Dépouillements

Statewide Assessment of Professional Development Needs Related to Educating Students With Autism Spectrum Disorder / Matthew E. BROCK in Focus on Autism and Other Developmental Disabilities, 29-2 (June 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.67-79 Titre : Statewide Assessment of Professional Development Needs Related to Educating Students With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Matthew E. BROCK, Auteur ; Heartley B. HUBER, Auteur ; Erik W. CARTER, Auteur ; A. Pablo JUAREZ, Auteur ; Zachary WARREN, Auteur Article en page(s) : p.67-79 Langues : Anglais (eng) Mots-clés : professional development  training needs  training methods  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Preparing teachers to implement evidence-based practices for students with autism spectrum disorder (ASD) is a pressing need. We surveyed 456 teachers and administrators in a southern state about professional development related to educating students with ASD. Specifically, we were interested in confidence in implementation of evidence-based practices, interest in accessing training on these topics, perceived benefit of different avenues of professional development, and interest in accessing these avenues. Overall, teachers were not very confident in their ability to implement evidence-based practices and address important issues for students with ASD. Surprisingly, lower confidence was not related to increased interest in training. In addition, teachers and administrators perceived workshops to be a more beneficial and attractive avenue of professional development compared with coaching, despite empirical evidence to the contrary. We offer possible explanations for these findings and share implications for administrators, technical assistance providers, and policy makers who make decisions about professional development opportunities. En ligne : http://dx.doi.org/10.1177/1088357614522290 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Statewide Assessment of Professional Development Needs Related to Educating Students With Autism Spectrum Disorder [texte imprimé] / Matthew E. BROCK, Auteur ; Heartley B. HUBER, Auteur ; Erik W. CARTER, Auteur ; A. Pablo JUAREZ, Auteur ; Zachary WARREN, Auteur . - p.67-79. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.67-79 Mots-clés : professional development  training needs  training methods  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Preparing teachers to implement evidence-based practices for students with autism spectrum disorder (ASD) is a pressing need. We surveyed 456 teachers and administrators in a southern state about professional development related to educating students with ASD. Specifically, we were interested in confidence in implementation of evidence-based practices, interest in accessing training on these topics, perceived benefit of different avenues of professional development, and interest in accessing these avenues. Overall, teachers were not very confident in their ability to implement evidence-based practices and address important issues for students with ASD. Surprisingly, lower confidence was not related to increased interest in training. In addition, teachers and administrators perceived workshops to be a more beneficial and attractive avenue of professional development compared with coaching, despite empirical evidence to the contrary. We offer possible explanations for these findings and share implications for administrators, technical assistance providers, and policy makers who make decisions about professional development opportunities. En ligne : http://dx.doi.org/10.1177/1088357614522290 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Special Education Complaints Filed by Parents of Students With Autism Spectrum Disorders in the Midwestern United States / Stacy E. WHITE in Focus on Autism and Other Developmental Disabilities, 29-2 (June 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.80-87 Titre : Special Education Complaints Filed by Parents of Students With Autism Spectrum Disorders in the Midwestern United States Type de document : texte imprimé Auteurs : Stacy E. WHITE, Auteur Article en page(s) : p.80-87 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  special education  complaint investigations  legal cases Index. décimale : PER Périodiques Résumé : The number of students with autism spectrum disorders (ASD) receiving services in public schools is increasing steadily. However, the findings of previous research and recent litigation trends suggest that a notable disconnect persists between school-based services and parental satisfaction. As a means to better understand parental dissatisfaction with educational services, I analyzed presenting issues and outcomes of complaint investigations filed by parents of children with ASD in a midwestern U.S. state. A total of 97 electronic summaries of complaint investigations filed from January 2004 to January 2009 were examined using content analysis to identify the most frequently cited complaint issues, as well as the findings of fact leading to decisions in favor of schools. Common complaint issues included problems with Individualized Education Program content and implementation, parental participation, evaluation and case conference committee procedures, staff qualifications, and behavior/disciplinary procedures. Implications of the findings for educators, parents, and future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357613478830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Special Education Complaints Filed by Parents of Students With Autism Spectrum Disorders in the Midwestern United States [texte imprimé] / Stacy E. WHITE, Auteur . - p.80-87. