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7 recherche sur le mot-clé 'social validity'
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Social Validity and Teachers' Use of Evidence-Based Practices for Autism / J. MCNEILL in Journal of Autism and Developmental Disorders, 49-11 (November 2019)
[article]
Titre : Social Validity and Teachers' Use of Evidence-Based Practices for Autism Type de document : Texte imprimé et/ou numérique Auteurs : J. MCNEILL, Auteur Article en page(s) : p.4585-4594 Langues : Anglais (eng) Mots-clés : Autism Evidence-based practice Intervention Social validity Special education Index. décimale : PER Périodiques Résumé : The autism intervention literature focuses heavily on the concept of evidence-based practice, with less consideration of the acceptability, feasibility, and contextual alignment of interventions in practice. A survey of 130 special educators was conducted to quantify this "social validity" of evidence-based practices and analyze its relationship with knowledge level and frequency of use. Results indicate that knowledge, use, and social validity are tightly-connected and rank the highest for modeling, reinforcement, prompting, and visual supports. Regression analysis suggests that greater knowledge, higher perceived social validity, and a caseload including more students with autism predicts more frequent use of a practice. The results support the vital role that social validity plays in teachers' implementation, with implications for both research and practice. En ligne : http://dx.doi.org/10.1007/s10803-019-04190-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408
in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4585-4594[article] Social Validity and Teachers' Use of Evidence-Based Practices for Autism [Texte imprimé et/ou numérique] / J. MCNEILL, Auteur . - p.4585-4594.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4585-4594
Mots-clés : Autism Evidence-based practice Intervention Social validity Special education Index. décimale : PER Périodiques Résumé : The autism intervention literature focuses heavily on the concept of evidence-based practice, with less consideration of the acceptability, feasibility, and contextual alignment of interventions in practice. A survey of 130 special educators was conducted to quantify this "social validity" of evidence-based practices and analyze its relationship with knowledge level and frequency of use. Results indicate that knowledge, use, and social validity are tightly-connected and rank the highest for modeling, reinforcement, prompting, and visual supports. Regression analysis suggests that greater knowledge, higher perceived social validity, and a caseload including more students with autism predicts more frequent use of a practice. The results support the vital role that social validity plays in teachers' implementation, with implications for both research and practice. En ligne : http://dx.doi.org/10.1007/s10803-019-04190-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 Social validity of telepractice in families with children with autism / Gabriel MARTÍNEZ-RICO ; Margarita CAÑADAS ; Rómulo J. GONZÁLEZ-GARCÍA in Research in Autism Spectrum Disorders, 110 (February 2024)
[article]
Titre : Social validity of telepractice in families with children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Gabriel MARTÍNEZ-RICO, Auteur ; Margarita CAÑADAS, Auteur ; Rómulo J. GONZÁLEZ-GARCÍA, Auteur Article en page(s) : p.102295 Mots-clés : Autism Telepractice Social validity Service characteristics Usefulness Usability Index. décimale : PER Périodiques Résumé : This research evaluates the social validity (SV) of Telepractice as an intervention modality in families with children with ASD. The study analyzed the SV perceived by families according to the characteristics of the intervention and service delivery. A total of 168 Spanish families with a child with ASD or developmental delay at risk for ASD receiving support services from 45 centers in 44 cities around Spain. Structural equation modeling was used to study the impact of service characteristics on families? perception of SV of telepractice in terms of effectiveness, feasibility, usefulness, caregiver confidence and competence, and future intentions. Results showed that families with children with ASD had an overall positive social validity of telepractice. Videoconference combined with phone calls and email was the modality with higher social validity scores, and the perceived technology skills was directly related to SV scores. Families receiving multiple telepractice sessions per week during longer periods of time tend to show a more passive role and lower perceptions of social validity. Implications for practice are presented, such as weekly videoconferencing sessions with an active family role in order to allow specialists observe the family's interactions with the child, monitor progress, and build caregiver capacity. En ligne : https://doi.org/10.1016/j.rasd.2023.102295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520
in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102295[article] Social validity of telepractice in families with children with autism [Texte imprimé et/ou numérique] / Gabriel MARTÍNEZ-RICO, Auteur ; Margarita CAÑADAS, Auteur ; Rómulo J. GONZÁLEZ-GARCÍA, Auteur . - p.102295.
