Exploring Eclecticism: The impact of educational theory on the development and implementation of comprehensive education programmes (CEP’s) for young children with Autism Spectrum Disorder (ASD) / Jennifer MCMAHON in Research in Autism Spectrum Disorders, 32 (December 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 32 (December 2016) . - p.1-12 Titre : Exploring Eclecticism: The impact of educational theory on the development and implementation of comprehensive education programmes (CEP’s) for young children with Autism Spectrum Disorder (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer MCMAHON, Auteur ; Veronica CULLINAN, Auteur Article en page(s) : p.1-12 Langues : Anglais (eng) Mots-clés : Comprehensive education programmes  Eclectic  Applied behaviour analysis  Constructivism Index. décimale : PER Périodiques Résumé : Abstract Despite considerable evidence that programmes grounded in Applied Behaviour Analysis (ABA) should be at the forefront of education and intervention in the treatment of Autism Spectrum Disorder (ASD) programmes of an eclectic nature are regularly implemented. Theoretical orientations undoubtedly influence the instructional practices adopted by educators but exploration of the significance of educational theory in the development of eclectic programmes remains lacking. This paper outlines the importance of competing theories to autism education, specifically Constructivist and Behavioural theories, and demonstrates how eclectic programmes may be misinformed when educators view approaches through a Constructivist lens. We conclude that it is imperative to interrogate and challenge the theoretical orientations of educators responsible for the development and implementation of comprehensive programmes of education (CEP’s) for young children with autism if we are to bridge the divide between evidence and practice in relation to ASD education. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.07.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=296 [article] Exploring Eclecticism: The impact of educational theory on the development and implementation of comprehensive education programmes (CEP’s) for young children with Autism Spectrum Disorder (ASD) [Texte imprimé et/ou numérique] / Jennifer MCMAHON, Auteur ; Veronica CULLINAN, Auteur . - p.1-12. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 32 (December 2016) . - p.1-12 Mots-clés : Comprehensive education programmes  Eclectic  Applied behaviour analysis  Constructivism Index. décimale : PER Périodiques Résumé : Abstract Despite considerable evidence that programmes grounded in Applied Behaviour Analysis (ABA) should be at the forefront of education and intervention in the treatment of Autism Spectrum Disorder (ASD) programmes of an eclectic nature are regularly implemented. Theoretical orientations undoubtedly influence the instructional practices adopted by educators but exploration of the significance of educational theory in the development of eclectic programmes remains lacking. This paper outlines the importance of competing theories to autism education, specifically Constructivist and Behavioural theories, and demonstrates how eclectic programmes may be misinformed when educators view approaches through a Constructivist lens. We conclude that it is imperative to interrogate and challenge the theoretical orientations of educators responsible for the development and implementation of comprehensive programmes of education (CEP’s) for young children with autism if we are to bridge the divide between evidence and practice in relation to ASD education. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.07.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=296

Research Review: The effect of school-based suicide prevention on suicidal ideation and suicide attempts and the role of intervention and contextual factors among adolescents: a meta-analysis and meta-regression / Eibhlin H. WALSH in Journal of Child Psychology and Psychiatry, 63-8 (August 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-8 (August 2022) . - p.836-845 Titre : Research Review: The effect of school-based suicide prevention on suicidal ideation and suicide attempts and the role of intervention and contextual factors among adolescents: a meta-analysis and meta-regression Type de document : Texte imprimé et/ou numérique Auteurs : Eibhlin H. WALSH, Auteur ; Jennifer MCMAHON, Auteur ; Matthew P. HERRING, Auteur Article en page(s) : p.836-845 Langues : Anglais (eng) Mots-clés : Adolescent  Humans  Incidence  School Health Services  Schools  Suicidal Ideation  Suicide, Attempted/prevention & control  Suicidal thoughts and behaviours  adolescence  meta-analysis  post-primary school-based suicide prevention Index. décimale : PER Périodiques Résumé : BACKGROUND: Globally, suicide is the fourth highest cause of adolescent mortality (Suicide: https://www.who.int/news-room/fact-sheets/detail/suicide). The effects of post-primary school-based suicide prevention (PSSP) on adolescent suicidal thoughts and behaviours (STBs) have not been comprehensively synthesised. We aim to estimate the population effect for PSSP interventions on adolescent STBs and explore how intervention effects vary based on intervention and contextual moderators. METHODS: Searches of PsycINFO, Medline, Education Source, ERIC, Web of Science, and the Cochrane Central Register of Controlled Trials identified cluster randomised trials examining the effectiveness of PSSP on adolescent STBs. The Cochrane Risk of Bias tool assessed bias. Crude and adjusted back-transformed odds ratios (ORs) were calculated. Multilevel random-effects models accounted for dependencies of effects. Univariate meta-regression explored variability of intervention and contextual moderators on pooled effects. RESULTS: There were 19 and 12 effects for suicidal ideation (SI) and suicide attempts (SA). Compared with controls, interventions were