An Examination of Education Professionals’ Beliefs About Causes of Autism and Their Perceptions of Practices / Veronica P. FLEURY in Focus on Autism and Other Developmental Disabilities, 37-3 (September 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.189-198 Titre : An Examination of Education Professionals’ Beliefs About Causes of Autism and Their Perceptions of Practices Type de document : texte imprimé Auteurs : Veronica P. FLEURY, Auteur ; Talya KEMPER, Auteur Article en page(s) : p.189-198 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  evidence-based practices  special education teachers  survey Index. décimale : PER Périodiques Résumé : The quantity and quality of research focused on autism spectrum disorder (ASD) have grown over the past several decades. Ensuring that research findings are accessible and understood by education professionals is essential for improving outcomes for individuals with ASD. In this study, we evaluated education professionals’ knowledge about ASD, specifically (a) beliefs about causes of ASD, (b) their familiarity with evidence-based practices (EBPs) and non-EBPs, (c) the likelihood of using or recommending EBPs compared with non-EBPs, and (d) the extent to which source credibility influenced the likelihood of using or recommending different types of practices. Education professionals (N = 62) completed a paper survey. Responses on a modified version of the Illness Perception Questionnaire “Revised (Moss-Morris et al., 2002) were used to evaluate participants’ beliefs regarding causal attributes of ASD. Educators were also asked to read texts describing four EBPs and four non-EBPs. The text presentation was based on a 2 × 2 within-subjects factorial design with practice status (EBP or non-EBP) and source credibility (credible or not credible) as the independent variables. After reading each text, participants reported on whether they were (a) familiar with the practice and (b) the extent to which they would use or recommend the practice. Results indicate that school personnel were highly confident that neurobiological factors were a causal attribute of ASD. In addition, respondents were more familiar with, and more likely to recommend or use, EBPs as compared with non-EBPs. Source credibility did not significantly affect participants’ likelihood of using or recommending practices. En ligne : http://dx.doi.org/10.1177/10883576211073685 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] An Examination of Education Professionals’ Beliefs About Causes of Autism and Their Perceptions of Practices [texte imprimé] / Veronica P. FLEURY, Auteur ; Talya KEMPER, Auteur . - p.189-198. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.189-198 Mots-clés : autism spectrum disorder  evidence-based practices  special education teachers  survey Index. décimale : PER Périodiques Résumé : The quantity and quality of research focused on autism spectrum disorder (ASD) have grown over the past several decades. Ensuring that research findings are accessible and understood by education professionals is essential for improving outcomes for individuals with ASD. In this study, we evaluated education professionals’ knowledge about ASD, specifically (a) beliefs about causes of ASD, (b) their familiarity with evidence-based practices (EBPs) and non-EBPs, (c) the likelihood of using or recommending EBPs compared with non-EBPs, and (d) the extent to which source credibility influenced the likelihood of using or recommending different types of practices. Education professionals (N = 62) completed a paper survey. Responses on a modified version of the Illness Perception Questionnaire “Revised (Moss-Morris et al., 2002) were used to evaluate participants’ beliefs regarding causal attributes of ASD. Educators were also asked to read texts describing four EBPs and four non-EBPs. The text presentation was based on a 2 × 2 within-subjects factorial design with practice status (EBP or non-EBP) and source credibility (credible or not credible) as the independent variables. After reading each text, participants reported on whether they were (a) familiar with the practice and (b) the extent to which they would use or recommend the practice. Results indicate that school personnel were highly confident that neurobiological factors were a causal attribute of ASD. In addition, respondents were more familiar with, and more likely to recommend or use, EBPs as compared with non-EBPs. Source credibility did not significantly affect participants’ likelihood of using or recommending practices. En ligne : http://dx.doi.org/10.1177/10883576211073685 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Brief report: Caregiver perceptions of autism practices / Veronica P. FLEURY in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101583 Titre : Brief report: Caregiver perceptions of autism practices Type de document : texte imprimé Auteurs : Veronica P. FLEURY, Auteur ; Pang CHAXIONG, Auteur Article en page(s) : p.101583 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Evidence-based practices  Unsubstantiated practices  Caregiver  Survey Index. décimale : PER Périodiques Résumé : Background Unsubstantiated practices continue to be viewed as viable options by caregivers, despite the existence of evidence-based practices. The purpose of this study was to better understand factors that influence caregivers’ acceptance of various practices for their children with autism spectrum disorder (ASD). Methods Primary aims were addressed using survey methodology. Caregivers of children with ASD (N = 75) read texts describing eight practices for intervening or treating aspects of ASD: four evidence-based practices (EBP) and four unsubstantiated practices. The text presentation was based on a 2 × 2 within-subjects factorial design with practice status (EBP or unsubstantiated) and source credibility (credible or non-credible) as the independent variables. For each text, caregivers reported on their familiarity with the practice and the extent to which they approve of the practice described. Results Caregivers were more familiar with unsubstantiated practices than with EBPs but reported higher approval of EBPs. The main effect of source credibility on caregiver approval ratings was not significant. A significant interaction was observed between practice status and source credibility. Caregivers were more likely to approve of unsubstantiated practices endorsed by credible sources and, similarly, of EBPs endorsed by non-credible sources. Conclusion Understanding how caregivers perceive of ASD practices is the first step in developing trainings aimed at teaching them to be savvy consumers of autism information. These are preliminary findings based on a probabilistic sample. Readers are cautioned about applying these findings to the broader caregiver population. Future research directions are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101583 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Brief report: Caregiver perceptions of autism practices [texte imprimé] / Veronica P. FLEURY, Auteur ; Pang CHAXIONG, Auteur . - p.101583. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101583 Mots-clés : Autism spectrum disorder  Evidence-based practices  Unsubstantiated practices  Caregiver  Survey Index. décimale : PER Périodiques Résumé : Background Unsubstantiated practices continue to be viewed as viable options by caregivers, despite the existence of evidence-based practices. The purpose of this study was to better understand factors that influence caregivers’ acceptance of various practices for their children with autism spectrum disorder (ASD). Methods Primary aims were addressed using survey methodology. Caregivers of children with ASD (N = 75) read texts describing eight practices for intervening or treating aspects of ASD: four evidence-based practices (EBP) and four unsubstantiated practices. The text presentation was based on a 2 × 2 within-subjects factorial design with practice status (EBP or unsubstantiated) and source credibility (credible or non-credible) as the independent variables. For each text, caregivers reported on their familiarity with the practice and the extent to which they approve of the practice described. Results Caregivers were more familiar with unsubstantiated practices than with EBPs but reported higher approval of EBPs. The main effect of source credibility on caregiver approval ratings was not significant. A significant interaction was observed between practice status and source credibility. Caregivers were more likely to approve of unsubstantiated practices endorsed by credible sources and, similarly, of EBPs endorsed by non-credible sources. Conclusion Understanding how caregivers perceive of ASD practices is the first step in developing trainings aimed at teaching them to be savvy consumers of autism information. These are preliminary findings based on a probabilistic sample. Readers are cautioned about applying these findings to the broader caregiver population. Future research directions are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101583 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

