Pebbles, rocks, and boulders: The implementation of a school-based social engagement intervention for children with autism / Jill LOCKE in Autism, 21-8 (November 2017)  

Public ISBD [article]  inAutism > 21-8 (November 2017) . - p.985-994 Titre : Pebbles, rocks, and boulders: The implementation of a school-based social engagement intervention for children with autism Type de document : texte imprimé Auteurs : Jill LOCKE, Auteur ; Courtney Benjamin WOLK, Auteur ; Colleen HARKER, Auteur ; Anne OLSEN, Auteur ; Travis SHINGLEDECKER, Auteur ; Frances BARG, Auteur ; David S. MANDELL, Auteur ; Rinad S. BEIDAS, Auteur Année de publication : 2017 Article en page(s) : p.985-994 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Few evidence-based practices, defined as the use of empirically supported research and clinical expertise for children with autism, have been successfully implemented and sustained in schools. This study examined the perspectives of school personnel (n=39) on implementing a social engagement intervention for children with autism. Semi-structured interviews, informed by the Domitrovich et al. (2008) framework, were conducted. Participants were asked about (1) school factors that affect the general implementation of evidence-based practices, (2) their specific experiences implementing the social engagement intervention, and (3) barriers to and facilitators of implementing the social engagement intervention. Data were analyzed using an integrated approach. General (e.g. implementation process, leadership, support, and staff) and intervention-specific (e.g. staff, barriers, and facilitators) implementation themes were identified. These findings suggest that a variety of factors should be considered when implementing evidence-based practices in schools and that implementing social engagement interventions for children with autism may require additional specific support for implementation. En ligne : https://doi.org/10.1177/1362361316664474 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=320 [article] Pebbles, rocks, and boulders: The implementation of a school-based social engagement intervention for children with autism [texte imprimé] / Jill LOCKE, Auteur ; Courtney Benjamin WOLK, Auteur ; Colleen HARKER, Auteur ; Anne OLSEN, Auteur ; Travis SHINGLEDECKER, Auteur ; Frances BARG, Auteur ; David S. MANDELL, Auteur ; Rinad S. BEIDAS, Auteur . - 2017 . - p.985-994. Langues : Anglais (eng) in Autism > 21-8 (November 2017) . - p.985-994 Index. décimale : PER Périodiques Résumé : Few evidence-based practices, defined as the use of empirically supported research and clinical expertise for children with autism, have been successfully implemented and sustained in schools. This study examined the perspectives of school personnel (n=39) on implementing a social engagement intervention for children with autism. Semi-structured interviews, informed by the Domitrovich et al. (2008) framework, were conducted. Participants were asked about (1) school factors that affect the general implementation of evidence-based practices, (2) their specific experiences implementing the social engagement intervention, and (3) barriers to and facilitators of implementing the social engagement intervention. Data were analyzed using an integrated approach. General (e.g. implementation process, leadership, support, and staff) and intervention-specific (e.g. staff, barriers, and facilitators) implementation themes were identified. These findings suggest that a variety of factors should be considered when implementing evidence-based practices in schools and that implementing social engagement interventions for children with autism may require additional specific support for implementation. En ligne : https://doi.org/10.1177/1362361316664474 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=320

The impact of implementation support on the use of a social engagement intervention for children with autism in public schools / Jill LOCKE in Autism, 23-4 (May 2019)  

Public ISBD [article]  inAutism > 23-4 (May 2019) . - p.834-845 Titre : The impact of implementation support on the use of a social engagement intervention for children with autism in public schools Type de document : texte imprimé Auteurs : Jill LOCKE, Auteur ; Wendy SHIH, Auteur ; Christina D. KANG-YI, Auteur ; Julie CARAMANICO, Auteur ; Travis SHINGLEDECKER, Auteur ; Jenny L. GIBSON, Auteur ; Lindsay FREDERICK, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.834-845 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  implementation  school  social engagement intervention Index. décimale : PER Périodiques Résumé : Several interventions have demonstrated efficacy in improving social outcomes for children with autism; however, few have been successfully implemented in schools. This study compared two implementation strategies to improve the use of a social engagement intervention for children with autism in public schools. In total, 31 children with autism in grades K-5 and 28 school personnel participated in a randomized controlled trial. Schools were randomized to (1) training in Remaking Recess, a social engagement intervention, or (2) training in Remaking Recess with implementation support. Linear regression with random effects was used to test the intervention effects on implementation fidelity and social outcomes (peer engagement, social network inclusion, and friendship nominations). In both groups, implementation fidelity improved after training but remained low. Children in the Remaking Recess with implementation support condition had significantly higher social network inclusion and received more friendship nominations than children in the Remaking Recess-only condition (p = 0.03). Children in both groups experienced reduced solitary engagement (p < 0.001) and increased joint engagement (p < 0.001). The results suggest that implementation supports may have an effect on outcomes above and beyond the intervention, and that further research is needed into the active intervention mechanisms. En ligne : http://dx.doi.org/10.1177/1362361318787802 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] The impact of implementation support on the use of a social engagement intervention for children with autism in public schools [texte imprimé] / Jill LOCKE, Auteur ; Wendy SHIH, Auteur ; Christina D. KANG-YI, Auteur ; Julie CARAMANICO, Auteur ; Travis SHINGLEDECKER, Auteur ; Jenny L. GIBSON, Auteur ; Lindsay FREDERICK, Auteur ; David S. MANDELL, Auteur . - p.834-845. Langues : Anglais (eng) in Autism > 23-4 (May 2019) . - p.834-845 Mots-clés : autism spectrum disorder  implementation  school  social engagement intervention Index. décimale : PER Périodiques Résumé : Several interventions have demonstrated efficacy in improving social outcomes for children with autism; however, few have been successfully implemented in schools. This study compared two implementation strategies to improve the use of a social engagement intervention for children with autism in public schools. In total, 31 children with autism in grades K-5 and 28 school personnel participated in a randomized controlled trial. Schools were randomized to (1) training in Remaking Recess, a social engagement intervention, or (2) training in Remaking Recess with implementation support. Linear regression with random effects was used to test the intervention effects on implementation fidelity and social outcomes (peer engagement, social network inclusion, and friendship nominations). In both groups, implementation fidelity improved after training but remained low. Children in the Remaking Recess with implementation support condition had significantly higher social network inclusion and received more friendship nominations than children in the Remaking Recess-only condition (p = 0.03). Children in both groups experienced reduced solitary engagement (p < 0.001) and increased joint engagement (p < 0.001). The results suggest that implementation supports may have an effect on outcomes above and beyond the intervention, and that further research is needed into the active intervention mechanisms. En ligne : http://dx.doi.org/10.1177/1362361318787802 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

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