Critical Issues and Trends in the Implementation of Evidence-Based Practices in Educational Settings for Students With Autism: A 20-Year Update-Introduction to the Special Series / Rose IOVANNONE in Focus on Autism and Other Developmental Disabilities, 38-1 (March 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.3-4 Titre : Critical Issues and Trends in the Implementation of Evidence-Based Practices in Educational Settings for Students With Autism: A 20-Year Update-Introduction to the Special Series Type de document : Texte imprimé et/ou numérique Auteurs : Rose IOVANNONE, Auteur ; Cynthia ANDERSON, Auteur Article en page(s) : p.3-4 Langues : Anglais (eng) Mots-clés : evidence-based practices,autism,education Index. décimale : PER Périodiques En ligne : https://doi.org/10.1177/10883576221144733 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Critical Issues and Trends in the Implementation of Evidence-Based Practices in Educational Settings for Students With Autism: A 20-Year Update-Introduction to the Special Series [Texte imprimé et/ou numérique] / Rose IOVANNONE, Auteur ; Cynthia ANDERSON, Auteur . - p.3-4. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.3-4 Mots-clés : evidence-based practices,autism,education Index. décimale : PER Périodiques En ligne : https://doi.org/10.1177/10883576221144733 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

Evaluating the Prevent-Teach-Reinforce Model for High School Students With Autism Spectrum Disorder / Deanna DEENIHAN in Focus on Autism and Other Developmental Disabilities, 38-1 (March 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.56-68 Titre : Evaluating the Prevent-Teach-Reinforce Model for High School Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Deanna DEENIHAN, Auteur ; Kwang-Sun Cho BLAIR, Auteur ; Rose IOVANNONE, Auteur Article en page(s) : p.56-68 Langues : Anglais (eng) Mots-clés : prevent-teach-reinforce,functional behavior assessment,autism,high school,manualized intervention Index. décimale : PER Périodiques Résumé : This study evaluated the use of the Prevent-Teach-Reinforce (PTR) model as an intensive individualized behavior intervention. Three educators and three high school students with autism spectrum disorder participated in the study. A concurrent multiple baseline design across participants was used to demonstrate the outcomes. The results indicated that the educators implemented the PTR intervention plans with high levels of fidelity, and their implementation of the intervention plans led to decreases in problem behavior and increases in replacement behavior across all three participating students with autism spectrum disorder. The educators demonstrated using the Individualized Behavior Rating Scale Tool effectively as designed to monitor student progress, and the educators and students found the PTR intervention to be acceptable and satisfactory. All three educators expressed interest in continuing to implement the PTR intervention after the completion of the study. Implications and areas for future research are discussed. En ligne : https://doi.org/10.1177/10883576221137284 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Evaluating the Prevent-Teach-Reinforce Model for High School Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Deanna DEENIHAN, Auteur ; Kwang-Sun Cho BLAIR, Auteur ; Rose IOVANNONE, Auteur . - p.56-68. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.56-68 Mots-clés : prevent-teach-reinforce,functional behavior assessment,autism,high school,manualized intervention Index. décimale : PER Périodiques Résumé : This study evaluated the use of the Prevent-Teach-Reinforce (PTR) model as an intensive individualized behavior intervention. Three educators and three high school students with autism spectrum disorder participated in the study. A concurrent multiple baseline design across participants was used to demonstrate the outcomes. The results indicated that the educators implemented the PTR intervention plans with high levels of fidelity, and their implementation of the intervention plans led to decreases in problem behavior and increases in replacement behavior across all three participating students with autism spectrum disorder. The educators demonstrated using the Individualized Behavior Rating Scale Tool effectively as designed to monitor student progress, and the educators and students found the PTR intervention to be acceptable and satisfactory. All three educators expressed interest in continuing to implement the PTR intervention after the completion of the study. Implications and areas for future research are discussed. En ligne : https://doi.org/10.1177/10883576221137284 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS) / Cynthia M ANDERSON in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.193-211 Titre : Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS) Type de document : Texte imprimé et/ou numérique Auteurs : Cynthia M ANDERSON, Auteur ; Rose IOVANNONE, Auteur ; Tristram SMITH, Auteur ; Lynne LEVATO, Auteur ; Ryan MARTIN, Auteur ; Brenna CAVANAUGH, Auteur ; Sam HOCHHEIMER, Auteur ; Hongyue WANG, Auteur ; Suzannah IADAROLA, Auteur Article en page(s) : p.193-211 Langues : Anglais (eng) Mots-clés : Autism  Autism spectrum disorder  Comprehensive intervention  Feasibility study  Pilot research  Re-aim  School Index. décimale : PER Périodiques Résumé : To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. Modular