[article] 
inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.10-17

Titre :	Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Colleen HARKER, Auteur ; Connie KASARI, Auteur ; David S. MANDELL, Auteur
Article en page(s) :	p.10-17
Langues :	Anglais (eng)
Mots-clés :	Practice-based evidence  Autism  Social skills interventions  Implementation
Index. décimale :	PER Périodiques
Résumé :	Background Social impairment is the most challenging core deficit for children with autism spectrum disorder (ASD). Several evidence-based interventions address social impairment in children with ASD; however, adoption, use, and implementation of these interventions in schools is challenging. Method Ninety-two children with ASD who received one of three intervention models: a) School personnel adapted and implemented evidence-based social skills intervention (Practice-Based Model; n?=?14); b) University researcher developed and implemented evidence-based social skills intervention (Research-Based Model; n?=?45); or c) standard educational practices model (Inclusion Only Model; n?=?33) participated. The average age was 8.4 (SD?=?1.6) years; majority was male (88%) and white (52.2%). Typically developing classmates completed sociometric ratings to determine children’s social network inclusion, and independent raters observed children on the playground using a time-interval behavior coding system to record solitary engagement and frequency of initiations. Results Separate linear regression models were conducted. Children in the Research-Based Model had significantly higher social network inclusion than children in the other two settings (p?=?.05). Children in the Practice-Based Model had significantly lower solitary engagement (p?=?.04) and more initiations on the playground than children in the University Developed Model (p?=?.04). Conclusions The results suggest that researchers: 1) may learn from public school stakeholders who have lived experiences to better understand the context in which implementation occurs; and 2) should partner with schools to learn about their processes of adaptation and adoption in order to facilitate successful implementation of evidence-based practices for children with ASD. Interventions designed with implementation in mind may be more feasible and increase the chances of use in schools.
En ligne :	https://doi.org/10.1016/j.rasd.2019.02.002
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

[article] Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Colleen HARKER, Auteur ; Connie KASARI, Auteur ; David S. MANDELL, Auteur . - p.10-17.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.10-17

Mots-clés :	Practice-based evidence  Autism  Social skills interventions  Implementation
Index. décimale :	PER Périodiques
Résumé :	Background Social impairment is the most challenging core deficit for children with autism spectrum disorder (ASD). Several evidence-based interventions address social impairment in children with ASD; however, adoption, use, and implementation of these interventions in schools is challenging. Method Ninety-two children with ASD who received one of three intervention models: a) School personnel adapted and implemented evidence-based social skills intervention (Practice-Based Model; n?=?14); b) University researcher developed and implemented evidence-based social skills intervention (Research-Based Model; n?=?45); or c) standard educational practices model (Inclusion Only Model; n?=?33) participated. The average age was 8.4 (SD?=?1.6) years; majority was male (88%) and white (52.2%). Typically developing classmates completed sociometric ratings to determine children’s social network inclusion, and independent raters observed children on the playground using a time-interval behavior coding system to record solitary engagement and frequency of initiations. Results Separate linear regression models were conducted. Children in the Research-Based Model had significantly higher social network inclusion than children in the other two settings (p?=?.05). Children in the Practice-Based Model had significantly lower solitary engagement (p?=?.04) and more initiations on the playground than children in the University Developed Model (p?=?.04). Conclusions The results suggest that researchers: 1) may learn from public school stakeholders who have lived experiences to better understand the context in which implementation occurs; and 2) should partner with schools to learn about their processes of adaptation and adoption in order to facilitate successful implementation of evidence-based practices for children with ASD. Interventions designed with implementation in mind may be more feasible and increase the chances of use in schools.
En ligne :	https://doi.org/10.1016/j.rasd.2019.02.002
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389