Dépouillements

Combining Evidence-Based Practices to Enhance Outcomes for Autistic Students: Considerations and Challenges / Karrie A. SHOGREN in Focus on Autism and Other Developmental Disabilities, 41-3 (September 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-3 (September 2026) . - p.119-129 Titre : Combining Evidence-Based Practices to Enhance Outcomes for Autistic Students: Considerations and Challenges Type de document : texte imprimé Auteurs : Karrie A. SHOGREN, Auteur ; Kara A. HUME, Auteur ; Lindsay F. RENTSCHLER, Auteur ; Brian BOYD, Auteur Article en page(s) : p.119-129 Langues : Anglais (eng) Mots-clés : autism  self-determination  peer support  transition  collaboration  evidence-based practices Index. décimale : PER Périodiques Résumé : Adapting and combining evidence-based practices (EBPs) for use in high school special and general education in support of autistic youth can be a daunting process for researchers and practitioners alike. Ensuring the process is informed by autistic voices, is strengths-based, and addresses outcomes identified as priorities for autistic youth can pose additional challenges. This paper provides a description of the activities undertaken to combine two EBPs for use in inclusive high school settings: the Self-Determined Learning Model of Instruction (SDLMI) and Peer Supports. Points where the autistic voice was embedded in the process are highlighted, along with initial feedback from high school teachers and students. Challenges to the EBP adaptation and combination process, as well as barriers to implementation and next steps, are also discussed. En ligne : https://dx.doi.org/10.1177/10883576251407633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Combining Evidence-Based Practices to Enhance Outcomes for Autistic Students: Considerations and Challenges [texte imprimé] / Karrie A. SHOGREN, Auteur ; Kara A. HUME, Auteur ; Lindsay F. RENTSCHLER, Auteur ; Brian BOYD, Auteur . - p.119-129. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-3 (September 2026) . - p.119-129 Mots-clés : autism  self-determination  peer support  transition  collaboration  evidence-based practices Index. décimale : PER Périodiques Résumé : Adapting and combining evidence-based practices (EBPs) for use in high school special and general education in support of autistic youth can be a daunting process for researchers and practitioners alike. Ensuring the process is informed by autistic voices, is strengths-based, and addresses outcomes identified as priorities for autistic youth can pose additional challenges. This paper provides a description of the activities undertaken to combine two EBPs for use in inclusive high school settings: the Self-Determined Learning Model of Instruction (SDLMI) and Peer Supports. Points where the autistic voice was embedded in the process are highlighted, along with initial feedback from high school teachers and students. Challenges to the EBP adaptation and combination process, as well as barriers to implementation and next steps, are also discussed. En ligne : https://dx.doi.org/10.1177/10883576251407633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Teacher Implementation of the VRA Instructional Sequence to Support Elementary Students With ASD: A Single-Case Study / Holly M. LONG in Focus on Autism and Other Developmental Disabilities, 41-3 (September 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-3 (September 2026) . - p.130-143 Titre : Teacher Implementation of the VRA Instructional Sequence to Support Elementary Students With ASD: A Single-Case Study Type de document : texte imprimé Auteurs : Holly M. LONG, Auteur ; Emily C. BOUCK, Auteur ; Matthew T. BRODHEAD, Auteur Article en page(s) : p.130-143 Langues : Anglais (eng) Mots-clés : autism  mathematics  manipulatives  teacher implementation  single-case design Index. décimale : PER Périodiques Résumé : Virtual manipulatives are an evidence-based practice in mathematics for students with autism spectrum disorder (ASD). Yet, to date, most research exploring the effects of the virtual-representational-abstract (VRA) instructional sequence has been conducted in researcher-implemented settings. However, to ensure researchers are able to provide accurate practice recommendations, more research is needed to explore the teacher implementation of this intervention. The purpose of this concurrent multiple-probe-across-participants single-case design study was to examine the effects of a teacher-implemented VRA instructional sequence taught via explicit instruction on the accuracy with which three U.S. elementary students with ASD solve addition with regrouping problems. The VRA instructional sequence involved the use of virtual base ten blocks, drawings, and abstract numerical strategies to solve addition with regrouping problems. Researchers found a functional relation between the VRA instructional sequence and student accuracy. All three students were also able to maintain their accuracy after intervention ended. The teacher was able to implement the VRA instructional sequence after only two training sessions with over 97% treatment fidelity. En ligne : https://dx.doi.org/10.1177/10883576251396807 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Teacher Implementation of the VRA Instructional Sequence to Support Elementary Students With ASD: A Single-Case Study [texte imprimé] / Holly M. LONG, Auteur ; Emily C. BOUCK, Auteur ; Matthew T. BRODHEAD, Auteur . - p.130-143. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-3 (September 2026) . - p.130-143 Mots-clés : autism  mathematics  manipulatives  teacher implementation  single-case design Index. décimale : PER Périodiques Résumé : Virtual manipulatives are an evidence-based practice in mathematics for students with autism spectrum disorder (ASD). Yet, to date, most research exploring the effects of the virtual-representational-abstract (VRA) instructional sequence has been conducted in researcher-implemented settings. However, to ensure researchers are able to provide accurate practice recommendations, more research is needed to explore the teacher implementation of this intervention. The purpose of this concurrent multiple-probe-across-participants single-case design study was to examine the effects of a teacher-implemented VRA instructional sequence taught via explicit instruction on the accuracy with which three U.S. elementary students with ASD solve addition with regrouping problems. The VRA instructional sequence involved the use of virtual base ten blocks, drawings, and abstract numerical strategies to solve addition with regrouping problems. Researchers found a functional relation between the VRA instructional sequence and student accuracy. All three students were also able to maintain their accuracy after intervention ended. The teacher was able to implement the VRA instructional sequence after only two training sessions with over 97% treatment fidelity. En ligne : https://dx.doi.org/10.1177/10883576251396807 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Perceptions of Autistic and Nonautistic Postsecondary Students Regarding their Obstacles and Strategies to Academic Success / Gary E. SCHAFFER in Focus on Autism and Other Developmental Disabilities, 41-3 (September 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-3 (September 2026) . - p.144-155 Titre : Perceptions of Autistic and Nonautistic Postsecondary Students Regarding their Obstacles and Strategies to Academic Success Type de document : texte imprimé Auteurs : Gary E. SCHAFFER, Auteur ; Evan H. DART, Auteur Article en page(s) : p.144-155 Langues : Anglais (eng) Mots-clés : autism  higher education  postsecondary education  college Index. décimale : PER Périodiques Résumé : Despite an increasing number of young adults with autism pursuing postsecondary education, more research is needed to compare autistic undergraduates to their nonautistic peers. This study surveyed 204 U.S. undergraduate students with and without autism. Participants were asked about their perceptions regarding their everyday hindrances and compensatory strategies. Results indicated that procrastination and irregular sleep schedules are significant barriers to academic success for both groups. Autistic students also report challenges related to their diagnosis, such as sensory concerns, difficulties with changes in routine, and apprehension over working with others. Despite these differences, both groups utilize similar compensatory strategies, such as summarizing readings and maintaining routines. Findings emphasize the necessity of interventions targeting procrastination and sleep habits for all students and additional supports provided for autistic students in the areas of socialization, group work, and postsecondary classrooms. En ligne : https://dx.doi.org/10.1177/10883576251392875 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Perceptions of Autistic and Nonautistic Postsecondary Students Regarding their Obstacles and Strategies to Academic Success [texte imprimé] / Gary E. SCHAFFER, Auteur ; Evan H. DART, Auteur . - p.144-155. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-3 (September 2026) . - p.144-155 Mots-clés : autism  higher education  postsecondary education  college Index. décimale : PER Périodiques Résumé : Despite an increasing number of young adults with autism pursuing postsecondary education, more research is needed to compare autistic undergraduates to their nonautistic peers. This study surveyed 204 U.S. undergraduate students with and without autism. Participants were asked about their perceptions regarding their everyday hindrances and compensatory strategies. Results indicated that procrastination and irregular sleep schedules are significant barriers to academic success for both groups. Autistic students also report challenges related to their diagnosis, such as sensory concerns, difficulties with changes in routine, and apprehension over working with others. Despite these differences, both groups utilize similar compensatory strategies, such as summarizing readings and maintaining routines. Findings emphasize the necessity of interventions targeting procrastination and sleep habits for all students and additional supports provided for autistic students in the areas of socialization, group work, and postsecondary classrooms. En ligne : https://dx.doi.org/10.1177/10883576251392875 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Caregiver-Mediated NDBI for Latine Mothers of Young Autistic Children: Assessment of Parent Fidelity and Social Communication / Ana D. DUEÑAS in Focus on Autism and Other Developmental Disabilities, 41-3 (September 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-3 (September 2026) . - p.156-167 Titre : Caregiver-Mediated NDBI for Latine Mothers of Young Autistic Children: Assessment of Parent Fidelity and Social Communication Type de document : texte imprimé Auteurs : Ana D. DUEÑAS, Auteur ; Sophia R. D’AGOSTINO, Auteur ; Marisa SOLÉ, Auteur ; Alyssa BLASKO, Auteur Article en page(s) : p.156-167 Langues : Anglais (eng) Mots-clés : caregiver-mediated NDBI  Latine caregivers  naturalistic developmental behavioral interventions  single-case design research Index. décimale : PER Périodiques Résumé : Limited research exists regarding caregiver-mediated naturalistic developmental behavioral interventions (NDBIs) with the Latine community. To understand the effectiveness of caregiver-mediated NDBI, we must investigate feasibility and effectiveness with marginalized populations to assure family-centered and culturally sensitive care. This study examined the effects of a caregiver-mediated NDBI with three caregiver–child dyads in the U.S. state of Pennsylvania using single-case design (SCD) research informed by a brief a priori cultural adaptation. Caregivers demonstrated improved implementation fidelity of NDBI strategies with empowerment-based coaching. We discuss Latine caregiving practices and make recommendations for culturally congruent NDBI caregiver coaching. En ligne : https://dx.doi.org/10.1177/10883576251396819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Caregiver-Mediated NDBI for Latine Mothers of Young Autistic Children: Assessment of Parent Fidelity and Social Communication [texte imprimé] / Ana D. DUEÑAS, Auteur ; Sophia R. D’AGOSTINO, Auteur ; Marisa SOLÉ, Auteur ; Alyssa BLASKO, Auteur . - p.156-167. