Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM / Ann M. SAM in Journal of Autism and Developmental Disorders, 50-6 (June 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1931-1940 Titre : Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM Type de document : texte imprimé Auteurs : Ann M. SAM, Auteur ; Ann W. COX, Auteur ; Melissa N. SAVAGE, Auteur ; Victoria WATERS, Auteur ; Samuel L. ODOM, Auteur Article en page(s) : p.1931-1940 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Children  Evidence-based practice  Youth Index. décimale : PER Périodiques Résumé : Comprehensive reviews of the research literature have identified that focused intervention practices for children and youth with autism spectrum disorder have evidence of producing positive developmental and learning outcomes. The Autism Focused Intervention Resources and Modules (AFIRM) project has translated evidence-based practices identified by Wong et al. (Journal of Autism and Developmental Disorders 45(7):1951-1966, 2015) into online learning modules. The purpose of this paper is to describe (1) the process for translating the research literature into practical information that practitioners can use, (2) its dissemination through a freely accessible website, (3) the use of the modules by over 64,500 users located in the United States and abroad, (4) knowledge gained as a result of completing the modules, and (5) consumers' evaluations of modules usefulness and relevance. En ligne : http://dx.doi.org/10.1007/s10803-019-03945-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 [article] Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM [texte imprimé] / Ann M. SAM, Auteur ; Ann W. COX, Auteur ; Melissa N. SAVAGE, Auteur ; Victoria WATERS, Auteur ; Samuel L. ODOM, Auteur . - p.1931-1940. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1931-1940 Mots-clés : Autism Spectrum Disorder  Children  Evidence-based practice  Youth Index. décimale : PER Périodiques Résumé : Comprehensive reviews of the research literature have identified that focused intervention practices for children and youth with autism spectrum disorder have evidence of producing positive developmental and learning outcomes. The Autism Focused Intervention Resources and Modules (AFIRM) project has translated evidence-based practices identified by Wong et al. (Journal of Autism and Developmental Disorders 45(7):1951-1966, 2015) into online learning modules. The purpose of this paper is to describe (1) the process for translating the research literature into practical information that practitioners can use, (2) its dissemination through a freely accessible website, (3) the use of the modules by over 64,500 users located in the United States and abroad, (4) knowledge gained as a result of completing the modules, and (5) consumers' evaluations of modules usefulness and relevance. En ligne : http://dx.doi.org/10.1007/s10803-019-03945-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425

Employing Evidence-Based Practices for Children with Autism in Elementary Schools / Ann M. SAM in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323 Titre : Employing Evidence-Based Practices for Children with Autism in Elementary Schools Type de document : texte imprimé Auteurs : Ann M. SAM, Auteur ; Samuel L. ODOM, Auteur ; Brianne TOMASZEWSKI, Auteur ; Yolanda PERKINS, Auteur ; Ann W. COX, Auteur Article en page(s) : p.2308-2323 Langues : Anglais (eng) Mots-clés : Academic Performance/psychology/statistics & numerical data  Autism Spectrum Disorder/psychology  Child  Education, Special/methods  Evidence-Based Practice/methods  Female  Humans  Male  Program Evaluation  Schools  Students/psychology  Autistic students  Elementary schools  Evidence-based practices  Teacher implementation Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. En ligne : http://dx.doi.org/10.1007/s10803-020-04706-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Employing Evidence-Based Practices for Children with Autism in Elementary Schools [texte imprimé] / Ann M. SAM, Auteur ; Samuel L. ODOM, Auteur ; Brianne TOMASZEWSKI, Auteur ; Yolanda PERKINS, Auteur ; Ann W. COX, Auteur . - p.2308-2323. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323 Mots-clés : Academic Performance/psychology/statistics & numerical data  Autism Spectrum Disorder/psychology  Child  Education, Special/methods  Evidence-Based Practice/methods  Female  Humans  Male  Program Evaluation  Schools  Students/psychology  Autistic students  Elementary schools  Evidence-based practices  Teacher implementation Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. En ligne : http://dx.doi.org/10.1007/s10803-020-04706-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review / Connie S. WONG in Journal of Autism and Developmental Disorders, 45-7 (July 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.1951-1966 Titre : Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review Type de document : texte imprimé Auteurs : Connie S. WONG, Auteur ; Samuel L. ODOM, Auteur ; Kara HUME, Auteur ; Ann W. COX, Auteur ; Angel FETTIG, Auteur ; Suzanne KUCHARCZYK, Auteur ; Matthew E. BROCK, Auteur ; Joshua B. PLAVNICK, Auteur ; Veronica P. FLEURY, Auteur ; Tia SCHULTZ, Auteur Année de publication : 2015 Article en page(s) : p.1951-1966 Langues : Anglais (eng) Mots-clés : Evidence-based practice  Focused intervention  Autism spectrum disorder  Children and youth Index. décimale : PER Périodiques Résumé : The purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. (Prev Sch Fail 54:275–282, 2010b, doi:10.1080/10459881003785506). In the current study, a computer search initially yielded 29,105 articles, and the subsequent screening and evaluation process found 456 studies to meet inclusion and methodological criteria. From this set of research studies, the authors found 27 focused intervention practices that met the criteria for evidence-based practice (EBP). Six new EBPs were identified in this review, and one EBP from the previous review was removed. The authors discuss implications for current practices and future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2351-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 [article] Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review [texte imprimé] / Connie S. WONG, Auteur ; Samuel L. ODOM, Auteur ; Kara HUME, Auteur ; Ann W. COX, Auteur ; Angel FETTIG, Auteur ; Suzanne KUCHARCZYK, Auteur ; Matthew E. BROCK, Auteur ; Joshua B. PLAVNICK, Auteur ; Veronica P. FLEURY, Auteur ; Tia SCHULTZ, Auteur . - 2015 . - p.1951-1966. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.1951-1966 Mots-clés : Evidence-based practice  Focused intervention  Autism spectrum disorder  Children and youth Index. décimale : PER Périodiques Résumé : The purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. (Prev Sch Fail 54:275–282, 2010b, doi:10.1080/10459881003785506). In the current study, a computer search initially yielded 29,105 articles, and the subsequent screening and evaluation process found 456 studies to meet inclusion and methodological criteria. From this set of research studies, the authors found 27 focused intervention practices that met the criteria for evidence-based practice (EBP). Six new EBPs were identified in this review, and one EBP from the previous review was removed. The authors discuss implications for current practices and future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2351-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261

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