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Social Validation of Evidence-Based Practices in Autism by Parents, Teachers, and Administrators / Kevin CALLAHAN in Journal of Autism and Developmental Disorders, 38-4 (April 2008)
[article]
Titre : Social Validation of Evidence-Based Practices in Autism by Parents, Teachers, and Administrators Type de document : Texte imprimé et/ou numérique Auteurs : Kevin CALLAHAN, Auteur ; Robin K. HENSON, Auteur ; Angela K. COWAN, Auteur Année de publication : 2008 Article en page(s) : p.678-692 Langues : Anglais (eng) Mots-clés : Autism Social-validation Special-education Evidence-based-practices Index. décimale : PER Périodiques Résumé : Relatively little attention has been devoted to the social validation of potentially effective autism interventions. Thus, it is often difficult to identify and implement evidence-based practices, and programming is often inadequate. The authors identified autism intervention components with reported effectiveness for school settings. The results of a social validation survey completed by parents, teachers, and administrators indicate strong, consistent support for program components falling within five functional areas: (a) individualized programming, (b) data collection, (c) the use of empirically-based strategies, (d) active collaboration, and (e) a focus on long-term outcomes. These socially validated interventions can be used to evaluate existing autism curricula and develop training for professionals, parents, and students in order to improve public school autism programs.
En ligne : http://dx.doi.org/10.1007/s10803-007-0434-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340
in Journal of Autism and Developmental Disorders > 38-4 (April 2008) . - p.678-692[article] Social Validation of Evidence-Based Practices in Autism by Parents, Teachers, and Administrators [Texte imprimé et/ou numérique] / Kevin CALLAHAN, Auteur ; Robin K. HENSON, Auteur ; Angela K. COWAN, Auteur . - 2008 . - p.678-692.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 38-4 (April 2008) . - p.678-692
Mots-clés : Autism Social-validation Special-education Evidence-based-practices Index. décimale : PER Périodiques Résumé : Relatively little attention has been devoted to the social validation of potentially effective autism interventions. Thus, it is often difficult to identify and implement evidence-based practices, and programming is often inadequate. The authors identified autism intervention components with reported effectiveness for school settings. The results of a social validation survey completed by parents, teachers, and administrators indicate strong, consistent support for program components falling within five functional areas: (a) individualized programming, (b) data collection, (c) the use of empirically-based strategies, (d) active collaboration, and (e) a focus on long-term outcomes. These socially validated interventions can be used to evaluate existing autism curricula and develop training for professionals, parents, and students in order to improve public school autism programs.
En ligne : http://dx.doi.org/10.1007/s10803-007-0434-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340