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.80-87 Mots-clés : autism spectrum disorders  special education  complaint investigations  legal cases Index. décimale : PER Périodiques Résumé : The number of students with autism spectrum disorders (ASD) receiving services in public schools is increasing steadily. However, the findings of previous research and recent litigation trends suggest that a notable disconnect persists between school-based services and parental satisfaction. As a means to better understand parental dissatisfaction with educational services, I analyzed presenting issues and outcomes of complaint investigations filed by parents of children with ASD in a midwestern U.S. state. A total of 97 electronic summaries of complaint investigations filed from January 2004 to January 2009 were examined using content analysis to identify the most frequently cited complaint issues, as well as the findings of fact leading to decisions in favor of schools. Common complaint issues included problems with Individualized Education Program content and implementation, parental participation, evaluation and case conference committee procedures, staff qualifications, and behavior/disciplinary procedures. Implications of the findings for educators, parents, and future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357613478830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

A Parent Education Program for Parents of Chinese American Children With Autism Spectrum Disorders (ASDs): A Pilot Study / Hsu-Min CHIANG in Focus on Autism and Other Developmental Disabilities, 29-2 (June 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.88-94 Titre : A Parent Education Program for Parents of Chinese American Children With Autism Spectrum Disorders (ASDs): A Pilot Study Type de document : texte imprimé Auteurs : Hsu-Min CHIANG, Auteur Article en page(s) : p.88-94 Langues : Anglais (eng) Mots-clés : parent  multicultural issues  intervention  evidence-based practices  autism Index. décimale : PER Périodiques Résumé : This study was conducted to examine the effectiveness of a parent education program on decreasing parenting stress and increasing parental confidence and quality of life in parents of Chinese American children with autism spectrum disorders (ASDs). A pre-, posttest group design was used in this study. A total of nine families of Chinese American children with ASDs participated in a 10-week parent education program (including 10-weekly 120-min group sessions). The findings of this study revealed that after receiving the program, parents of Chinese American children with ASDs showed significant reduction in parenting stress, improvement in parental confidence, and improvement in quality of life in physical health and environment domains. En ligne : http://dx.doi.org/10.1177/1088357613504990 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] A Parent Education Program for Parents of Chinese American Children With Autism Spectrum Disorders (ASDs): A Pilot Study [texte imprimé] / Hsu-Min CHIANG, Auteur . - p.88-94. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.88-94 Mots-clés : parent  multicultural issues  intervention  evidence-based practices  autism Index. décimale : PER Périodiques Résumé : This study was conducted to examine the effectiveness of a parent education program on decreasing parenting stress and increasing parental confidence and quality of life in parents of Chinese American children with autism spectrum disorders (ASDs). A pre-, posttest group design was used in this study. A total of nine families of Chinese American children with ASDs participated in a 10-week parent education program (including 10-weekly 120-min group sessions). The findings of this study revealed that after receiving the program, parents of Chinese American children with ASDs showed significant reduction in parenting stress, improvement in parental confidence, and improvement in quality of life in physical health and environment domains. En ligne : http://dx.doi.org/10.1177/1088357613504990 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Parent-Implemented Social-Pragmatic Communication Intervention: A Pilot Study / Hedda MEADAN in Focus on Autism and Other Developmental Disabilities, 29-2 (June 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.95-110 Titre : Parent-Implemented Social-Pragmatic Communication Intervention: A Pilot Study Type de document : texte imprimé Auteurs : Hedda MEADAN, Auteur ; Maureen E. ANGELL, Auteur ; Julia B. STONER, Auteur ; Marcus E. DACZEWITZ, Auteur Article en page(s) : p.95-110 Langues : Anglais (eng) Mots-clés : young children with Down syndrome  naturalistic teaching strategies  visual teaching strategies  parent interventionists Index. décimale : PER Périodiques Résumé : This pilot study investigated the feasibility and effectiveness of a home-based parent training and coaching program on the use of naturalistic and visual teaching strategies by parents of children (aged 2–5 years) with Down syndrome to promote and enhance these children’s social-pragmatic communication skills. Five parent interventionist–child dyads participated. A single-case multiple-baseline design