[article] 
inJournal of Autism and Developmental Disorders > 38-4 (April 2008) . - p.678-692

Titre :	Social Validation of Evidence-Based Practices in Autism by Parents, Teachers, and Administrators
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Kevin CALLAHAN, Auteur ; Robin K. HENSON, Auteur ; Angela K. COWAN, Auteur
Année de publication :	2008
Article en page(s) :	p.678-692
Langues :	Anglais (eng)
Mots-clés :	Autism Social-validation Special-education Evidence-based-practices
Index. décimale :	PER Périodiques
Résumé :	Relatively little attention has been devoted to the social validation of potentially effective autism interventions. Thus, it is often difficult to identify and implement evidence-based practices, and programming is often inadequate. The authors identified autism intervention components with reported effectiveness for school settings. The results of a social validation survey completed by parents, teachers, and administrators indicate strong, consistent support for program components falling within five functional areas: (a) individualized programming, (b) data collection, (c) the use of empirically-based strategies, (d) active collaboration, and (e) a focus on long-term outcomes. These socially validated interventions can be used to evaluate existing autism curricula and develop training for professionals, parents, and students in order to improve public school autism programs.
En ligne :	http://dx.doi.org/10.1007/s10803-007-0434-9
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340

[article] Social Validation of Evidence-Based Practices in Autism by Parents, Teachers, and Administrators [Texte imprimé et/ou numérique] / Kevin CALLAHAN, Auteur ; Robin K. HENSON, Auteur ; Angela K. COWAN, Auteur . - 2008 . - p.678-692.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 38-4 (April 2008) . - p.678-692

Mots-clés :	Autism Social-validation Special-education Evidence-based-practices
Index. décimale :	PER Périodiques
Résumé :	Relatively little attention has been devoted to the social validation of potentially effective autism interventions. Thus, it is often difficult to identify and implement evidence-based practices, and programming is often inadequate. The authors identified autism intervention components with reported effectiveness for school settings. The results of a social validation survey completed by parents, teachers, and administrators indicate strong, consistent support for program components falling within five functional areas: (a) individualized programming, (b) data collection, (c) the use of empirically-based strategies, (d) active collaboration, and (e) a focus on long-term outcomes. These socially validated interventions can be used to evaluate existing autism curricula and develop training for professionals, parents, and students in order to improve public school autism programs.
En ligne :	http://dx.doi.org/10.1007/s10803-007-0434-9
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340