in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102295
Mots-clés : Autism Telepractice Social validity Service characteristics Usefulness Usability Index. décimale : PER Périodiques Résumé : This research evaluates the social validity (SV) of Telepractice as an intervention modality in families with children with ASD. The study analyzed the SV perceived by families according to the characteristics of the intervention and service delivery. A total of 168 Spanish families with a child with ASD or developmental delay at risk for ASD receiving support services from 45 centers in 44 cities around Spain. Structural equation modeling was used to study the impact of service characteristics on families? perception of SV of telepractice in terms of effectiveness, feasibility, usefulness, caregiver confidence and competence, and future intentions. Results showed that families with children with ASD had an overall positive social validity of telepractice. Videoconference combined with phone calls and email was the modality with higher social validity scores, and the perceived technology skills was directly related to SV scores. Families receiving multiple telepractice sessions per week during longer periods of time tend to show a more passive role and lower perceptions of social validity. Implications for practice are presented, such as weekly videoconferencing sessions with an active family role in order to allow specialists observe the family's interactions with the child, monitor progress, and build caregiver capacity. En ligne : https://doi.org/10.1016/j.rasd.2023.102295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 Establishing a Scale for Assessing the Social Validity of Skill Building Interventions for Young Children with Autism Spectrum Disorder / Natalie I. BERGER in Journal of Autism and Developmental Disorders, 46-10 (October 2016)
[article]
Titre : Establishing a Scale for Assessing the Social Validity of Skill Building Interventions for Young Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Natalie I. BERGER, Auteur ; Lauren MANSTON, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.3258-3269 Langues : Anglais (eng) Mots-clés : Treatment acceptability Social validity Autism Psychometrics Index. décimale : PER Périodiques Résumé : This study evaluated the psychometric properties of the Scale of Treatment Perceptions (STP), a measure of treatment acceptability targeting skill-building interventions for Autism Spectrum Disorder (ASD). This scale utilizes a strength-based approach to intervention assessment, and was established by modifying the Behavior Intervention Rating Scale (Elliott and Von Brock Treuting in J School Psychol 29(1):43–51, 1991. doi: 10.1016/0022-4405(91)90014-I ) and the Treatment Evaluation Inventory (Kazdin in J Appl Behav Anal 13(2):259–273, 1980. doi: 10.1901/jaba.1980.13-259 ) to be appropriate for assessing multiple dimensions of acceptability across skill-building ASD treatments. Overall, the STP demonstrated good psychometric properties: the scale had appropriate internal consistency, demonstrated a stable three-factor structure that was invariant across samples, and discriminated among different skill-building treatments for ASD. This has important implications for dissemination, as perceived acceptability of a treatment relates to treatment utilization and adherence. En ligne : http://dx.doi.org/10.1007/s10803-016-2863-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293
in Journal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3258-3269[article] Establishing a Scale for Assessing the Social Validity of Skill Building Interventions for Young Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Natalie I. BERGER, Auteur ; Lauren MANSTON, Auteur ; Brooke R. INGERSOLL, Auteur . - p.3258-3269.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3258-3269
Mots-clés : Treatment acceptability Social validity Autism Psychometrics Index. décimale : PER Périodiques Résumé : This study evaluated the psychometric properties of the Scale of Treatment Perceptions (STP), a measure of treatment acceptability targeting skill-building interventions for Autism Spectrum Disorder (ASD). This scale utilizes a strength-based approach to intervention assessment, and was established by modifying the Behavior Intervention Rating Scale (Elliott and Von Brock Treuting in J School Psychol 29(1):43–51, 1991. doi: 10.1016/0022-4405(91)90014-I ) and the Treatment Evaluation Inventory (Kazdin in J Appl Behav Anal 13(2):259–273, 1980. doi: 10.1901/jaba.1980.13-259 ) to be appropriate for assessing multiple dimensions of acceptability across skill-building ASD treatments. Overall, the STP demonstrated good psychometric properties: the scale had appropriate internal consistency, demonstrated a stable three-factor structure that was invariant across samples, and discriminated among different skill-building treatments for ASD. This has important implications for dissemination, as perceived acceptability of a treatment relates to treatment utilization and adherence. En ligne : http://dx.doi.org/10.1007/s10803-016-2863-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 Evaluating the Social Validity of the Early Start Denver Model: A Convergent Mixed Methods Study / Emily OGILVIE in Journal of Autism and Developmental Disorders, 47-9 (September 2017)
[article]
Titre : Evaluating the Social Validity of the Early Start Denver Model: A Convergent Mixed Methods Study Type de document : Texte imprimé et/ou numérique Auteurs : Emily OGILVIE, Auteur ; Matthew T. MCCRUDDEN, Auteur Article en page(s) : p.2899-2910 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Early Start Denver Model Social validity Convergent mixed methods Index. décimale : PER Périodiques Résumé : An intervention has social validity to the extent that it is socially acceptable to participants and stakeholders. This pilot convergent mixed methods study evaluated parents’ perceptions of the social validity of the Early Start Denver Model (ESDM), a naturalistic behavioral intervention for children with autism. It focused on whether the parents viewed (a) the ESDM goals as appropriate for their children, (b) the intervention procedures as acceptable and appropriate, and (c) whether changes in their children’s behavior was practically significant. Parents of four children who participated in the ESDM completed the TARF-R questionnaire and participated in a semi-structured interview. Both data sets indicated that parents rated their experiences with the ESDM positively and rated it as socially-valid. The findings indicated that what was implemented in the intervention is complemented by how it was implemented and by whom. En ligne : https://doi.org/10.1007/s10803-017-3214-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316
