86 recherche sur le mot-clé 'Practice'

Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools / Jill LOCKE in Research in Autism Spectrum Disorders, 62 (June 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.10-17 Titre : Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools Type de document : texte imprimé Auteurs : Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Colleen HARKER, Auteur ; Connie KASARI, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.10-17 Langues : Anglais (eng) Mots-clés : Practice-based evidence  Autism  Social skills interventions  Implementation Index. décimale : PER Périodiques Résumé : Background Social impairment is the most challenging core deficit for children with autism spectrum disorder (ASD). Several evidence-based interventions address social impairment in children with ASD; however, adoption, use, and implementation of these interventions in schools is challenging. Method Ninety-two children with ASD who received one of three intervention models: a) School personnel adapted and implemented evidence-based social skills intervention (Practice-Based Model; n = 14); b) University researcher developed and implemented evidence-based social skills intervention (Research-Based Model; n = 45); or c) standard educational practices model (Inclusion Only Model; n = 33) participated. The average age was 8.4 (SD = 1.6) years; majority was male (88%) and white (52.2%). Typically developing classmates completed sociometric ratings to determine children’s social network inclusion, and independent raters observed children on the playground using a time-interval behavior coding system to record solitary engagement and frequency of initiations. Results Separate linear regression models were conducted. Children in the Research-Based Model had significantly higher social network inclusion than children in the other two settings (p = .05). Children in the Practice-Based Model had significantly lower solitary engagement (p = .04) and more initiations on the playground than children in the University Developed Model (p = .04). Conclusions The results suggest that researchers: 1) may learn from public school stakeholders who have lived experiences to better understand the context in which implementation occurs; and 2) should partner with schools to learn about their processes of adaptation and adoption in order to facilitate successful implementation of evidence-based practices for children with ASD. Interventions designed with implementation in mind may be more feasible and increase the chances of use in schools. En ligne : https://doi.org/10.1016/j.rasd.2019.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools [texte imprimé] / Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Colleen HARKER, Auteur ; Connie KASARI, Auteur ; David S. MANDELL, Auteur . - p.10-17. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.10-17 Mots-clés : Practice-based evidence  Autism  Social skills interventions  Implementation Index. décimale : PER Périodiques Résumé : Background Social impairment is the most challenging core deficit for children with autism spectrum disorder (ASD). Several evidence-based interventions address social impairment in children with ASD; however, adoption, use, and implementation of these interventions in schools is challenging. Method Ninety-two children with ASD who received one of three intervention models: a) School personnel adapted and implemented evidence-based social skills intervention (Practice-Based Model; n = 14); b) University researcher developed and implemented evidence-based social skills intervention (Research-Based Model; n = 45); or c) standard educational practices model (Inclusion Only Model; n = 33) participated. The average age was 8.4 (SD = 1.6) years; majority was male (88%) and white (52.2%). Typically developing classmates completed sociometric ratings to determine children’s social network inclusion, and independent raters observed children on the playground using a time-interval behavior coding system to record solitary engagement and frequency of initiations. Results Separate linear regression models were conducted. Children in the Research-Based Model had significantly higher social network inclusion than children in the other two settings (p = .05). Children in the Practice-Based Model had significantly lower solitary engagement (p = .04) and more initiations on the playground than children in the University Developed Model (p = .04). Conclusions The results suggest that researchers: 1) may learn from public school stakeholders who have lived experiences to better understand the context in which implementation occurs; and 2) should partner with schools to learn about their processes of adaptation and adoption in order to facilitate successful implementation of evidence-based practices for children with ASD. Interventions designed with implementation in mind may be more feasible and increase the chances of use in schools. En ligne : https://doi.org/10.1016/j.rasd.2019.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

Consensus recommendations for usability and acceptability of mobile health autism screening tools / Gabriella TANGKILISAN in Autism, 29-12 (December 2025)  

