Knowledge and Use of Intervention Practices by Community-Based Early Intervention Service Providers / Jessica M. PAYNTER in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1614-1623 Titre : Knowledge and Use of Intervention Practices by Community-Based Early Intervention Service Providers Type de document : Texte imprimé et/ou numérique Auteurs : Jessica M. PAYNTER, Auteur ; Deb KEEN, Auteur Article en page(s) : p.1614-1623 Langues : Anglais (eng) Mots-clés : Evidence-based practice  Implementation  Knowledge transfer  Early intervention  Research-practice gap Index. décimale : PER Périodiques Résumé : This study investigated staff attitudes, knowledge and use of evidence-based practices (EBP) and links to organisational culture in a community-based autism early intervention service. An EBP questionnaire was completed by 99 metropolitan and regionally-based professional and paraprofessional staff. Participants reported greater knowledge and use of EBPs compared to emerging and unsupported practices. Knowledge and use of EBPs were linked to each other independent of significant correlations with organisational culture and attitudes. Knowledge and use of EBPs was greater in metropolitan than regional locations and paraprofessionals reported greater use of unsupported practices and lower levels of knowledge and use of EBPs than professionals. The implications of these findings for the facilitation of knowledge transfer are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2316-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Knowledge and Use of Intervention Practices by Community-Based Early Intervention Service Providers [Texte imprimé et/ou numérique] / Jessica M. PAYNTER, Auteur ; Deb KEEN, Auteur . - p.1614-1623. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1614-1623 Mots-clés : Evidence-based practice  Implementation  Knowledge transfer  Early intervention  Research-practice gap Index. décimale : PER Périodiques Résumé : This study investigated staff attitudes, knowledge and use of evidence-based practices (EBP) and links to organisational culture in a community-based autism early intervention service. An EBP questionnaire was completed by 99 metropolitan and regionally-based professional and paraprofessional staff. Participants reported greater knowledge and use of EBPs compared to emerging and unsupported practices. Knowledge and use of EBPs were linked to each other independent of significant correlations with organisational culture and attitudes. Knowledge and use of EBPs was greater in metropolitan than regional locations and paraprofessionals reported greater use of unsupported practices and lower levels of knowledge and use of EBPs than professionals. The implications of these findings for the facilitation of knowledge transfer are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2316-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Utilisation of evidence-based practices by ASD early intervention service providers / Jessica M. PAYNTER in Autism, 21-2 (February 2017)  

Public ISBD [article]  inAutism > 21-2 (February 2017) . - p.167-180 Titre : Utilisation of evidence-based practices by ASD early intervention service providers Type de document : Texte imprimé et/ou numérique Auteurs : Jessica M. PAYNTER, Auteur ; Sarah FERGUSON, Auteur ; Kathryn FORDYCE, Auteur ; Annette JOOSTEN, Auteur ; Sofia PAKU, Auteur ; Miranda STEPHENS, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur Article en page(s) : p.167-180 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A number of autism intervention practices have been demonstrated to be effective. However, the use of unsupported practices persists in community early intervention settings. Recent research has suggested that personal, professional and workplace factors may influence intervention choices. The aim of this research was to investigate knowledge and use of strategies, organisational culture, individual attitudes, sources of information and considerations informing intervention choices by early intervention providers. An online survey was completed by 72 early intervention providers from four organisations across Australia. Providers reported high levels of trust and access of information from internal professional development, therapists and external professional development. A range of considerations including child factors, family values and research were rated as important in informing intervention choices. Participants reported greater knowledge and use of evidence-based and emerging practices than unsupported. Levels of use were linked to levels of knowledge, as well as some organisational and attitudinal factors. Areas for future research and implications are discussed. En ligne : http://dx.doi.org/10.1177/1362361316633032 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Utilisation of evidence-based practices by ASD early intervention service providers [Texte imprimé et/ou numérique] / Jessica M. PAYNTER, Auteur ; Sarah FERGUSON, Auteur ; Kathryn FORDYCE, Auteur ; Annette JOOSTEN, Auteur ; Sofia PAKU, Auteur ; Miranda STEPHENS, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur . - p.167-180. Langues : Anglais (eng) in Autism > 21-2 (February 2017) . - p.167-180 Index. décimale : PER Périodiques Résumé : A number of autism intervention practices have been demonstrated to be effective. However, the use of unsupported practices persists in community early intervention settings. Recent research has suggested that personal, professional and workplace factors may influence intervention choices. The aim of this research was to investigate knowledge and use of strategies, organisational culture, individual attitudes, sources of information and considerations informing intervention choices by early intervention providers. An online survey was completed by 72 early intervention providers from four organisations across Australia. Providers reported high levels of trust and access of information from internal professional development, therapists and external professional development. A range of considerations including child factors, family values and research were rated as important in informing intervention choices. Participants reported greater knowledge and use of evidence-based and emerging practices than unsupported. Levels of use were linked to levels of knowledge, as well as some organisational and attitudinal factors. Areas for future research and implications are discussed. En ligne : http://dx.doi.org/10.1177/1362361316633032 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Vineland Adaptive Behavior Scales: II Profile of Young Children with Autism Spectrum Disorder / Sabrina YANG in Journal of Autism and Developmental Disorders, 46-1 (January 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.64-73 Titre : Vineland Adaptive Behavior Scales: II Profile of Young Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sabrina YANG, Auteur ; Jessica M. PAYNTER, Auteur ; Linda GILMORE, Auteur Année de publication : 2016 Article en page(s) : p.64-73 Langues : Anglais (eng) Mots-clés : Adaptive behaviour  Autism Vineland Vineland-II  Young children Index. décimale : PER Périodiques Résumé : Adaptive behaviour is a crucial area of assessment for individuals with Autism Spectrum Disorder (ASD). This study examined the adaptive behaviour profile of 77 young children with ASD using the Vineland-II, and analysed factors associated with adaptive functioning. Consistent with previous research with the original Vineland a distinct autism profile of Vineland-II age equivalent scores, but not standard scores, was found. Highest scores were in motor skills and lowest scores were in socialisation. The addition of the Autism Diagnostic Observation Schedule calibrated severity score did not contribute significant variance to Vineland-II scores beyond that accounted for by age and nonverbal ability. Limitations, future directions, and implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2543-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Vineland Adaptive Behavior Scales: II Profile of Young Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Sabrina YANG, Auteur ; Jessica M. PAYNTER, Auteur ; Linda GILMORE, Auteur . - 2016 . - p.64-73. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.64-73 Mots-clés : Adaptive behaviour  Autism Vineland Vineland-II  Young children Index. décimale : PER Périodiques Résumé : Adaptive behaviour is a crucial area of assessment for individuals with Autism Spectrum Disorder (ASD). This study examined the adaptive behaviour profile of 77 young children with ASD using the Vineland-II, and analysed factors associated with adaptive functioning. Consistent with previous research with the original Vineland a distinct autism profile of Vineland-II age equivalent scores, but not standard scores, was found. Highest scores were in motor skills and lowest scores were in socialisation. The addition of the Autism Diagnostic Observation Schedule calibrated severity score did not contribute significant variance to Vineland-II scores beyond that accounted for by age and nonverbal ability. Limitations, future directions, and implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2543-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

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