Cultural Adaptation and Translation of Outreach Materials on Autism Spectrum Disorder / Roy Richard GRINKER in Journal of Autism and Developmental Disorders, 45-8 (August 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2329-2336 Titre : Cultural Adaptation and Translation of Outreach Materials on Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Roy Richard GRINKER, Auteur ; Christina D. KANG-YI, Auteur ; Chloe AHMANN, Auteur ; Rinad S. BEIDAS, Auteur ; Adrienne E. LAGMAN, Auteur ; David S. MANDELL, Auteur Année de publication : 2015 Article en page(s) : p.2329-2336 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Outreach materials  Cultural aspects of ASD  Korean-Americans  Ethnic disparities  Translation Index. décimale : PER Périodiques Résumé : In order to connect with families and influence treatment trajectories, outreach materials should address cultural perceptions of the condition, its causes, and post-diagnostic care. This paper describes the cultural adaptation and translation of the Autism Speaks First 100 Days Kit into Korean for the purpose of improving autism spectrum disorder (ASD) diagnosis, assessment, and interventions. The goal of this study is to describe a methodology for future cross-cultural adaptations and translations of outreach materials on ASD, using the Autism Speaks First 100 Days Kit as an exemplar. The research involved two stages of qualitative interviews: unstructured individual and group interviews with 19 Korean child health and education professionals in Queens, NY, followed by structured cultural consensus modeling interviews with 23 Korean mothers, with and without children with ASD, in Queens, NY and the greater Washington, DC area. We conclude that a systematic approach to cultural translation of outreach materials is feasible. Cultural consensus modeling yielded information about numerous barriers to care, had a demonstrable effect on the translation of the kit, and was efficient when employed with coherent segments of a relatively homogeneous population and focused on a single condition. En ligne : http://dx.doi.org/10.1007/s10803-015-2397-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Cultural Adaptation and Translation of Outreach Materials on Autism Spectrum Disorder [texte imprimé] / Roy Richard GRINKER, Auteur ; Christina D. KANG-YI, Auteur ; Chloe AHMANN, Auteur ; Rinad S. BEIDAS, Auteur ; Adrienne E. LAGMAN, Auteur ; David S. MANDELL, Auteur . - 2015 . - p.2329-2336. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2329-2336 Mots-clés : Autism spectrum disorder  Outreach materials  Cultural aspects of ASD  Korean-Americans  Ethnic disparities  Translation Index. décimale : PER Périodiques Résumé : In order to connect with families and influence treatment trajectories, outreach materials should address cultural perceptions of the condition, its causes, and post-diagnostic care. This paper describes the cultural adaptation and translation of the Autism Speaks First 100 Days Kit into Korean for the purpose of improving autism spectrum disorder (ASD) diagnosis, assessment, and interventions. The goal of this study is to describe a methodology for future cross-cultural adaptations and translations of outreach materials on ASD, using the Autism Speaks First 100 Days Kit as an exemplar. The research involved two stages of qualitative interviews: unstructured individual and group interviews with 19 Korean child health and education professionals in Queens, NY, followed by structured cultural consensus modeling interviews with 23 Korean mothers, with and without children with ASD, in Queens, NY and the greater Washington, DC area. We conclude that a systematic approach to cultural translation of outreach materials is feasible. Cultural consensus modeling yielded information about numerous barriers to care, had a demonstrable effect on the translation of the kit, and was efficient when employed with coherent segments of a relatively homogeneous population and focused on a single condition. En ligne : http://dx.doi.org/10.1007/s10803-015-2397-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study / Nathaniel J. WILLIAMS in Autism, 25-4 (May 2021)  

Public ISBD [article]  inAutism > 25-4 (May 2021) . - p.982-994 Titre : Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study Type de document : texte imprimé Auteurs : Nathaniel J. WILLIAMS, Auteur ; Lindsay FREDERICK, Auteur ; Alix CHING, Auteur ; David S. MANDELL, Auteur ; Christina D. KANG-YI, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.982-994 Langues : Anglais (eng) Mots-clés : education services  evidence-based practice  implementation  interventions  leadership  organizational climate  organizational culture  psychosocial/behavioral  conflict of interest. Index. décimale : PER Périodiques Résumé : Schools play a major role in providing services to youth with autism; however, not all schools use evidence-based practices, defined as interventions that are proven to improve youth well-being through rigorous research. School culture and climate are strong predictors of whether or not a school uses evidence-based practices; however, little is known about how principals can create school cultures and climates that support the use of these practices. This study interviewed 32 teachers in elementary schools that implemented three closely related evidence-based