Public ISBD [article]  inAutism > 29-12 (December 2025) . - p.3100-3110 Titre : Consensus recommendations for usability and acceptability of mobile health autism screening tools Type de document : texte imprimé Auteurs : Gabriella TANGKILISAN, Auteur ; Luis Rivas VAZQUEZ, Auteur ; Plyce FUCHU, Auteur ; Benjamin SANDERS, Auteur ; Jill K. DOLATA, Auteur ; Steven BEDRICK, Auteur ; Eric FOMBONNE, Auteur ; Sarabeth BRODER-FINGERT, Auteur ; Katharine E. ZUCKERMAN, Auteur Article en page(s) : p.3100-3110 Langues : Anglais (eng) Mots-clés : autism screening  autism spectrum disorder  Delphi consensus  developmental screening  disparities  mobile health  practice guidelines Index. décimale : PER Périodiques Résumé : Mobile health (mHealth; online phone or tablet-based) screening tools for autism are being increasingly used by parents, health care, and educational providers. However, it is unclear whether mHealth autism screening will improve the inequalities in autism or further help individuals already advantaged in autism care. To try to improve equity in mHealth autism screening, we conducted a modified Delphi consensus panel process with 14 panelists who were medical providers, parents, tool developers, and educational providers. Panelists participated in three asynchronous online voting rounds followed by online discussions. Panelists were provided a preliminary list of 28 recommendations for autism-screening tools that were compiled from previous qualitative interviews in the larger project. In each round, panelists were asked to vote for up to 10 recommendations from the preliminary list and discuss the voting results. After the third round of asynchronous voting, a final round of discussion with all the panelists was held live through Zoom to discuss the final asynchronous voting results. All voting and discussion took place on an online app called Slack. Voting and discussion yielded 19 recommendations in five conceptual categories: transparency, equity, access, product design and user experience, and development process. Tools adhering to these recommendations may increase equitable service use after screening.Lay abstract Families may use information online to learn more about autism. Families, health care, and educational providers may use online tools like checklists or web apps to screen for autism (measure whether a young child has autism symptoms or behaviors). However, we do not know whether the online autism-screening tools can be easily used by families and providers. It is possible that families who are culturally diverse, have lower education, or have lower income have trouble using online autism-screening tools. We conducted an online consensus panel with medical/educational providers, parents, and tool developers, asking them to vote and have discussions on suggestions for online screening tools for autism. The voting and discussions resulted in 19 suggestions for changes to make the tools easier to use. The top recommendations included directly linking to sources of information about autism, reading level that is less than or equal to fifth grade, and focusing on the diverse behavior/needs/strengths associated with autism. En ligne : https://dx.doi.org/10.1177/13623613251360276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572 [article] Consensus recommendations for usability and acceptability of mobile health autism screening tools [texte imprimé] / Gabriella TANGKILISAN, Auteur ; Luis Rivas VAZQUEZ, Auteur ; Plyce FUCHU, Auteur ; Benjamin SANDERS, Auteur ; Jill K. DOLATA, Auteur ; Steven BEDRICK, Auteur ; Eric FOMBONNE, Auteur ; Sarabeth BRODER-FINGERT, Auteur ; Katharine E. ZUCKERMAN, Auteur . - p.3100-3110. Langues : Anglais (eng) in Autism > 29-12 (December 2025) . - p.3100-3110 Mots-clés : autism screening  autism spectrum disorder  Delphi consensus  developmental screening  disparities  mobile health  practice guidelines Index. décimale : PER Périodiques Résumé : Mobile health (mHealth; online phone or tablet-based) screening tools for autism are being increasingly used by parents, health care, and educational providers. However, it is unclear whether mHealth autism screening will improve the inequalities in autism or further help individuals already advantaged in autism care. To try to improve equity in mHealth autism screening, we conducted a modified Delphi consensus panel process with 14 panelists who were medical providers, parents, tool developers, and educational providers. Panelists participated in three asynchronous online voting rounds followed by online discussions. Panelists were provided a preliminary list of 28 recommendations for autism-screening tools that were compiled from previous qualitative interviews in the larger project. In each round, panelists were asked to vote for up to 10 recommendations from the preliminary list and discuss the voting results. After the third round of asynchronous voting, a final round of discussion with all the panelists was held live through Zoom to discuss the final asynchronous voting results. All voting and discussion took place on an online app called Slack. Voting and discussion yielded 19 recommendations in five conceptual categories: transparency, equity, access, product design and user experience, and development process. Tools adhering to these recommendations may increase equitable service use after screening.Lay abstract Families may use information online to learn more about autism. Families, health care, and educational providers may use online tools like checklists or web apps to screen for autism (measure whether a young child has autism symptoms or behaviors). However, we do not know whether the online autism-screening tools can be easily used by families and providers. It is possible that families who are culturally diverse, have lower education, or have lower income have trouble using online autism-screening tools. We conducted an online consensus panel with medical/educational providers, parents, and tool developers, asking them to vote and have discussions on suggestions for online screening tools for autism. The voting and discussions resulted in 19 suggestions for changes to make the tools easier to use. The top recommendations included directly linking to sources of information about autism, reading level that is less than or equal to fifth grade, and focusing on the diverse behavior/needs/strengths associated with autism. En ligne : https://dx.doi.org/10.1177/13623613251360276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572

