Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures / Kara HUME in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1430-1440 Titre : Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matt MCBEE, Auteur ; Drew C. COMAN, Auteur ; Anibal Jr GUTIERREZ, Auteur ; Evelyn SHAW, Auteur ; Laurie SPERRY, Auteur ; Michael ALESSANDRI, Auteur ; Samuel L ODOM, Auteur Année de publication : 2011 Article en page(s) : p.1430-1440 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Comprehensive treatment models  Treatment implementation  Treatment integrity Index. décimale : PER Périodiques Résumé : Treatment implementation is an under-studied and under-reported aspect of intervention studies involving individuals with autism spectrum disorder (ASD). One primary area of concern is the lack of reliable and valid implementation measures, which allows a conclusive association to be drawn between the intervention and participant outcomes. This study examined the psychometric properties of two implementation measures developed for comprehensive treatment models serving preschoolers with ASD (i.e., LEAP and TEACCH). Both of the measures were completed in classrooms using LEAP or TEACCH instructional approaches as well as in classrooms in which a business-as-usual or non-model specific treatment approach was used. Across four months of one school year, a maximum of 4 observations were conducted in each of the 34 classrooms involved in the study. Results indicated that both implementation tools are reliable and valid, and that particular subscales of these measures allowed for discrimination of the three types of classrooms from each other. This step of psychometrically validating implementation measures as part of conducting efficacy studies may yield more robust associations between implementation and intervention effects. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matt MCBEE, Auteur ; Drew C. COMAN, Auteur ; Anibal Jr GUTIERREZ, Auteur ; Evelyn SHAW, Auteur ; Laurie SPERRY, Auteur ; Michael ALESSANDRI, Auteur ; Samuel L ODOM, Auteur . - 2011 . - p.1430-1440. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1430-1440 Mots-clés : Autism spectrum disorder  Comprehensive treatment models  Treatment implementation  Treatment integrity Index. décimale : PER Périodiques Résumé : Treatment implementation is an under-studied and under-reported aspect of intervention studies involving individuals with autism spectrum disorder (ASD). One primary area of concern is the lack of reliable and valid implementation measures, which allows a conclusive association to be drawn between the intervention and participant outcomes. This study examined the psychometric properties of two implementation measures developed for comprehensive treatment models serving preschoolers with ASD (i.e., LEAP and TEACCH). Both of the measures were completed in classrooms using LEAP or TEACCH instructional approaches as well as in classrooms in which a business-as-usual or non-model specific treatment approach was used. Across four months of one school year, a maximum of 4 observations were conducted in each of the 34 classrooms involved in the study. Results indicated that both implementation tools are reliable and valid, and that particular subscales of these measures allowed for discrimination of the three types of classrooms from each other. This step of psychometrically validating implementation measures as part of conducting efficacy studies may yield more robust associations between implementation and intervention effects. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Commitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders / Drew C. COMAN in Journal of Autism and Developmental Disorders, 43-2 (February 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.345-360 Titre : Commitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Drew C. COMAN, Auteur ; Michael ALESSANDRI, Auteur ; Anibal Jr GUTIERREZ, Auteur ; Stephanie NOVOTNY, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Laurie SPERRY, Auteur ; Samuel L ODOM, Auteur Année de publication : 2013 Article en page(s) : p.345-360 Langues : (Eng) Mots-clés : Teacher commitment  Burnout  Autism spectrum disorders  Comprehensive treatment models Index. décimale : PER Périodiques Résumé : Teacher commitment to classroom model philosophy and burnout were explored in a sample of 53 teachers implementing three preschool models at high levels of fidelity for students with autism: Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH); Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP); and high quality special education programs (HQSEP's). Relative to the other groups, LEAP teachers reported significantly higher levels of commitment to LEAP philosophy while TEACCH teachers did not report significantly higher commitment levels to TEACCH philosophy. Teachers in HQSEP's reported similar levels of commitment to TEACCH and LEAP. Burnout was also low to moderate in this sample relative to normative data. Implications for school districts and teachers