Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools / Jill LOCKE in Research in Autism Spectrum Disorders, 62 (June 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.10-17 Titre : Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Colleen HARKER, Auteur ; Connie KASARI, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.10-17 Langues : Anglais (eng) Mots-clés : Practice-based evidence  Autism  Social skills interventions  Implementation Index. décimale : PER Périodiques Résumé : Background Social impairment is the most challenging core deficit for children with autism spectrum disorder (ASD). Several evidence-based interventions address social impairment in children with ASD; however, adoption, use, and implementation of these interventions in schools is challenging. Method Ninety-two children with ASD who received one of three intervention models: a) School personnel adapted and implemented evidence-based social skills intervention (Practice-Based Model; n?=?14); b) University researcher developed and implemented evidence-based social skills intervention (Research-Based Model; n?=?45); or c) standard educational practices model (Inclusion Only Model; n?=?33) participated. The average age was 8.4 (SD?=?1.6) years; majority was male (88%) and white (52.2%). Typically developing classmates completed sociometric ratings to determine children’s social network inclusion, and independent raters observed children on the playground using a time-interval behavior coding system to record solitary engagement and frequency of initiations. Results Separate linear regression models were conducted. Children in the Research-Based Model had significantly higher social network inclusion than children in the other two settings (p?=?.05). Children in the Practice-Based Model had significantly lower solitary engagement (p?=?.04) and more initiations on the playground than children in the University Developed Model (p?=?.04). Conclusions The results suggest that researchers: 1) may learn from public school stakeholders who have lived experiences to better understand the context in which implementation occurs; and 2) should partner with schools to learn about their processes of adaptation and adoption in order to facilitate successful implementation of evidence-based practices for children with ASD. Interventions designed with implementation in mind may be more feasible and increase the chances of use in schools. En ligne : https://doi.org/10.1016/j.rasd.2019.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Colleen HARKER, Auteur ; Connie KASARI, Auteur ; David S. MANDELL, Auteur . - p.10-17. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.10-17 Mots-clés : Practice-based evidence  Autism  Social skills interventions  Implementation Index. décimale : PER Périodiques Résumé : Background Social impairment is the most challenging core deficit for children with autism spectrum disorder (ASD). Several evidence-based interventions address social impairment in children with ASD; however, adoption, use, and implementation of these interventions in schools is challenging. Method Ninety-two children with ASD who received one of three intervention models: a) School personnel adapted and implemented evidence-based social skills intervention (Practice-Based Model; n?=?14); b) University researcher developed and implemented evidence-based social skills intervention (Research-Based Model; n?=?45); or c) standard educational practices model (Inclusion Only Model; n?=?33) participated. The average age was 8.4 (SD?=?1.6) years; majority was male (88%) and white (52.2%). Typically developing classmates completed sociometric ratings to determine children’s social network inclusion, and independent raters observed children on the playground using a time-interval behavior coding system to record solitary engagement and frequency of initiations. Results Separate linear regression models were conducted. Children in the Research-Based Model had significantly higher social network inclusion than children in the other two settings (p?=?.05). Children in the Practice-Based Model had significantly lower solitary engagement (p?=?.04) and more initiations on the playground than children in the University Developed Model (p?=?.04). Conclusions The results suggest that researchers: 1) may learn from public school stakeholders who have lived experiences to better understand the context in which implementation occurs; and 2) should partner with schools to learn about their processes of adaptation and adoption in order to facilitate successful implementation of evidence-based practices for children with ASD. Interventions designed with implementation in mind may be more feasible and increase the chances of use in schools. En ligne : https://doi.org/10.1016/j.rasd.2019.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