Lessons learned in practice-based research: Studying language interventions for young children in the real world / Rachael E. SMYTH in Autism & Developmental Language Impairments, 5 (January-December 2020)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 5 (January-December 2020) Titre : Lessons learned in practice-based research: Studying language interventions for young children in the real world Type de document : texte imprimé Auteurs : Rachael E. SMYTH, Auteur ; Julie THEURER, Auteur ; Lisa M.D. ARCHIBALD, Auteur ; Janis ORAM CARDY, Auteur Langues : Anglais (eng) Mots-clés : Practice-based research  language intervention  preschool Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520913482 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Lessons learned in practice-based research: Studying language interventions for young children in the real world [texte imprimé] / Rachael E. SMYTH, Auteur ; Julie THEURER, Auteur ; Lisa M.D. ARCHIBALD, Auteur ; Janis ORAM CARDY, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 5 (January-December 2020) Mots-clés : Practice-based research  language intervention  preschool Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520913482 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

Phelan-McDermid syndrome: a review of the literature and practice parameters for medical assessment and monitoring / Alexander KOLEVZON in Journal of Neurodevelopmental Disorders, 6-1 (December 2014)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 6-1 (December 2014) . - p.39 Titre : Phelan-McDermid syndrome: a review of the literature and practice parameters for medical assessment and monitoring Type de document : texte imprimé Auteurs : Alexander KOLEVZON, Auteur ; Benjamin ANGARITA, Auteur ; Lauren BUSH, Auteur ; A. Ting WANG, Auteur ; Yitzchak FRANK, Auteur ; Amy YANG, Auteur ; Robert RAPAPORT, Auteur ; Jeffrey SALAND, Auteur ; Siddharth SRIVASTAVA, Auteur ; Cristina FARRELL, Auteur ; Lisa J. EDELMANN, Auteur ; Joseph D. BUXBAUM, Auteur Article en page(s) : p.39 Langues : Anglais (eng) Mots-clés : 22q13 deletion syndrome  Autism  Autism spectrum disorder  Neurodevelopmental disorders  Phelan-McDermid syndrome  Practice parameters  Shank3 Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) and intellectual disability (ID) can be caused by mutations in a large number of genes. One example is SHANK3 on the terminal end of chromosome 22q. Loss of one functional copy of SHANK3 results in 22q13 deletion syndrome or Phelan-McDermid syndrome (PMS) and causes a monogenic form of ASD and/or ID with a frequency of 0.5% to 2% of cases. SHANK3 is the critical gene in this syndrome, and its loss results in disruption of synaptic function. With chromosomal microarray analyses now a standard of care in the assessment of ASD and developmental delay, and with the emergence of whole exome and whole genome sequencing in this context, identification of PMS in routine clinical settings will increase significantly. However, PMS remains a rare disorder, and the majority of physicians have never seen a case. While there is agreement about core deficits of PMS, there have been no established parameters to guide evaluation and medical monitoring of the syndrome. Evaluations must include a thorough history and physical and dysmorphology examination. Neurological deficits, including the presence of seizures and structural brain abnormalities should be assessed as well as motor deficits. Endocrine, renal, cardiac, and gastrointestinal problems all require assessment and monitoring in addition to the risk of recurring infections, dental and vision problems, and lymphedema. Finally, all patients should have cognitive, behavioral, and ASD evaluations. The objective of this paper is to address this gap in the literature and establish recommendations to assess the medical, genetic, and neurological features of PMS. En ligne : http://dx.doi.org/10.1186/1866-1955-6-39 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=347 [article] Phelan-McDermid syndrome: a review of the literature and practice parameters for medical assessment and monitoring [texte imprimé] / Alexander KOLEVZON, Auteur ; Benjamin ANGARITA, Auteur ; Lauren BUSH, Auteur ; A. Ting WANG, Auteur ; Yitzchak FRANK, Auteur ; Amy YANG, Auteur ; Robert RAPAPORT, Auteur ; Jeffrey SALAND, Auteur ; Siddharth SRIVASTAVA, Auteur ; Cristina FARRELL, Auteur ; Lisa J. EDELMANN, Auteur ; Joseph D. BUXBAUM, Auteur . - p.39. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 6-1 (December 2014) . - p.39 Mots-clés : 22q13 deletion syndrome  Autism  Autism spectrum disorder  Neurodevelopmental disorders  Phelan-McDermid syndrome  Practice parameters  Shank3 Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) and intellectual disability (ID) can be caused by mutations in a large number of genes. One example is SHANK3 on the terminal end of chromosome 22q. Loss of one functional copy of SHANK3 results in 22q13 deletion syndrome or Phelan-McDermid syndrome (PMS) and causes a monogenic form of ASD and/or ID with a frequency of 0.5% to 2% of cases. SHANK3 is the critical gene in this syndrome, and its loss results in disruption of synaptic function. With chromosomal microarray analyses now a standard of care in the assessment of ASD and developmental delay, and with the emergence of whole exome and whole genome sequencing in this context, identification of PMS in routine clinical settings will increase significantly. However, PMS remains a rare disorder, and the majority of physicians have never seen a case. While there is agreement about core deficits of PMS, there have been no established parameters to guide evaluation and medical monitoring of the syndrome. Evaluations must include a thorough history and physical and dysmorphology examination. Neurological deficits, including the presence of seizures and structural brain abnormalities should be assessed as well as motor deficits. Endocrine, renal, cardiac, and gastrointestinal problems all require assessment and monitoring in addition to the risk of recurring infections, dental and vision problems, and lymphedema. Finally, all patients should have cognitive, behavioral, and ASD evaluations. The objective of this paper is to address this gap in the literature and establish recommendations to assess the medical, genetic, and neurological features of PMS. En ligne : http://dx.doi.org/10.1186/1866-1955-6-39 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=347