practices for youth with autism to better understand how principals create school cultures and climates that support effective services. Analysis of the teachers' responses identified seven strategies principals can use to create school cultures and climates that support the implementation of effective practices for youth with autism. The strategies include the following: (a) support teachers to obtain professional development focused on autism, (b) align performance expectations and evaluations with the needs of students with autism and evidence-based practice delivery, (c) allocate resources to ensure adequate staff, materials, and training are available to implement evidence-based practices, (d) be open and flexible to allow teachers to use the building and resources as needed to meet students' needs, (e) provide direct assistance, feedback, and coaching to troubleshoot challenges or involve outside experts to do so, (f) openly value the work of special education teachers and provide recognition to those who develop expertise in evidence-based practices, and (g) look for opportunities to integrate special and general education teachers and students to foster a truly inclusive climate. En ligne : http://dx.doi.org/10.1177/1362361320974509 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study [texte imprimé] / Nathaniel J. WILLIAMS, Auteur ; Lindsay FREDERICK, Auteur ; Alix CHING, Auteur ; David S. MANDELL, Auteur ; Christina D. KANG-YI, Auteur ; Jill LOCKE, Auteur . - p.982-994. Langues : Anglais (eng) in Autism > 25-4 (May 2021) . - p.982-994 Mots-clés : education services  evidence-based practice  implementation  interventions  leadership  organizational climate  organizational culture  psychosocial/behavioral  conflict of interest. Index. décimale : PER Périodiques Résumé : Schools play a major role in providing services to youth with autism; however, not all schools use evidence-based practices, defined as interventions that are proven to improve youth well-being through rigorous research. School culture and climate are strong predictors of whether or not a school uses evidence-based practices; however, little is known about how principals can create school cultures and climates that support the use of these practices. This study interviewed 32 teachers in elementary schools that implemented three closely related evidence-based practices for youth with autism to better understand how principals create school cultures and climates that support effective services. Analysis of the teachers' responses identified seven strategies principals can use to create school cultures and climates that support the implementation of effective practices for youth with autism. The strategies include the following: (a) support teachers to obtain professional development focused on autism, (b) align performance expectations and evaluations with the needs of students with autism and evidence-based practice delivery, (c) allocate resources to ensure adequate staff, materials, and training are available to implement evidence-based practices, (d) be open and flexible to allow teachers to use the building and resources as needed to meet students' needs, (e) provide direct assistance, feedback, and coaching to troubleshoot challenges or involve outside experts to do so, (f) openly value the work of special education teachers and provide recognition to those who develop expertise in evidence-based practices, and (g) look for opportunities to integrate special and general education teachers and students to foster a truly inclusive climate. En ligne : http://dx.doi.org/10.1177/1362361320974509 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Individual and organizational characteristics predicting intervention use for children with autism in schools / Jill LOCKE in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1152-1163 Titre : Individual and organizational characteristics predicting intervention use for children with autism in schools Type de document : texte imprimé Auteurs : Jill LOCKE, Auteur ; Christina D. KANG-YI, Auteur ; Lindsay FREDERICK, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.1152-1163 Langues : Anglais (eng) Mots-clés : attitudes  autism spectrum disorder  implementation  organizational readiness  social engagement intervention  conflict of interest. Index. décimale : PER Périodiques Résumé : Several interventions or treatment programs have been shown through research to improve social outcomes for children with autism, but they often are not used in schools. This study examined individual (school personnel) and organizational (school level) factors associated with the use of a research-informed social engagement intervention, Remaking Recess, for children with autism in elementary schools. A total of 28 school personnel from 12 schools in 5 districts in the northeastern United States participated. Schools were randomly assigned to (1) training in Remaking Recess only or (2) training in Remaking Recess with implementation support (tailored strategies to remove barriers to increase use of Remaking Recess). School personnel rated their attitudes about research-informed interventions, organizational readiness (school's readiness to use a research-informed intervention), and fidelity or the degree to which an intervention is used as it was originally designed. Observers rated