associated with 13% (OR=0.87, 95%CI [0.78, 0.96]) and 34% (OR=0.66, 95%CI [0.47, 0.91]) lower crude odds reductions for SI and SA, respectively. Effects were similar for adjusted SI (OR = 0.85, 95%CI [0.75, 0.95]) and SA (OR = 0.72, 95%CI [0.59, 0.87]) models. Within-study (0.20-9.10%) and between-study (0-51.20%) heterogeneity ranged for crude and adjusted SA models and SI heterogeneity was 0%. Moderator analyses did not vary SA effects (ps>.05). CONCLUSIONS: This meta-analysis contributes to the PSSP evidence-base by demonstrating that PSSP targeting STBs as both primary intervention outcomes and with other health and well-being outcomes reduced SI and SA among 33,155 adolescents attending 329 schools, compared to controls. The number needed to treat estimates suggests the potential of reducing the incidence of SA and SI in one adolescent by implementing PSSP in 1-2 classrooms, supporting PSSP as a clinically relevant suicide prevention strategy. Although moderator analyses were nonsignificant and contained a small number of trials, larger SA effect sizes support particular effectiveness for interventions of a duration of 1week, involving multiple stakeholders and with a 12-month follow-up. En ligne : http://dx.doi.org/10.1111/jcpp.13598 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Research Review: The effect of school-based suicide prevention on suicidal ideation and suicide attempts and the role of intervention and contextual factors among adolescents: a meta-analysis and meta-regression [Texte imprimé et/ou numérique] / Eibhlin H. WALSH, Auteur ; Jennifer MCMAHON, Auteur ; Matthew P. HERRING, Auteur . - p.836-845. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-8 (August 2022) . - p.836-845 Mots-clés : Adolescent  Humans  Incidence  School Health Services  Schools  Suicidal Ideation  Suicide, Attempted/prevention & control  Suicidal thoughts and behaviours  adolescence  meta-analysis  post-primary school-based suicide prevention Index. décimale : PER Périodiques Résumé : BACKGROUND: Globally, suicide is the fourth highest cause of adolescent mortality (Suicide: https://www.who.int/news-room/fact-sheets/detail/suicide). The effects of post-primary school-based suicide prevention (PSSP) on adolescent suicidal thoughts and behaviours (STBs) have not been comprehensively synthesised. We aim to estimate the population effect for PSSP interventions on adolescent STBs and explore how intervention effects vary based on intervention and contextual moderators. METHODS: Searches of PsycINFO, Medline, Education Source, ERIC, Web of Science, and the Cochrane Central Register of Controlled Trials identified cluster randomised trials examining the effectiveness of PSSP on adolescent STBs. The Cochrane Risk of Bias tool assessed bias. Crude and adjusted back-transformed odds ratios (ORs) were calculated. Multilevel random-effects models accounted for dependencies of effects. Univariate meta-regression explored variability of intervention and contextual moderators on pooled effects. RESULTS: There were 19 and 12 effects for suicidal ideation (SI) and suicide attempts (SA). Compared with controls, interventions were associated with 13% (OR=0.87, 95%CI [0.78, 0.96]) and 34% (OR=0.66, 95%CI [0.47, 0.91]) lower crude odds reductions for SI and SA, respectively. Effects were similar for adjusted SI (OR = 0.85, 95%CI [0.75, 0.95]) and SA (OR = 0.72, 95%CI [0.59, 0.87]) models. Within-study (0.20-9.10%) and between-study (0-51.20%) heterogeneity ranged for crude and adjusted SA models and SI heterogeneity was 0%. Moderator analyses did not vary SA effects (ps>.05). CONCLUSIONS: This meta-analysis contributes to the PSSP evidence-base by demonstrating that PSSP targeting STBs as both primary intervention outcomes and with other health and well-being outcomes reduced SI and SA among 33,155 adolescents attending 329 schools, compared to controls. The number needed to treat estimates suggests the potential of reducing the incidence of SA and SI in one adolescent by implementing PSSP in 1-2 classrooms, supporting PSSP as a clinically relevant suicide prevention strategy. Although moderator analyses were nonsignificant and contained a small number of trials, larger SA effect sizes support particular effectiveness for interventions of a duration of 1week, involving multiple stakeholders and with a 12-month follow-up. En ligne : http://dx.doi.org/10.1111/jcpp.13598 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

A scoping review of the barriers and facilitators to the implementation of interventions in autism education / Lorna BARRY in Research in Autism Spectrum Disorders, 78 (October 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 78 (October 2020) . - 101617 Titre : A scoping review of the barriers and facilitators to the implementation of interventions in autism education Type de document : Texte imprimé et/ou numérique Auteurs : Lorna BARRY, Auteur ; Jennifer HOLLOWAY, Auteur ; Jennifer MCMAHON, Auteur Article en page(s) : 101617 Langues : Anglais (eng) Mots-clés : Autism  Education  Evidence-based practices  Barriers  Facilitators Index. décimale : PER Périodiques Résumé : Background Evidence-based practices (EBPs) have been associated with improved outcomes for individuals with Autism (Eldevik et al., 2009). However, school personnel have been found to implement classroom practices that have little scientific support (Hess et al., 2008). Factors that may affect implementation of EBPs have been theorised to include staff training and buy-in (Forman et al., 2009), however, these factors have not yet been delineated in the autism education setting. This study aims to synthesise and analyse the extant literature related to the barriers and facilitators of implementing EBPs in autism education using a multi-level framework (Domitrovich et al., 2008) examining macro, school and individual factors of implementation. Methods The Joanna Briggs Institute (JBI) Scoping review guidelines were followed to complete the current scoping review. Papers were extracted from the following databases: PsycInfo, Academic Search Complete, ERIC and Education Source. A total of 4,682 papers were returned and screened by abstract and title. Forty-nine papers were included for full text review. From these, six qualitative studies and one mixed-methods study were included for data synthesis and analysis. Results Included studies found evidence for barriers and facilitators at the macro, school, and individual level (Domitrovich et al., 2008). Key barriers included resources, time, and intervention characteristics. Conclusions The barriers and facilitators in the implementation of autism EBPs by school personnel remain poorly understood. This review provides an overview of the extant literature; however, further rigorous research is needed in this area. En ligne : https://doi.org/10.1016/j.rasd.2020.101617 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] A scoping review of the barriers and facilitators to the implementation of interventions in autism education [Texte imprimé et/ou numérique] / Lorna BARRY, Auteur ; Jennifer HOLLOWAY, Auteur ; Jennifer MCMAHON, Auteur . - 101617. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101617 Mots-clés : Autism  Education  Evidence-based practices  Barriers  Facilitators Index. décimale : PER Périodiques Résumé : Background Evidence-based practices (EBPs) have been associated with improved outcomes for individuals with Autism (Eldevik et al., 2009). However, school personnel have been found to implement classroom practices that have little scientific support (Hess et al., 2008). Factors that may affect implementation of EBPs have been theorised to include staff training and buy-in (Forman et al., 2009), however, these factors have not yet been delineated in the autism education setting. This study aims to synthesise and analyse the extant literature related to the barriers and facilitators of implementing EBPs in autism education using a multi-level framework (Domitrovich et al., 2008) examining macro, school and individual factors of implementation. Methods The Joanna Briggs Institute (JBI) Scoping review guidelines were followed to complete the current scoping review. Papers were extracted from the following databases: PsycInfo, Academic Search Complete, ERIC and Education Source. A total of 4,682 papers were returned and screened by abstract and title. Forty-nine papers were included for full text review. From these, six qualitative studies and one mixed-methods study were included for data synthesis and analysis. Results Included studies found evidence for barriers and facilitators at the macro, school, and individual level (Domitrovich et al., 2008). Key barriers included resources, time, and intervention characteristics. Conclusions The barriers and facilitators in the implementation of autism EBPs by school personnel remain poorly understood. This review provides an overview of the extant literature; however, further rigorous research is needed in this area. En ligne : https://doi.org/10.1016/j.rasd.2020.101617 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland / Lorna BARRY in Journal of Autism and Developmental Disorders, 52-8 (August 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3536-3546 Titre : Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland Type de document : Texte imprimé et/ou numérique Auteurs : Lorna BARRY, Auteur ; Jennifer HOLLOWAY, Auteur ; Stephen GALLAGHER, Auteur ; Jennifer MCMAHON, Auteur Article en page(s) : p.3536-3546 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder/diagnosis/therapy  Child  Evidence-Based Practice  Humans  Ireland  School Teachers  Teacher Training  Autism  Research-to-practice  Teacher preparation Index. décimale : PER Périodiques Résumé : Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training, years of experience, access to allied professionals and knowledge and use of autism EBPs in GE settings in Ireland. 369 mainstream primary school teachers reported their characteristics and their knowledge and use of EBPs. Results indicated that the majority of teachers received little initial teacher education training in autism, almost no continuous professional development (CPD) before educating a child with autism, and received little support from allied professionals. Knowledge and use of EBPs differed significantly across teacher characteristics, with findings discussed in relation to teacher training. En ligne : http://dx.doi.org/10.1007/s10803-021-05223-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland [Texte imprimé et/ou numérique] / Lorna BARRY, Auteur ; Jennifer HOLLOWAY, Auteur ; Stephen GALLAGHER, Auteur ; Jennifer MCMAHON, Auteur . - p.3536-3546. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3536-3546 Mots-clés : Autism Spectrum Disorder  Autistic Disorder/diagnosis/therapy  Child  Evidence-Based Practice  Humans  Ireland  School Teachers  Teacher Training  Autism  Research-to-practice  Teacher preparation Index. décimale : PER Périodiques Résumé : Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training, years of experience, access to allied professionals and knowledge and use of autism EBPs in GE settings in Ireland. 369 mainstream primary school teachers reported their characteristics and their knowledge and use of EBPs. Results indicated that the majority of teachers received little initial teacher education training in autism, almost no continuous professional development (CPD) before educating a child with autism, and received little support from allied professionals. Knowledge and use of EBPs differed significantly across teacher characteristics, with findings discussed in relation to teacher training. En ligne : http://dx.doi.org/10.1007/s10803-021-05223-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

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