are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1573-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=188 [article] Commitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Drew C. COMAN, Auteur ; Michael ALESSANDRI, Auteur ; Anibal Jr GUTIERREZ, Auteur ; Stephanie NOVOTNY, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Laurie SPERRY, Auteur ; Samuel L ODOM, Auteur . - 2013 . - p.345-360. Langues : (Eng) in Journal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.345-360 Mots-clés : Teacher commitment  Burnout  Autism spectrum disorders  Comprehensive treatment models Index. décimale : PER Périodiques Résumé : Teacher commitment to classroom model philosophy and burnout were explored in a sample of 53 teachers implementing three preschool models at high levels of fidelity for students with autism: Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH); Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP); and high quality special education programs (HQSEP's). Relative to the other groups, LEAP teachers reported significantly higher levels of commitment to LEAP philosophy while TEACCH teachers did not report significantly higher commitment levels to TEACCH philosophy. Teachers in HQSEP's reported similar levels of commitment to TEACCH and LEAP. Burnout was also low to moderate in this sample relative to normative data. Implications for school districts and teachers are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1573-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=188

Evaluating the effectiveness of two commonly used discrete trial procedures for teaching receptive discrimination to young children with autism spectrum disorders / Anibal Jr GUTIERREZ in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.630-638 Titre : Evaluating the effectiveness of two commonly used discrete trial procedures for teaching receptive discrimination to young children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Anibal Jr GUTIERREZ, Auteur ; Melissa N. HALE, Auteur ; Heather A. O’BRIEN, Auteur ; Aaron J. FISCHER, Auteur ; Jennifer S. DUROCHER, Auteur ; Michael ALESSANDRI, Auteur Année de publication : 2009 Article en page(s) : p.630-638 Langues : Anglais (eng) Mots-clés : Autism Discrimination-training Discrete-trial Receptive-language Index. décimale : PER Périodiques Résumé : Discrete trial teaching procedures have been demonstrated to be effective in teaching a variety of important skills for children with autism spectrum disorders (ASD). Although all discrete trial programs are based in the principles of applied behavior analysis, some variability exists between programs with regards to the precise teaching procedures used. One notable procedural discrepancy involves teaching receptive discriminations. We compared the effectiveness of two commonly used procedures to teach receptive discriminations for three young children with ASD. One procedure progressed from introducing novel target stimuli in isolation (i.e., with no distracter present) to a conditional discrimination training phase (i.e., with distracter). A second procedure involved teaching discriminations exclusively within the context of conditional discriminations (i.e., using distracter stimuli). A within-subject comparison of procedures revealed mixed results and a 1-month follow-up revealed no differences between teaching procedures. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729 [article] Evaluating the effectiveness of two commonly used discrete trial procedures for teaching receptive discrimination to young children with autism spectrum disorders [Texte imprimé et/ou numérique] / Anibal Jr GUTIERREZ, Auteur ; Melissa N. HALE, Auteur ; Heather A. O’BRIEN, Auteur ; Aaron J. FISCHER, Auteur ; Jennifer S. DUROCHER, Auteur ; Michael ALESSANDRI, Auteur . - 2009 . - p.630-638. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.630-638 Mots-clés : Autism Discrimination-training Discrete-trial Receptive-language Index. décimale : PER Périodiques Résumé : Discrete trial teaching procedures have been demonstrated to be effective in teaching a variety of important skills for children with autism spectrum disorders (ASD). Although all discrete trial programs are based in the principles of applied behavior analysis, some variability exists between programs with regards to the precise teaching procedures used. One notable procedural discrepancy involves teaching receptive discriminations. We compared the effectiveness of two commonly used procedures to teach receptive discriminations for three young children with ASD. One procedure progressed from introducing novel target stimuli in isolation (i.e., with no distracter present) to a conditional discrimination training phase (i.e., with distracter). A second procedure involved teaching discriminations exclusively within the context of conditional discriminations (i.e., using distracter stimuli). A within-subject comparison of procedures revealed mixed results and a 1-month follow-up revealed no differences between teaching procedures. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729

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