school personnel's fidelity at baseline (pre-intervention training) and exit (post-intervention training). The results suggest that self-rated fidelity was lower when staff perceived the use of Remaking Recess was required; however, observer-rated fidelity was lower when staff rated Remaking Recess as appealing. In addition, self-rated fidelity was higher when there was a sufficient number of staff, positive individual growth, and organizational adaptability. The results also indicated higher observer-rated fidelity when staff perceived positive influence over their coworkers. The results suggest that both individual (attitudes) and organizational (influence, staffing, growth, adaptability) characteristics may affect implementation success in schools. A collaborative decision-making approach for evidence-based practice use is recommended. En ligne : http://dx.doi.org/10.1177/1362361319895923 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Individual and organizational characteristics predicting intervention use for children with autism in schools [texte imprimé] / Jill LOCKE, Auteur ; Christina D. KANG-YI, Auteur ; Lindsay FREDERICK, Auteur ; David S. MANDELL, Auteur . - p.1152-1163. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1152-1163 Mots-clés : attitudes  autism spectrum disorder  implementation  organizational readiness  social engagement intervention  conflict of interest. Index. décimale : PER Périodiques Résumé : Several interventions or treatment programs have been shown through research to improve social outcomes for children with autism, but they often are not used in schools. This study examined individual (school personnel) and organizational (school level) factors associated with the use of a research-informed social engagement intervention, Remaking Recess, for children with autism in elementary schools. A total of 28 school personnel from 12 schools in 5 districts in the northeastern United States participated. Schools were randomly assigned to (1) training in Remaking Recess only or (2) training in Remaking Recess with implementation support (tailored strategies to remove barriers to increase use of Remaking Recess). School personnel rated their attitudes about research-informed interventions, organizational readiness (school's readiness to use a research-informed intervention), and fidelity or the degree to which an intervention is used as it was originally designed. Observers rated school personnel's fidelity at baseline (pre-intervention training) and exit (post-intervention training). The results suggest that self-rated fidelity was lower when staff perceived the use of Remaking Recess was required; however, observer-rated fidelity was lower when staff rated Remaking Recess as appealing. In addition, self-rated fidelity was higher when there was a sufficient number of staff, positive individual growth, and organizational adaptability. The results also indicated higher observer-rated fidelity when staff perceived positive influence over their coworkers. The results suggest that both individual (attitudes) and organizational (influence, staffing, growth, adaptability) characteristics may affect implementation success in schools. A collaborative decision-making approach for evidence-based practice use is recommended. En ligne : http://dx.doi.org/10.1177/1362361319895923 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Korean Culture and Autism Spectrum Disorders / Christina D. KANG-YI in Journal of Autism and Developmental Disorders, 43-3 (March 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.503-520 Titre : Korean Culture and Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Christina D. KANG-YI, Auteur ; Roy Richard GRINKER, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.503-520 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Korean culture  Early child development Index. décimale : PER Périodiques Résumé : This paper reviews the literature on early child development among Koreans, with a focus on autism spectrum disorders (ASD). The literature review of 951 abstracts in English, 101 abstracts in Korean and 27 full articles published from 1994 to 2011 was performed to understand the presentation of and response to ASD in Korean culture. Based on research to date on the identification, description, and treatment of ASD in Korean populations, we argue that at both conceptual and practical levels, early child development and interventions must be understood within cultural context. Culturally informed research on ASD is vital for increasing awareness of the importance of early intervention and the need for educational and psychological services in countries in which autism is stigmatized, misdiagnosed or undiagnosed. En ligne : http://dx.doi.org/10.1007/s10803-012-1570-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] Korean Culture and Autism Spectrum Disorders [texte imprimé] / Christina D. KANG-YI, Auteur ; Roy Richard GRINKER, Auteur ; David S. MANDELL, Auteur . - p.503-520. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.503-520 Mots-clés : Autism spectrum disorder  Korean culture  Early child development Index. décimale : PER Périodiques Résumé : This paper reviews the literature on early child development among Koreans, with a focus on autism spectrum disorders (ASD). The literature review of 951 abstracts in English, 101 abstracts in Korean and 27 full articles published from 1994 to 2011 was performed to understand the presentation of and response to ASD in Korean culture. Based on research to date on the identification, description, and treatment of ASD in Korean populations, we argue that at both conceptual and practical levels, early child development and interventions must be understood within cultural context. Culturally informed research on ASD is vital for increasing awareness of the importance of early intervention and the need for educational and psychological services in countries in which autism is stigmatized, misdiagnosed or undiagnosed. En ligne : http://dx.doi.org/10.1007/s10803-012-1570-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

