Dissemination of Evidence-Based Practice: Can We Train Therapists from a Distance? / Laurie A. VISMARA in Journal of Autism and Developmental Disorders, 39-12 (December 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-12 (December 2009) . - p.1636-1651 Titre : Dissemination of Evidence-Based Practice: Can We Train Therapists from a Distance? Type de document : texte imprimé Auteurs : Laurie A. VISMARA, Auteur ; Gregory S. YOUNG, Auteur ; Elizabeth MCMAHON GRIFFITH, Auteur ; Aubyn C. STAHMER, Auteur ; Sally J. ROGERS, Auteur Année de publication : 2009 Article en page(s) : p.1636-1651 Note générale : Open Access Langues : Anglais (eng) Mots-clés : Effectiveness-trial Dissemination-learning Autism-spectrum-disorders Early-intervention Index. décimale : PER Périodiques Résumé : Although knowledge about the efficacy of behavioral interventions for children with ASD is increasing, studies of effectiveness and transportability to community settings are needed. The current study conducted an effectiveness trial to compare distance learning vs. live instruction for training community-based therapists to implement the Early Start Denver Model. Findings revealed: (a) distance learning and live instruction were equally effective for teaching therapists to both implement the model and to train parents; (b) didactic workshops and team supervision were required to improve therapists’ skill use; (c) significant child gains occurred over time and across teaching modalities; and (d) parents implemented the model more skillfully after coaching. Implications are discussed in relation to the economic and clinical utility of distance learning. En ligne : http://dx.doi.org/10.1007/s10803-009-0796-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=883 [article] Dissemination of Evidence-Based Practice: Can We Train Therapists from a Distance? [texte imprimé] / Laurie A. VISMARA, Auteur ; Gregory S. YOUNG, Auteur ; Elizabeth MCMAHON GRIFFITH, Auteur ; Aubyn C. STAHMER, Auteur ; Sally J. ROGERS, Auteur . - 2009 . - p.1636-1651. Open Access Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-12 (December 2009) . - p.1636-1651 Mots-clés : Effectiveness-trial Dissemination-learning Autism-spectrum-disorders Early-intervention Index. décimale : PER Périodiques Résumé : Although knowledge about the efficacy of behavioral interventions for children with ASD is increasing, studies of effectiveness and transportability to community settings are needed. The current study conducted an effectiveness trial to compare distance learning vs. live instruction for training community-based therapists to implement the Early Start Denver Model. Findings revealed: (a) distance learning and live instruction were equally effective for teaching therapists to both implement the model and to train parents; (b) didactic workshops and team supervision were required to improve therapists’ skill use; (c) significant child gains occurred over time and across teaching modalities; and (d) parents implemented the model more skillfully after coaching. Implications are discussed in relation to the economic and clinical utility of distance learning. En ligne : http://dx.doi.org/10.1007/s10803-009-0796-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=883

Remembering parents in parent-mediated early intervention: An approach to examining impact on parents and families / Allison L. WAINER in Autism, 21-1 (January 2017)  

Public ISBD [article]  inAutism > 21-1 (January 2017) . - p.5-17 Titre : Remembering parents in parent-mediated early intervention: An approach to examining impact on parents and families Type de document : texte imprimé Auteurs : Allison L. WAINER, Auteur ; Susan HEPBURN, Auteur ; Elizabeth MCMAHON GRIFFITH, Auteur Article en page(s) : p.5-17 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  family functioning  outcome measures  parent-mediated intervention Index. décimale : PER Périodiques Résumé : The goal of this review is to advance the discussion regarding meaningful outcomes of early intervention for children with autism spectrum disorder. The rapid growth in the development and evaluation of early intervention approaches for autism spectrum disorder includes both therapist-driven and parent-mediated interventions. The majority of research on both approaches to early intervention focuses on promoting child outcomes (e.g. language acquisition) with less emphasis on family and parent outcomes (e.g. quality of life, self-efficacy). Given that parent buy-in is essential for parent-mediated interventions to be effective over time, increased attention to family outcomes that are of value to families and have the potential to be impacted positively by these interventions is needed to develop, disseminate, and sustain high-quality interventions in community settings. In this review, we draw from work on parent and family outcomes targeted in related fields (e.g. Part C early intervention, pediatric chronic illness, behavior management parent training) that we propose are particularly relevant for evaluating the impact of parent-mediated interventions in early intervention for autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361315622411 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Remembering parents in parent-mediated early intervention: An approach to examining impact on parents and families [texte imprimé] / Allison L. WAINER, Auteur ; Susan HEPBURN, Auteur ; Elizabeth MCMAHON GRIFFITH, Auteur . - p.5-17. Langues : Anglais (eng) in Autism > 21-1 (January 2017) . - p.5-17 Mots-clés : autism spectrum disorder  family functioning  outcome measures  parent-mediated intervention Index. décimale : PER Périodiques Résumé : The goal of this review is to advance the discussion regarding meaningful outcomes of early intervention for children with autism spectrum disorder. The rapid growth in the development and evaluation of early intervention approaches for autism spectrum disorder includes both therapist-driven and parent-mediated interventions. The majority of research on both approaches to early intervention focuses on promoting child outcomes (e.g. language acquisition) with less emphasis on family and parent outcomes (e.g. quality of life, self-efficacy). Given that parent buy-in is essential for parent-mediated interventions to be effective over time, increased attention to family outcomes that are of value to families and have the potential to be impacted positively by these interventions is needed to develop, disseminate, and sustain high-quality interventions in community settings. In this review, we draw from work on parent and family outcomes targeted in related fields (e.g. Part C early intervention, pediatric chronic illness, behavior management parent training) that we propose are particularly relevant for evaluating the impact of parent-mediated interventions in early intervention for autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361315622411 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

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