[article]
| Titre : |
Social Validity and Teachers' Use of Evidence-Based Practices for Autism |
| Type de document : |
texte imprimé |
| Auteurs : |
J. MCNEILL, Auteur |
| Article en page(s) : |
p.4585-4594 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Autism Evidence-based practice Intervention Social validity Special education |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The autism intervention literature focuses heavily on the concept of evidence-based practice, with less consideration of the acceptability, feasibility, and contextual alignment of interventions in practice. A survey of 130 special educators was conducted to quantify this "social validity" of evidence-based practices and analyze its relationship with knowledge level and frequency of use. Results indicate that knowledge, use, and social validity are tightly-connected and rank the highest for modeling, reinforcement, prompting, and visual supports. Regression analysis suggests that greater knowledge, higher perceived social validity, and a caseload including more students with autism predicts more frequent use of a practice. The results support the vital role that social validity plays in teachers' implementation, with implications for both research and practice. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-019-04190-y |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 |
in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4585-4594
[article] Social Validity and Teachers' Use of Evidence-Based Practices for Autism [texte imprimé] / J. MCNEILL, Auteur . - p.4585-4594. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4585-4594
| Mots-clés : |
Autism Evidence-based practice Intervention Social validity Special education |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The autism intervention literature focuses heavily on the concept of evidence-based practice, with less consideration of the acceptability, feasibility, and contextual alignment of interventions in practice. A survey of 130 special educators was conducted to quantify this "social validity" of evidence-based practices and analyze its relationship with knowledge level and frequency of use. Results indicate that knowledge, use, and social validity are tightly-connected and rank the highest for modeling, reinforcement, prompting, and visual supports. Regression analysis suggests that greater knowledge, higher perceived social validity, and a caseload including more students with autism predicts more frequent use of a practice. The results support the vital role that social validity plays in teachers' implementation, with implications for both research and practice. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-019-04190-y |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 |
|  |
Social Validity and Teachers' Use of Evidence-Based Practices for Autism in Journal of Autism and Developmental Disorders, 49-11 (November 2019)