The impact of implementation support on the use of a social engagement intervention for children with autism in public schools / Jill LOCKE in Autism, 23-4 (May 2019)  

Public ISBD [article]  inAutism > 23-4 (May 2019) . - p.834-845 Titre : The impact of implementation support on the use of a social engagement intervention for children with autism in public schools Type de document : texte imprimé Auteurs : Jill LOCKE, Auteur ; Wendy SHIH, Auteur ; Christina D. KANG-YI, Auteur ; Julie CARAMANICO, Auteur ; Travis SHINGLEDECKER, Auteur ; Jenny L. GIBSON, Auteur ; Lindsay FREDERICK, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.834-845 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  implementation  school  social engagement intervention Index. décimale : PER Périodiques Résumé : Several interventions have demonstrated efficacy in improving social outcomes for children with autism; however, few have been successfully implemented in schools. This study compared two implementation strategies to improve the use of a social engagement intervention for children with autism in public schools. In total, 31 children with autism in grades K-5 and 28 school personnel participated in a randomized controlled trial. Schools were randomized to (1) training in Remaking Recess, a social engagement intervention, or (2) training in Remaking Recess with implementation support. Linear regression with random effects was used to test the intervention effects on implementation fidelity and social outcomes (peer engagement, social network inclusion, and friendship nominations). In both groups, implementation fidelity improved after training but remained low. Children in the Remaking Recess with implementation support condition had significantly higher social network inclusion and received more friendship nominations than children in the Remaking Recess-only condition (p = 0.03). Children in both groups experienced reduced solitary engagement (p < 0.001) and increased joint engagement (p < 0.001). The results suggest that implementation supports may have an effect on outcomes above and beyond the intervention, and that further research is needed into the active intervention mechanisms. En ligne : http://dx.doi.org/10.1177/1362361318787802 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] The impact of implementation support on the use of a social engagement intervention for children with autism in public schools [texte imprimé] / Jill LOCKE, Auteur ; Wendy SHIH, Auteur ; Christina D. KANG-YI, Auteur ; Julie CARAMANICO, Auteur ; Travis SHINGLEDECKER, Auteur ; Jenny L. GIBSON, Auteur ; Lindsay FREDERICK, Auteur ; David S. MANDELL, Auteur . - p.834-845. Langues : Anglais (eng) in Autism > 23-4 (May 2019) . - p.834-845 Mots-clés : autism spectrum disorder  implementation  school  social engagement intervention Index. décimale : PER Périodiques Résumé : Several interventions have demonstrated efficacy in improving social outcomes for children with autism; however, few have been successfully implemented in schools. This study compared two implementation strategies to improve the use of a social engagement intervention for children with autism in public schools. In total, 31 children with autism in grades K-5 and 28 school personnel participated in a randomized controlled trial. Schools were randomized to (1) training in Remaking Recess, a social engagement intervention, or (2) training in Remaking Recess with implementation support. Linear regression with random effects was used to test the intervention effects on implementation fidelity and social outcomes (peer engagement, social network inclusion, and friendship nominations). In both groups, implementation fidelity improved after training but remained low. Children in the Remaking Recess with implementation support condition had significantly higher social network inclusion and received more friendship nominations than children in the Remaking Recess-only condition (p = 0.03). Children in both groups experienced reduced solitary engagement (p < 0.001) and increased joint engagement (p < 0.001). The results suggest that implementation supports may have an effect on outcomes above and beyond the intervention, and that further research is needed into the active intervention mechanisms. En ligne : http://dx.doi.org/10.1177/1362361318787802 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

Treatment utilization by adults with autism and co-occurring anxiety or depression / Brenna B. MADDOX in Research in Autism Spectrum Disorders, 51 (July 2018)  

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