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

Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders / Brian A. BOYD in Journal of Autism and Developmental Disorders, 44-2 (February 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.366-380 Titre : Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Matthew T. MCBEE, Auteur ; Michael ALESSANDRI, Auteur ; Anibal GUTIERREZ, Auteur ; Le Anne JOHNSON, Auteur ; Laurie SPERRY, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.366-380 Langues : Anglais (eng) Mots-clés : Comparative effectiveness  Comprehensive treatments  Efficacy  Intervention  LEAP  TEACCH Index. décimale : PER Périodiques Résumé : LEAP and TEACCH represent two comprehensive treatment models (CTMs) that have been widely used across several decades to educate young children with autism spectrum disorders. The purpose of this quasi-experimental study was to compare high fidelity LEAP (n = 22) and TEACCH (n = 25) classrooms to each other and a control condition (n = 28), in which teachers in high quality special education programs used non-model-specific practices. A total of 198 children were included in data analysis. Across conditions, children’s performances improved over time. This study raises issues of the replication of effects for CTMs, and whether having access to a high quality special education program is as beneficial as access to a specific CTM. En ligne : http://dx.doi.org/10.1007/s10803-013-1877-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223 [article] Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Matthew T. MCBEE, Auteur ; Michael ALESSANDRI, Auteur ; Anibal GUTIERREZ, Auteur ; Le Anne JOHNSON, Auteur ; Laurie SPERRY, Auteur ; Samuel L ODOM, Auteur . - p.366-380. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.366-380 Mots-clés : Comparative effectiveness  Comprehensive treatments  Efficacy  Intervention  LEAP  TEACCH Index. décimale : PER Périodiques Résumé : LEAP and TEACCH represent two comprehensive treatment models (CTMs) that have been widely used across several decades to educate young children with autism spectrum disorders. The purpose of this quasi-experimental study was to compare high fidelity LEAP (n = 22) and TEACCH (n = 25) classrooms to each other and a control condition (n = 28), in which teachers in high quality special education programs used non-model-specific practices. A total of 198 children were included in data analysis. Across conditions, children’s performances improved over time. This study raises issues of the replication of effects for CTMs, and whether having access to a high quality special education program is as beneficial as access to a specific CTM. En ligne : http://dx.doi.org/10.1007/s10803-013-1877-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223

The Classroom Practice Inventory: Psychometric evaluation of a rating scale of intervention practices for children with autism spectrum disorder / Stephanie S. RESZKA in Research in Autism Spectrum Disorders, 8-6 (June 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-6 (June 2014) . - p.633-643 Titre : The Classroom Practice Inventory: Psychometric evaluation of a rating scale of intervention practices for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie S. RESZKA, Auteur ; Kara HUME, Auteur ; Laurie SPERRY, Auteur ; Brian A. BOYD, Auteur ; Matthew T. MCBEE, Auteur Article en page(s) : p.633-643 Langues : Anglais (eng) Mots-clés : Classroom practices  Psychometric evaluation  Eclectic  Autism  Intervention Index. décimale : PER Périodiques Résumé : The Classroom Practice Inventory (CPI) was developed as a tool to provide descriptive information about the practices used in classrooms to address the developmental needs of children with autism spectrum disorder (ASD). Data from a multi-site study examining the outcomes for preschool students with ASD served in three types of classroom models indicate that the CPI produces reliable and valid assessments of practices used in classrooms. Items on the CPI can be used to discriminate among classroom models and can be used to provide descriptive information about classrooms following a prescribed comprehensive treatment model as well as those providing an eclectic model of services. Implications for the future use of the CPI are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] The Classroom Practice Inventory: Psychometric evaluation of a rating scale of intervention practices for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Stephanie S. RESZKA, Auteur ; Kara HUME, Auteur ; Laurie SPERRY, Auteur ; Brian A. BOYD, Auteur ; Matthew T. MCBEE, Auteur . - p.633-643. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-6 (June 2014) . - p.633-643 Mots-clés : Classroom practices  Psychometric evaluation  Eclectic  Autism  Intervention Index. décimale : PER Périodiques Résumé : The Classroom Practice Inventory (CPI) was developed as a tool to provide descriptive information about the practices used in classrooms to address the developmental needs of children with autism spectrum disorder (ASD). Data from a multi-site study examining the outcomes for preschool students with ASD served in three types of classroom models indicate that the CPI produces reliable and valid assessments of practices used in classrooms. Items on the CPI can be used to discriminate among classroom models and can be used to provide descriptive information about classrooms following a prescribed comprehensive treatment model as well as those providing an eclectic model of services. Implications for the future use of the CPI are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

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