Parent perceptions of an adapted evidence-based practice for toddlers with autism in a community setting / Aubyn C. STAHMER in Autism, 21-2 (February 2017)  

Public ISBD [article]  inAutism > 21-2 (February 2017) . - p.217-230 Titre : Parent perceptions of an adapted evidence-based practice for toddlers with autism in a community setting Type de document : Texte imprimé et/ou numérique Auteurs : Aubyn C. STAHMER, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; Sarah R. RIETH, Auteur ; Julia TRIGEIRO STONER, Auteur ; Joshua D. FEDER, Auteur ; Karyn SEARCY, Auteur ; Tiffany WANG, Auteur Article en page(s) : p.217-230 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Although data from parent-implemented Naturalistic Developmental Behavioral Interventions have shown positive effects on decreasing core symptoms of autism, there has been limited examination of the effectiveness of Naturalistic Developmental Behavioral Interventions in community settings. In addition, parent perspectives of their involvement in parent-implemented early intervention programs have not been well studied. Using both qualitative and quantitative data to examine parent perspectives and the perceived feasibility of parent training by community providers, 13 families were followed as they received training in the Naturalistic Developmental Behavioral Intervention, Project ImPACT. Data indicate that parent training by community providers is feasible and well received, and parents find value in participating in intervention and perceive benefit for their children. Recommendations for adaptation of program elements and future research are discussed. En ligne : http://dx.doi.org/10.1177/1362361316637580 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Parent perceptions of an adapted evidence-based practice for toddlers with autism in a community setting [Texte imprimé et/ou numérique] / Aubyn C. STAHMER, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; Sarah R. RIETH, Auteur ; Julia TRIGEIRO STONER, Auteur ; Joshua D. FEDER, Auteur ; Karyn SEARCY, Auteur ; Tiffany WANG, Auteur . - p.217-230. Langues : Anglais (eng) in Autism > 21-2 (February 2017) . - p.217-230 Index. décimale : PER Périodiques Résumé : Although data from parent-implemented Naturalistic Developmental Behavioral Interventions have shown positive effects on decreasing core symptoms of autism, there has been limited examination of the effectiveness of Naturalistic Developmental Behavioral Interventions in community settings. In addition, parent perspectives of their involvement in parent-implemented early intervention programs have not been well studied. Using both qualitative and quantitative data to examine parent perspectives and the perceived feasibility of parent training by community providers, 13 families were followed as they received training in the Naturalistic Developmental Behavioral Intervention, Project ImPACT. Data indicate that parent training by community providers is feasible and well received, and parents find value in participating in intervention and perceive benefit for their children. Recommendations for adaptation of program elements and future research are discussed. En ligne : http://dx.doi.org/10.1177/1362361316637580 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism / Aubyn C. STAHMER in Focus on Autism and Other Developmental Disabilities, 38-1 (March 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.32-44 Titre : A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Sarah R. RIETH, Auteur ; Scott ROESCH, Auteur ; Sarah VEJNOSKA, Auteur ; Janice CHAN, Auteur ; Allison NAHMIAS, Auteur ; Tiffany WANG, Auteur Article en page(s) : p.32-44 Langues : Anglais (eng) Mots-clés : autism,school age,classroom,naturalistic intervention Index. décimale : PER Périodiques Résumé : Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included teachers (n = 126) and students with autism (n = 308). Teachers participated in 12 hours of didactic, interactive training and additional in-classroom coaching. Generalized Estimating Equations accounted for clustering. Adjusted models evaluated the relative effects of training group, CPRT fidelity, and classroom quality on student outcomes. Results indicate higher CPRT fidelity was associated with greater increases in student learning. Having received CPRT training predicted increased student engagement and greater decreases in reported approach/withdrawal problems. These differences may be linked to the theoretical foundations of CPRT of increasing student motivation and engagement and collaborative adaptation to increase feasibility in schools. Overall, results suggest CPRT may be a beneficial approach for supporting autistic students. En ligne : https://doi.org/10.1177/10883576221133486 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism [Texte imprimé et/ou numérique] / Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Sarah R. RIETH, Auteur ; Scott ROESCH, Auteur ; Sarah VEJNOSKA, Auteur ; Janice CHAN, Auteur ; Allison NAHMIAS, Auteur ; Tiffany WANG, Auteur . - p.32-44. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.32-44 Mots-clés : autism,school age,classroom,naturalistic intervention Index. décimale : PER Périodiques Résumé : Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included teachers (n = 126) and students with autism (n = 308). Teachers participated in 12 hours of didactic, interactive training and additional in-classroom coaching. Generalized Estimating Equations accounted for clustering. Adjusted models evaluated the relative effects of training group, CPRT fidelity, and classroom quality on student outcomes. Results indicate higher CPRT fidelity was associated with greater increases in student learning. Having received CPRT training predicted increased student engagement and greater decreases in reported approach/withdrawal problems. These differences may be linked to the theoretical foundations of CPRT of increasing student motivation and engagement and collaborative adaptation to increase feasibility in schools. Overall, results suggest CPRT may be a beneficial approach for supporting autistic students. En ligne : https://doi.org/10.1177/10883576221133486 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

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