emotional problems (e.g. anxiety, depression) in children and youth with autism. Our search found 2959 articles, with 33 studies meeting our criteria. In total, 13 studies were labelled as effectiveness and 20 as efficacy. We discuss how the effectiveness studies used characteristics of an implementation science framework, such as studying how individuals learn about the treatment, accept or reject it, how it is used in the community over time, and any changes that happened to the individual or the organization (e.g. hospital, school, community mental health center) because of it. Results help us better understand the use of cognitive behavioral therapy in the community, including how a framework can be used to improve effectiveness studies. En ligne : http://dx.doi.org/10.1177/1362361320918754 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention / Stephanie Y. SHIRE in Autism, 24-8 (November 2020)
[article]
Titre : Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Suzanne BRACAGLIA, Auteur ; Maria KODJOE, Auteur ; Connie KASARI, Auteur Article en page(s) : p.2142-2152 Langues : Anglais (eng) Mots-clés : *Engagement *Joint Attention *Symbolic Play *and Regulation *community deployment *effectiveness *intervention *jasPEER *peer engagement *toddlers Index. décimale : PER Périodiques Résumé : Although young children may participate in education and intervention programs that take place in classrooms or groups, there is little information about how toddlers with special needs, and specifically toddlers with autism, are engaging with their peers. This study takes place in a public center-based early intervention program for toddlers with autism. Classrooms of toddlers were randomly assigned to an individual social communication intervention or the same intervention adapted to include a peer. Children in both groups made gains in social communication and play skills. Children who had the peer intervention were more engaged with peers when an adult was present, but not when the children were unsupported. This article adds information about early skills that may be important for children to master so that they have more success when trying to interact with their peers. These skills include understanding language (referred to as "receptive language" at 12 months or more) and play skills including building and stacking (referred to as "combination play"-for example, building with blocks or completing a puzzle) and extending familiar actions to themselves, others, and figures (referred to as "presymbolic play"-for example, putting a bottle to the doll or to themselves). Understanding which skills to target can help practitioners focus their instruction to build children's skills toward connecting with peers through play. En ligne : http://dx.doi.org/10.1177/1362361320935689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2142-2152[article] Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Suzanne BRACAGLIA, Auteur ; Maria KODJOE, Auteur ; Connie KASARI, Auteur . - p.2142-2152.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2142-2152
Mots-clés : *Engagement *Joint Attention *Symbolic Play *and Regulation *community deployment *effectiveness *intervention *jasPEER *peer engagement *toddlers Index. décimale : PER Périodiques Résumé : Although young children may participate in education and intervention programs that take place in classrooms or groups, there is little information about how toddlers with special needs, and specifically toddlers with autism, are engaging with their peers. This study takes place in a public center-based early intervention program for toddlers with autism. Classrooms of toddlers were randomly assigned to an individual social communication intervention or the same intervention adapted to include a peer. Children in both groups made gains in social communication and play skills. Children who had the peer intervention were more engaged with peers when an adult was present, but not when the children were unsupported. This article adds information about early skills that may be important for children to master so that they have more success when trying to interact with their peers. These skills include understanding language (referred to as "receptive language" at 12 months or more) and play skills including building and stacking (referred to as "combination play"-for example, building with blocks or completing a puzzle) and extending familiar actions to themselves, others, and figures (referred to as "presymbolic play"-for example, putting a bottle to the doll or to themselves). Understanding which skills to target can help practitioners focus their instruction to build children's skills toward connecting with peers through play. En ligne : http://dx.doi.org/10.1177/1362361320935689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431