Approach to Autism Programing for Schools (MAAPS) is a framework for implementation of evidence-based interventions in school settings that is designed to address these barriers. The development and initial evaluation of MAAPS was conducted using an implementation-science framework and results indicate that MAAPS is aligned with needs and resources available in schools, that it had excellent social validity, and that there is good evidence that MAAPS is effective for addressing core and associated features of autism in educational settings. En ligne : http://dx.doi.org/10.1007/s10803-020-04532-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS) [Texte imprimé et/ou numérique] / Cynthia M ANDERSON, Auteur ; Rose IOVANNONE, Auteur ; Tristram SMITH, Auteur ; Lynne LEVATO, Auteur ; Ryan MARTIN, Auteur ; Brenna CAVANAUGH, Auteur ; Sam HOCHHEIMER, Auteur ; Hongyue WANG, Auteur ; Suzannah IADAROLA, Auteur . - p.193-211. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.193-211 Mots-clés : Autism  Autism spectrum disorder  Comprehensive intervention  Feasibility study  Pilot research  Re-aim  School Index. décimale : PER Périodiques Résumé : To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. Modular Approach to Autism Programing for Schools (MAAPS) is a framework for implementation of evidence-based interventions in school settings that is designed to address these barriers. The development and initial evaluation of MAAPS was conducted using an implementation-science framework and results indicate that MAAPS is aligned with needs and resources available in schools, that it had excellent social validity, and that there is good evidence that MAAPS is effective for addressing core and associated features of autism in educational settings. En ligne : http://dx.doi.org/10.1007/s10803-020-04532-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Using the Prevent-Teach-Reinforce Model with Families of Young Children with ASD / Kacie M. SEARS in Journal of Autism and Developmental Disorders, 43-5 (May 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1005-1016 Titre : Using the Prevent-Teach-Reinforce Model with Families of Young Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Kacie M. SEARS, Auteur ; Kwang-Sun Cho BLAIR, Auteur ; Rose IOVANNONE, Auteur ; Kimberly CROSLAND, Auteur Article en page(s) : p.1005-1016 Langues : Anglais (eng) Mots-clés : Prevent-teach-reinforce  Family-centered intervention  Positive behavior support  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : This study was conducted to examine the feasibility and potential efficacy of implementing an adapted, family-centered version of the school-based prevent-teach-reinforce (PTR) model. The research included two families who implemented the PTR process for their children in collaboration with the researchers. The adapted PTR was tested using a multiple baseline design across routines to examine changes in child behavior across experimental conditions. Results indicated that the adapted PTR intervention was associated with reduction in child problem behavior and increases in alternative behavior in both target and non-target routines. The results also indicated that the parents were able to implement the behavior intervention plan with fidelity and successfully use the PTR process for a novel routine. The PTR intervention also had high social validity ratings; both self- and novel-rated validity indicated that the PTR intervention was acceptable to both families and the community at large. The data are discussed in terms of the expanding evidence related to the PTR model and the extension to a family context. En ligne : http://dx.doi.org/10.1007/s10803-012-1646-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195 [article] Using the Prevent-Teach-Reinforce Model with Families of Young Children with ASD [Texte imprimé et/ou numérique] / Kacie M. SEARS, Auteur ; Kwang-Sun Cho BLAIR, Auteur ; Rose IOVANNONE, Auteur ; Kimberly CROSLAND, Auteur . - p.1005-1016. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1005-1016 Mots-clés : Prevent-teach-reinforce  Family-centered intervention  Positive behavior support  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : This study was conducted to examine the feasibility and potential efficacy of implementing an adapted, family-centered version of the school-based prevent-teach-reinforce (PTR) model. The research included two families who implemented the PTR process for their children in collaboration with the researchers. The adapted PTR was tested using a multiple baseline design across routines to examine changes in child behavior across experimental conditions. Results indicated that the adapted PTR intervention was associated with reduction in child problem behavior and increases in alternative behavior in both target and non-target routines. The results also indicated that the parents were able to implement the behavior intervention plan with fidelity and successfully use the PTR process for a novel routine. The PTR intervention also had high social validity ratings; both self- and novel-rated validity indicated that the PTR intervention was acceptable to both families and the community at large. The data are discussed in terms of the expanding evidence related to the PTR model and the extension to a family context. En ligne : http://dx.doi.org/10.1007/s10803-012-1646-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195

---

1 (1 - 4 / 4)