‘Above and beyond’: The perceptions of mothers of children with autism about ‘good practice’ by professionals and services / Catherine E. STANFORD in Research in Autism Spectrum Disorders, 77 (September 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 77 (September 2020) . - 101615 Titre : ‘Above and beyond’: The perceptions of mothers of children with autism about ‘good practice’ by professionals and services Type de document : texte imprimé Auteurs : Catherine E. STANFORD, Auteur ; Vaso TOTSIKA, Auteur ; Richard P. HASTINGS, Auteur Article en page(s) : 101615 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Good practice  Best practice  Maternal experiences  Service use  Thematic analysis Index. décimale : PER Périodiques Résumé : The aim of the present study was to investigate positive experiences with professionals and services, from the perspective of mothers of children with autism. Parents’ negative experiences with services are well documented, but the experiences of ‘good practice’ have been less well researched. Seventeen mothers of children with autism aged between 5 and 10 years old were interviewed regarding their experiences of accessing services for their child, and in particular their experiences of good practice. Using inductive thematic analysis, three core themes were identified. These related to mothers valuing aspects of professionals’ engagement, manner, and interactions with mothers; elements of professional and services provision (such as knowledge, community building, and hands-on skill development); and the ways services delivered their provision (e.g., through personalisation and adaptation, and ease of access). The findings of this study illustrate that these are clearly aspects of good practice valued by mothers of children with autism, which could be generalised to other neurodevelopmental conditions. Future research should consider establishing directional links between good practice concepts, for example using grounded theory. En ligne : https://doi.org/10.1016/j.rasd.2020.101615 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] â€˜Above and beyond’: The perceptions of mothers of children with autism about ‘good practice’ by professionals and services [texte imprimé] / Catherine E. STANFORD, Auteur ; Vaso TOTSIKA, Auteur ; Richard P. HASTINGS, Auteur . - 101615. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 77 (September 2020) . - 101615 Mots-clés : Autism spectrum disorders  Good practice  Best practice  Maternal experiences  Service use  Thematic analysis Index. décimale : PER Périodiques Résumé : The aim of the present study was to investigate positive experiences with professionals and services, from the perspective of mothers of children with autism. Parents’ negative experiences with services are well documented, but the experiences of ‘good practice’ have been less well researched. Seventeen mothers of children with autism aged between 5 and 10 years old were interviewed regarding their experiences of accessing services for their child, and in particular their experiences of good practice. Using inductive thematic analysis, three core themes were identified. These related to mothers valuing aspects of professionals’ engagement, manner, and interactions with mothers; elements of professional and services provision (such as knowledge, community building, and hands-on skill development); and the ways services delivered their provision (e.g., through personalisation and adaptation, and ease of access). The findings of this study illustrate that these are clearly aspects of good practice valued by mothers of children with autism, which could be generalised to other neurodevelopmental conditions. Future research should consider establishing directional links between good practice concepts, for example using grounded theory. En ligne : https://doi.org/10.1016/j.rasd.2020.101615 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

Allied Health Professionals' Knowledge and Use of ASD Intervention Practices / Jessica PAYNTER in Journal of Autism and Developmental Disorders, 48-7 (July 2018)  

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An international qualitative study of functioning in autism spectrum disorder using the World Health Organization international classification of functioning, disability and health framework / Soheil MAHDI in Autism Research, 11-3 (March 2018)  

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An international review of autism knowledge assessment measures / Ashley J. HARRISON in Autism, 21-3 (April 2017)  

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Annual Research Review: The state of implementation science in child psychology and psychiatry: a review and suggestions to advance the field / Nathaniel J. WILLIAMS in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

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Application des principes du modèle Evidence Based Practice (EBP) à la rééducation de l’aphasie / Sophie CHOMEL-GUILLAUME in Rééducation Orthophonique, 275 (Septembre 2018)

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