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-3 (September 2026) . - p.156-167 Mots-clés : caregiver-mediated NDBI  Latine caregivers  naturalistic developmental behavioral interventions  single-case design research Index. décimale : PER Périodiques Résumé : Limited research exists regarding caregiver-mediated naturalistic developmental behavioral interventions (NDBIs) with the Latine community. To understand the effectiveness of caregiver-mediated NDBI, we must investigate feasibility and effectiveness with marginalized populations to assure family-centered and culturally sensitive care. This study examined the effects of a caregiver-mediated NDBI with three caregiver–child dyads in the U.S. state of Pennsylvania using single-case design (SCD) research informed by a brief a priori cultural adaptation. Caregivers demonstrated improved implementation fidelity of NDBI strategies with empowerment-based coaching. We discuss Latine caregiving practices and make recommendations for culturally congruent NDBI caregiver coaching. En ligne : https://dx.doi.org/10.1177/10883576251396819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

“I Became More Confident and Comfortable When Playing With My Son”: Parent Perspectives Following a Strength-Based Video Feedback Intervention / Ciara L. OUSLEY in Focus on Autism and Other Developmental Disabilities, 41-3 (September 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-3 (September 2026) . - p.168-179 Titre : “I Became More Confident and Comfortable When Playing With My Son”: Parent Perspectives Following a Strength-Based Video Feedback Intervention Type de document : texte imprimé Auteurs : Ciara L. OUSLEY, Auteur ; Tracy J. RAULSTON, Auteur Article en page(s) : p.168-179 Langues : Anglais (eng) Mots-clés : parent perceptions  self-efficacy  autism  social communication  video feedback coaching Index. décimale : PER Périodiques Résumé : Best practices in early intervention include empowering parents to embed evidence-based practices within regular routines with their child, such as Naturalistic Developmental Behavioral Interventions (NDBIs). However, very little research has explicitly evaluated intervention approaches that may lead to increased parent self-efficacy for parents of young children with autism. The current U.S. study is a mixed-methods evaluation of parent self-reported self-efficacy and perceptions following an NDBI that included strength-based video feedback coaching. We explored (a) parent perceptions of the intervention using a social validity questionnaire and (b) parent self-efficacy using non-parametric Wilcoxon signed-rank test. All parents rated the feasibility and effectiveness of the intervention favorably with strong probability of the parents continuing the intervention in the home. While pre-post results were approaching significance, no statistically significant differences on parent self-efficacy ratings were present (z = -1.841; p = .066). Parent responses to open-ended questions revealed that video feedback allowed parents to observe the successes of their child in ways that were not possible when playing with their child in-the-moment. Parents of young children with autism may find strength-based video feedback coaching a feasible and favorable coaching practice when targeting social communication skills. Implications and future research directions are discussed. En ligne : https://dx.doi.org/10.1177/10883576251396804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] “I Became More Confident and Comfortable When Playing With My Son”: Parent Perspectives Following a Strength-Based Video Feedback Intervention [texte imprimé] / Ciara L. OUSLEY, Auteur ; Tracy J. RAULSTON, Auteur . - p.168-179. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-3 (September 2026) . - p.168-179 Mots-clés : parent perceptions  self-efficacy  autism  social communication  video feedback coaching Index. décimale : PER Périodiques Résumé : Best practices in early intervention include empowering parents to embed evidence-based practices within regular routines with their child, such as Naturalistic Developmental Behavioral Interventions (NDBIs). However, very little research has explicitly evaluated intervention approaches that may lead to increased parent self-efficacy for parents of young children with autism. The current U.S. study is a mixed-methods evaluation of parent self-reported self-efficacy and perceptions following an NDBI that included strength-based video feedback coaching. We explored (a) parent perceptions of the intervention using a social validity questionnaire and (b) parent self-efficacy using non-parametric Wilcoxon signed-rank test. All parents rated the feasibility and effectiveness of the intervention favorably with strong probability of the parents continuing the intervention in the home. While pre-post results were approaching significance, no statistically significant differences on parent self-efficacy ratings were present (z = -1.841; p = .066). Parent responses to open-ended questions revealed that video feedback allowed parents to observe the successes of their child in ways that were not possible when playing with their child in-the-moment. Parents of young children with autism may find strength-based video feedback coaching a feasible and favorable coaching practice when targeting social communication skills. Implications and future research directions are discussed. En ligne : https://dx.doi.org/10.1177/10883576251396804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590