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

Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers / Veronica P. FLEURY in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3596-3607 Titre : Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers Type de document : texte imprimé Auteurs : Veronica P. FLEURY, Auteur ; Maria L. HUGH, Auteur Article en page(s) : p.3596-3607 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Parents  Reading  Preschool Index. décimale : PER Périodiques Résumé : Reading aloud to children is a valued practice to promote emergent literacy and language skills that form the foundation for future reading success. We conducted a descriptive study of shared book reading practices between caregivers and their children with autism spectrum disorder (n = 17) and caregivers and their typically developing children (n = 20) to identify factors that can promote or inhibit children’s engagement in reading. Caregivers and their children read nine books (familiar, non-fiction, fiction). Children with ASD demonstrated lower levels of passive engagement (looking at the book) and higher levels of non-engaged behavior compared to typically developing children. Caregiver reading quality and book type contributed to joint engagement during reading. Implications of these findings for intervention development are discussed. En ligne : https://doi.org/10.1007/s10803-018-3632-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers [texte imprimé] / Veronica P. FLEURY, Auteur ; Maria L. HUGH, Auteur . - p.3596-3607. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3596-3607 Mots-clés : Autism spectrum disorder  Parents  Reading  Preschool Index. décimale : PER Périodiques Résumé : Reading aloud to children is a valued practice to promote emergent literacy and language skills that form the foundation for future reading success. We conducted a descriptive study of shared book reading practices between caregivers and their children with autism spectrum disorder (n = 17) and caregivers and their typically developing children (n = 20) to identify factors that can promote or inhibit children’s engagement in reading. Caregivers and their children read nine books (familiar, non-fiction, fiction). Children with ASD demonstrated lower levels of passive engagement (looking at the book) and higher levels of non-engaged behavior compared to typically developing children. Caregiver reading quality and book type contributed to joint engagement during reading. Implications of these findings for intervention development are discussed. En ligne : https://doi.org/10.1007/s10803-018-3632-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

Public Perception of Autism Treatments: The Role of Credibility and Evidence / Veronica P. FLEURY in Journal of Autism and Developmental Disorders, 49-5 (May 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1876-1886 Titre : Public Perception of Autism Treatments: The Role of Credibility and Evidence Type de document : texte imprimé Auteurs : Veronica P. FLEURY, Auteur ; Greg TREVORS, Auteur ; Panayiota KENDEOU, Auteur Article en page(s) : p.1876-1886 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Evidence-based practices  Knowledge revision  Pseudoscience  Public knowledge  Survey Index. décimale : PER Périodiques Résumé : We explored the influence of credibility and evidence on public perceptions of ASD treatments using survey methodology. Participants (N = 379) read texts about different ASD treatments. The text presentation was based on a 2 x 2 within-subjects factorial design with treatment status [evidence based practices (EBP) vs. non-EBP] and source credibility in the text (credible vs. non-credible) as the independent variables. An instructional manipulation condition served as a between subjects factor. Respondents were more familiar with non-EBPs than EBPs, but viewed EBPs as being more credible and were more likely to endorse them compared to pseudoscientific practices. Interactions between source credibility and instructional manipulation were found on ratings of credibility and recommendation of both EBP and non-EBP texts. Implications of these findings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-03868-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393 [article] Public Perception of Autism Treatments: The Role of Credibility and Evidence [texte imprimé] / Veronica P. FLEURY, Auteur ; Greg TREVORS, Auteur ; Panayiota KENDEOU, Auteur . - p.1876-1886. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1876-1886 Mots-clés : Autism spectrum disorder  Evidence-based practices  Knowledge revision  Pseudoscience  Public knowledge  Survey Index. décimale : PER Périodiques Résumé : We explored the influence of credibility and evidence on public perceptions of ASD treatments using survey methodology. Participants (N = 379) read texts about different ASD treatments. The text presentation was based on a 2 x 2 within-subjects factorial design with treatment status [evidence based practices (EBP) vs. non-EBP] and source credibility in the text (credible vs. non-credible) as the independent variables. An instructional manipulation condition served as a between subjects factor. Respondents were more familiar with non-EBPs than EBPs, but viewed EBPs as being more credible and were more likely to endorse them compared to pseudoscientific practices. Interactions between source credibility and instructional manipulation were found on ratings of credibility and recommendation of both EBP and non-EBP texts. Implications of these findings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-03868-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393

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