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Does implementing a new intervention disrupt use of existing evidence-based autism interventions? / Melanie PELLECCHIA in Autism, 24-7 (October 2020)
[article]
Titre : Does implementing a new intervention disrupt use of existing evidence-based autism interventions? Type de document : Texte imprimé et/ou numérique Auteurs : Melanie PELLECCHIA, Auteur ; Rinad S. BEIDAS, Auteur ; Gwendolyn LAWSON, Auteur ; Nathaniel J. WILLIAMS, Auteur ; Max SEIDMAN, Auteur ; John R. KIMBERLY, Auteur ; Carolyn C. CANNUSCIO, Auteur ; David S MANDELL, Auteur Article en page(s) : p.1713-1725 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder *computer-assisted intervention *school-based implementation Index. décimale : PER Périodiques Résumé : Interventions for children with autism spectrum disorder are complex and often are not implemented successfully within schools. When new practices are introduced in schools, they often are layered on top of existing practices, with little attention paid to how introducing new practices affects the use of existing practices. This study evaluated how introducing a computer-assisted intervention, called TeachTown:Basics, affected the use of other evidence-based practices in autism support classrooms. We compared how often teachers reported using a set of evidence-based practices in classrooms that either had access to TeachTown:Basics or did not have the program. We found that teachers who had access to the computer-assisted intervention reported using the other evidence-based practices less often as the school year progressed. Teachers also reported that they liked the computer-assisted intervention, found it easy to use, and that it helped overcome challenges to implementing other evidence-based practices. This is important because the computer-assisted intervention did not improve child outcomes in a previous study and indicates that teachers may use interventions that are appealing and easier to implement, even when they do not have evidence to support their effectiveness. These findings support the idea of interventions' complexity and how well the intervention fits within the classroom affect how teachers use it and highlight the need to develop school-based interventions that both appeal to the practitioner and improve child outcomes. En ligne : http://dx.doi.org/10.1177/1362361320919248 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-7 (October 2020) . - p.1713-1725[article] Does implementing a new intervention disrupt use of existing evidence-based autism interventions? [Texte imprimé et/ou numérique] / Melanie PELLECCHIA, Auteur ; Rinad S. BEIDAS, Auteur ; Gwendolyn LAWSON, Auteur ; Nathaniel J. WILLIAMS, Auteur ; Max SEIDMAN, Auteur ; John R. KIMBERLY, Auteur ; Carolyn C. CANNUSCIO, Auteur ; David S MANDELL, Auteur . - p.1713-1725.
Langues : Anglais (eng)
in Autism > 24-7 (October 2020) . - p.1713-1725
Mots-clés : *autism spectrum disorder *computer-assisted intervention *school-based implementation Index. décimale : PER Périodiques Résumé : Interventions for children with autism spectrum disorder are complex and often are not implemented successfully within schools. When new practices are introduced in schools, they often are layered on top of existing practices, with little attention paid to how introducing new practices affects the use of existing practices. This study evaluated how introducing a computer-assisted intervention, called TeachTown:Basics, affected the use of other evidence-based practices in autism support classrooms. We compared how often teachers reported using a set of evidence-based practices in classrooms that either had access to TeachTown:Basics or did not have the program. We found that teachers who had access to the computer-assisted intervention reported using the other evidence-based practices less often as the school year progressed. Teachers also reported that they liked the computer-assisted intervention, found it easy to use, and that it helped overcome challenges to implementing other evidence-based practices. This is important because the computer-assisted intervention did not improve child outcomes in a previous study and indicates that teachers may use interventions that are appealing and easier to implement, even when they do not have evidence to support their effectiveness. These findings support the idea of interventions' complexity and how well the intervention fits within the classroom affect how teachers use it and highlight the need to develop school-based interventions that both appeal to the practitioner and improve child outcomes. En ligne : http://dx.doi.org/10.1177/1362361320919248 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431