Correlation of cognitive and social outcomes among children with autism spectrum disorder in a randomized trial of behavioral intervention / Jill LOCKE in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.370-375 Titre : Correlation of cognitive and social outcomes among children with autism spectrum disorder in a randomized trial of behavioral intervention Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Ming XIE, Auteur ; Colleen HARKER, Auteur ; David MANDELL, Auteur Article en page(s) : p.370-375 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  intervention  social deficits Index. décimale : PER Périodiques Résumé : Although social impairments are considered the hallmark deficit of autism, many behavioral intervention studies rely on cognitive functioning as a primary outcome. Fewer studies have examined whether changes in cognition are associated with changes in social functioning. This study examined whether cognitive gains among 192 students from 47 kindergarten-through-second-grade autism support classrooms participating in a year-long behavioral intervention study were associated with gains in social functioning. Children’s gains in cognitive ability were modestly associated with independent assessors’ and teachers’ evaluations of social functioning but were not associated with changes in parent ratings. Observed social gains were not commensurate with gains in cognition, suggesting the need both for interventions that directly target social functioning and relevant field measures of social functioning. En ligne : http://dx.doi.org/10.1177/1362361313479181 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Correlation of cognitive and social outcomes among children with autism spectrum disorder in a randomized trial of behavioral intervention [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Ming XIE, Auteur ; Colleen HARKER, Auteur ; David MANDELL, Auteur . - p.370-375. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.370-375 Mots-clés : autism spectrum disorder  intervention  social deficits Index. décimale : PER Périodiques Résumé : Although social impairments are considered the hallmark deficit of autism, many behavioral intervention studies rely on cognitive functioning as a primary outcome. Fewer studies have examined whether changes in cognition are associated with changes in social functioning. This study examined whether cognitive gains among 192 students from 47 kindergarten-through-second-grade autism support classrooms participating in a year-long behavioral intervention study were associated with gains in social functioning. Children’s gains in cognitive ability were modestly associated with independent assessors’ and teachers’ evaluations of social functioning but were not associated with changes in parent ratings. Observed social gains were not commensurate with gains in cognition, suggesting the need both for interventions that directly target social functioning and relevant field measures of social functioning. En ligne : http://dx.doi.org/10.1177/1362361313479181 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Pebbles, rocks, and boulders: The implementation of a school-based social engagement intervention for children with autism / Jill LOCKE in Autism, 21-8 (November 2017)  

Public ISBD [article]  inAutism > 21-8 (November 2017) . - p.985-994 Titre : Pebbles, rocks, and boulders: The implementation of a school-based social engagement intervention for children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Courtney Benjamin WOLK, Auteur ; Colleen HARKER, Auteur ; Anne OLSEN, Auteur ; Travis SHINGLEDECKER, Auteur ; Frances BARG, Auteur ; David MANDELL, Auteur ; Rinad S. BEIDAS, Auteur Année de publication : 2017 Article en page(s) : p.985-994 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Few evidence-based practices, defined as the use of empirically supported research and clinical expertise for children with autism, have been successfully implemented and sustained in schools. This study examined the perspectives of school personnel (n=39) on implementing a social engagement intervention for children with autism. Semi-structured interviews, informed by the Domitrovich et al. (2008) framework, were conducted. Participants were asked about (1) school factors that affect the general implementation of evidence-based practices, (2) their specific experiences implementing the social engagement intervention, and (3) barriers to and facilitators of implementing the social engagement intervention. Data were analyzed using an integrated approach. General (e.g. implementation process, leadership, support, and staff) and intervention-specific (e.g. staff, barriers, and facilitators) implementation themes were identified. These findings suggest that a variety of factors should be considered when implementing evidence-based practices in schools and that implementing social engagement interventions for children with autism may require additional specific support for implementation. En ligne : https://doi.org/10.1177/1362361316664474 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=320 [article] Pebbles, rocks, and boulders: The implementation of a school-based social engagement intervention for children with autism [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Courtney Benjamin WOLK, Auteur ; Colleen HARKER, Auteur ; Anne OLSEN, Auteur ; Travis SHINGLEDECKER, Auteur ; Frances BARG, Auteur ; David MANDELL, Auteur ; Rinad S. BEIDAS, Auteur . - 2017 . - p.985-994. Langues : Anglais (eng) in Autism > 21-8 (November 2017) . - p.985-994 Index. décimale : PER Périodiques Résumé : Few evidence-based practices, defined as the use of empirically supported research and clinical expertise for children with autism, have been successfully implemented and sustained in schools. This study examined the perspectives of school personnel (n=39) on implementing a social engagement intervention for children with autism. Semi-structured interviews, informed by the Domitrovich et al. (2008) framework, were conducted. Participants were asked about (1) school factors that affect the general implementation of evidence-based practices, (2) their specific experiences implementing the social engagement intervention, and (3) barriers to and facilitators of implementing the social engagement intervention. Data were analyzed using an integrated approach. General (e.g. implementation process, leadership, support, and staff) and intervention-specific (e.g. staff, barriers, and facilitators) implementation themes were identified. These findings suggest that a variety of factors should be considered when implementing evidence-based practices in schools and that implementing social engagement interventions for children with autism may require additional specific support for implementation. En ligne : https://doi.org/10.1177/1362361316664474 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=320

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