Dépouillements

What Works for You? Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use / Aubyn C. STAHMER in Autism Research and Treatment, (October 2012)  

Public ISBD [article]  inAutism Research and Treatment > (October 2012) . - p.11 Titre : What Works for You? Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use Type de document : Texte imprimé et/ou numérique Auteurs : Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Sarah REED, Auteur ; Laura SCHREIBMAN, Auteur Année de publication : 2012 Article en page(s) : p.11 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Several evidence-based practices (EBPs) have been identified as efficacious for the education of students with autism spectrum disorders (ASD). However, effectiveness research has rarely been conducted in schools and teachers express skepticism about the clinical utility of EBPs for the classroom. Innovative methods are needed to optimally adapt EBPs for community use. This study utilizes qualitative methods to identify perceived benefits and barriers of classroom implementation of a specific EBP for ASD, Pivotal Response Training (PRT). Teachers' perspectives on the components of PRT, use of PRT as a classroom intervention strategy, and barriers to the use of PRT were identified through guided discussion. Teachers found PRT valuable; however, they also found some components challenging. Specific teacher recommendations for adaptation and resource development are discussed. This process of obtaining qualitative feedback from frontline practitioners provides a generalizable model for researchers to collaborate with teachers to optimally promote EBPs for classroom use. En ligne : http://dx.doi.org/10.1155/2012/709861 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201 [article] What Works for You? Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use [Texte imprimé et/ou numérique] / Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Sarah REED, Auteur ; Laura SCHREIBMAN, Auteur . - 2012 . - p.11. Langues : Anglais (eng) in Autism Research and Treatment > (October 2012) . - p.11 Index. décimale : PER Périodiques Résumé : Several evidence-based practices (EBPs) have been identified as efficacious for the education of students with autism spectrum disorders (ASD). However, effectiveness research has rarely been conducted in schools and teachers express skepticism about the clinical utility of EBPs for the classroom. Innovative methods are needed to optimally adapt EBPs for community use. This study utilizes qualitative methods to identify perceived benefits and barriers of classroom implementation of a specific EBP for ASD, Pivotal Response Training (PRT). Teachers' perspectives on the components of PRT, use of PRT as a classroom intervention strategy, and barriers to the use of PRT were identified through guided discussion. Teachers found PRT valuable; however, they also found some components challenging. Specific teacher recommendations for adaptation and resource development are discussed. This process of obtaining qualitative feedback from frontline practitioners provides a generalizable model for researchers to collaborate with teachers to optimally promote EBPs for classroom use. En ligne : http://dx.doi.org/10.1155/2012/709861 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201

Telehealth for Expanding the Reach of Early Autism Training to Parents / Laurie A. VISMARA in Autism Research and Treatment, (October 2012)  

Public ISBD [article]  inAutism Research and Treatment > (October 2012) . - 12 p. Titre : Telehealth for Expanding the Reach of Early Autism Training to Parents Type de document : Texte imprimé et/ou numérique Auteurs : Laurie A. VISMARA, Auteur ; Gregory S. YOUNG, Auteur ; Sally J ROGERS, Auteur Année de publication : 2012 Article en page(s) : 12 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Although there is consensus that parents should be involved in interventions designed for young children with autism spectrum disorder (ASD), parent participation alone does not ensure consistent, generalized gains in children’s development. Barriers such as costly intervention, time-intensive sessions, and family life may prevent parents from using the intervention at home. Telehealth integrates communication technologies to provide health-related services at a distance. A 12 one-hour per week parent intervention program was tested using telehealth delivery with nine families with ASD. The goal was to examine its feasibility and acceptance for promoting child learning throughout families’ daily play and caretaking interactions at home. Parents became skilled at using teachable moments to promote children’s spontaneous language and imitation skills and were pleased with the support and ease of telehealth learning. Preliminary results suggest the potential of technology for helping parents understand and use early intervention practices more often in their daily interactions with children. En ligne : http://dx.doi.org/10.1155/2012/121878 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201 [article] Telehealth for Expanding the Reach of Early Autism Training to Parents [Texte imprimé et/ou numérique] / Laurie A. VISMARA, Auteur ; Gregory S. YOUNG, Auteur ; Sally J ROGERS, Auteur . - 2012 . - 12 p. Langues : Anglais (eng) in Autism Research and Treatment > (October 2012) . - 12 p. Index. décimale : PER Périodiques Résumé : Although there is consensus that parents should be involved in interventions designed for young children with autism spectrum disorder (ASD), parent participation alone does not ensure consistent, generalized gains in children’s development. Barriers such as costly intervention, time-intensive sessions, and family life may prevent parents from using the intervention at home. Telehealth integrates communication technologies to provide health-related services at a distance. A 12 one-hour per week parent intervention program was tested using telehealth delivery with nine families with ASD. The goal was to examine its feasibility and acceptance for promoting child learning throughout families’ daily play and caretaking interactions at home. Parents became skilled at using teachable moments to promote children’s spontaneous language and imitation skills and were pleased with the support and ease of telehealth learning. Preliminary results suggest the potential of technology for helping parents understand and use early intervention practices more often in their daily interactions with children. En ligne : http://dx.doi.org/10.1155/2012/121878 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201