in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2899-2910[article] Evaluating the Social Validity of the Early Start Denver Model: A Convergent Mixed Methods Study [Texte imprimé et/ou numérique] / Emily OGILVIE, Auteur ; Matthew T. MCCRUDDEN, Auteur . - p.2899-2910.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2899-2910
Mots-clés : Autism spectrum disorder Early Start Denver Model Social validity Convergent mixed methods Index. décimale : PER Périodiques Résumé : An intervention has social validity to the extent that it is socially acceptable to participants and stakeholders. This pilot convergent mixed methods study evaluated parents’ perceptions of the social validity of the Early Start Denver Model (ESDM), a naturalistic behavioral intervention for children with autism. It focused on whether the parents viewed (a) the ESDM goals as appropriate for their children, (b) the intervention procedures as acceptable and appropriate, and (c) whether changes in their children’s behavior was practically significant. Parents of four children who participated in the ESDM completed the TARF-R questionnaire and participated in a semi-structured interview. Both data sets indicated that parents rated their experiences with the ESDM positively and rated it as socially-valid. The findings indicated that what was implemented in the intervention is complemented by how it was implemented and by whom. En ligne : https://doi.org/10.1007/s10803-017-3214-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 A Preliminary Investigation of a Model for Training Public School Practitioners in Positive Behavioral Technologies for Students With Autism Spectrum Disorder / Taryn TRAYLOR ; Susan PALKO ; Paul WEHMAN ; Valerie BROOKE ; Whitney HAM ; Katherine LEWIS ; Carol SCHALL in Focus on Autism and Other Developmental Disabilities, 39-1 (March 2024)
[article]
Titre : A Preliminary Investigation of a Model for Training Public School Practitioners in Positive Behavioral Technologies for Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Taryn TRAYLOR, Auteur ; Susan PALKO, Auteur ; Paul WEHMAN, Auteur ; Valerie BROOKE, Auteur ; Whitney HAM, Auteur ; Katherine LEWIS, Auteur ; Carol SCHALL, Auteur Article en page(s) : p.24?34 Mots-clés : behavior training autism spectrum disorder positive behavior support school practitioners social validity Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) often display serious problem behavior that hinders educational and social progress. Educators in public schools are often untrained in the use of intensive evidence-based positive behavior technologies. This study describes the preliminary investigation of a coaching and consulting model for increasing staff?s ability within U.S. public schools to effectively reduce problem behavior in students with ASD. Public school practitioners who were enrolled in the Customized Behavior Application Training (CBAT) program during the 2020?2021 academic school year completed a survey regarding the social validity of the CBAT model and its impact on problem behavior in students with ASD. Initial findings indicate positive receptivity of CBAT as a useful training for helping school staff more confidently and independently address problem behavior in students with ASD in classroom settings. En ligne : https://dx.doi.org/10.1177/10883576231202697 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519
in Focus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.24?34[article] A Preliminary Investigation of a Model for Training Public School Practitioners in Positive Behavioral Technologies for Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Taryn TRAYLOR, Auteur ; Susan PALKO, Auteur ; Paul WEHMAN, Auteur ; Valerie BROOKE, Auteur ; Whitney HAM, Auteur ; Katherine LEWIS, Auteur ; Carol SCHALL, Auteur . - p.24?34.
in Focus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.24?34
Mots-clés : behavior training autism spectrum disorder positive behavior support school practitioners social validity Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) often display serious problem behavior that hinders educational and social progress. Educators in public schools are often untrained in the use of intensive evidence-based positive behavior technologies. This study describes the preliminary investigation of a coaching and consulting model for increasing staff?s ability within U.S. public schools to effectively reduce problem behavior in students with ASD. Public school practitioners who were enrolled in the Customized Behavior Application Training (CBAT) program during the 2020?2021 academic school year completed a survey regarding the social validity of the CBAT model and its impact on problem behavior in students with ASD. Initial findings indicate positive receptivity of CBAT as a useful training for helping school staff more confidently and independently address problem behavior in students with ASD in classroom settings. En ligne : https://dx.doi.org/10.1177/10883576231202697 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 ASD intervention research in real world contexts: Refining single case designs / Kim BULKELEY in Research in Autism Spectrum Disorders, 7-10 (October 2013)
PermalinkBehavioral Artistry: Examining the Relationship Between the Interpersonal Skills and Effective Practice Repertoires of Applied Behavior Analysis Practitioners / K. CALLAHAN in Journal of Autism and Developmental Disorders, 49-9 (September 2019)
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