demonstrated the feasibility and effectiveness of the parent training and coaching program on parents’ correct use of naturalistic and visual teaching strategies. Findings suggest that parents and children benefited from the intervention. Parents learned the new teaching strategies, implemented them with high fidelity, and were satisfied with intervention procedures and outcomes. In addition, parents reported improvement in their children’s social-pragmatic communication skills. Implications for practice and future research are described. En ligne : http://dx.doi.org/10.1177/1088357613517504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Parent-Implemented Social-Pragmatic Communication Intervention: A Pilot Study [texte imprimé] / Hedda MEADAN, Auteur ; Maureen E. ANGELL, Auteur ; Julia B. STONER, Auteur ; Marcus E. DACZEWITZ, Auteur . - p.95-110. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.95-110 Mots-clés : young children with Down syndrome  naturalistic teaching strategies  visual teaching strategies  parent interventionists Index. décimale : PER Périodiques Résumé : This pilot study investigated the feasibility and effectiveness of a home-based parent training and coaching program on the use of naturalistic and visual teaching strategies by parents of children (aged 2–5 years) with Down syndrome to promote and enhance these children’s social-pragmatic communication skills. Five parent interventionist–child dyads participated. A single-case multiple-baseline design demonstrated the feasibility and effectiveness of the parent training and coaching program on parents’ correct use of naturalistic and visual teaching strategies. Findings suggest that parents and children benefited from the intervention. Parents learned the new teaching strategies, implemented them with high fidelity, and were satisfied with intervention procedures and outcomes. In addition, parents reported improvement in their children’s social-pragmatic communication skills. Implications for practice and future research are described. En ligne : http://dx.doi.org/10.1177/1088357613517504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Factors Affecting Parental Decision-Making Regarding Interventions for Their Child With Autism / Elizabeth Baltus HEBERT in Focus on Autism and Other Developmental Disabilities, 29-2 (June 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.111-124 Titre : Factors Affecting Parental Decision-Making Regarding Interventions for Their Child With Autism Type de document : texte imprimé Auteurs : Elizabeth Baltus HEBERT, Auteur Article en page(s) : p.111-124 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  choice  parent Index. décimale : PER Périodiques Résumé : Due to the numerous interventions available for children with autism, parents are faced with challenging decisions regarding treatments from the time of diagnosis and throughout their child’s life. This exploratory qualitative study investigated the reasons behind parents’ decisions about interventions for their child with autism. In-depth interviews were conducted with 23 parents from 18 families making decisions for 19 young children to understand their perspectives on deciding a philosophical approach, choosing a preschool program, and/or deciding on alternative treatments. Children had a diagnosis of pervasive developmental disorder not otherwise specified or autistic disorder and were below the age of 7 years. Parents’ considerations were categorized into the themes of parental, child, and program attributes. Recommendations were made regarding areas to explore with families to provide support as they weigh the numerous options available. Recommendations for policy changes that could improve diagnostic and treatment services for children with autism and their families were discussed. En ligne : http://dx.doi.org/10.1177/1088357614522291 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Factors Affecting Parental Decision-Making Regarding Interventions for Their Child With Autism [texte imprimé] / Elizabeth Baltus HEBERT, Auteur . - p.111-124. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.111-124 Mots-clés : autism spectrum disorders  choice  parent Index. décimale : PER Périodiques Résumé : Due to the numerous interventions available for children with autism, parents are faced with challenging decisions regarding treatments from the time of diagnosis and throughout their child’s life. This exploratory qualitative study investigated the reasons behind parents’ decisions about interventions for their child with autism. In-depth interviews were conducted with 23 parents from 18 families making decisions for 19 young children to understand their perspectives on deciding a philosophical approach, choosing a preschool program, and/or deciding on alternative treatments. Children had a diagnosis of pervasive developmental disorder not otherwise specified or autistic disorder and were below the age of 7 years. Parents’ considerations were categorized into the themes of parental, child, and program attributes. Recommendations were made regarding areas to explore with families to provide support as they weigh the numerous options available. Recommendations for policy changes that could improve diagnostic and treatment services for children with autism and their families were discussed. En ligne : http://dx.doi.org/10.1177/1088357614522291 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232