Allied Health Professionals' Knowledge and Use of ASD Intervention Practices / Jessica PAYNTER in Journal of Autism and Developmental Disorders, 48-7 (July 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2335-2349 Titre : Allied Health Professionals' Knowledge and Use of ASD Intervention Practices Type de document : texte imprimé Auteurs : Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; Sarah LUSKIN-SAXBY, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur Article en page(s) : p.2335-2349 Langues : Anglais (eng) Mots-clés : Allied health professionals  Autism spectrum disorder  Evidence-based practice  Implementation science  Knowledge translation Index. décimale : PER Périodiques Résumé : Allied health professionals (AHPs) are trusted sources of information and intervention for clients with autism spectrum disorder. However, the level of implementation of empirically-supported therapies and the accuracy of the knowledge they use to inform intervention selection is largely unknown. The present study explored the accuracy of AHPs' knowledge and use of practices, and explored links to individual attitudes and organisational culture. Overall results from the 156 AHPs surveyed suggested general accuracy of knowledge, and use of empirically supported treatments, with accuracy linked to use. Use of practices unsupported by research was linked to organisational culture and openness to new interventions. The presence of misinformation and the impact on selection and use of effective practices are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3505-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Allied Health Professionals' Knowledge and Use of ASD Intervention Practices [texte imprimé] / Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; Sarah LUSKIN-SAXBY, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur . - p.2335-2349. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2335-2349 Mots-clés : Allied health professionals  Autism spectrum disorder  Evidence-based practice  Implementation science  Knowledge translation Index. décimale : PER Périodiques Résumé : Allied health professionals (AHPs) are trusted sources of information and intervention for clients with autism spectrum disorder. However, the level of implementation of empirically-supported therapies and the accuracy of the knowledge they use to inform intervention selection is largely unknown. The present study explored the accuracy of AHPs' knowledge and use of practices, and explored links to individual attitudes and organisational culture. Overall results from the 156 AHPs surveyed suggested general accuracy of knowledge, and use of empirically supported treatments, with accuracy linked to use. Use of practices unsupported by research was linked to organisational culture and openness to new interventions. The presence of misinformation and the impact on selection and use of effective practices are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3505-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Attitudes towards and organizational support for evidence-based practices: A comparison of education and allied health professionals in autism / Jessica PAYNTER in Research in Autism Spectrum Disorders, 92 (April 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 92 (April 2022) . - 101932 Titre : Attitudes towards and organizational support for evidence-based practices: A comparison of education and allied health professionals in autism Type de document : texte imprimé Auteurs : Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur Article en page(s) : 101932 Langues : Anglais (eng) Mots-clés : Evidence-based practices  Empirically supported  Autism  Autism spectrum disorder  Implementation science Index. décimale : PER Périodiques Résumé : Background Evidence-based practices (EBPs) have been developed for clients on the autism spectrum across allied health and education. However, there remains a significant gap between research and practice. We explored the similarities and differences between educators and allied health professionals in two key factors that may link to uptake: individual attitudes and organizational culture support for EBP. Method Allied health (n = 156) and education professionals (n = 95) completed measures of their individual attitudes and perceived organizational support for EBP. Results Moderate levels of support for each were found within both groups. Educators however, showed more positive individual attitudes, whereas allied health professionals showed more positive organizational support toward EBP. Conclusions These results add to the scant literature comparing professions, highlighting discipline differences in attitudes and organizational support across professionals for EBP in autism. These findings highlight the need for targeted knowledge translation approaches as opposed to development of generic models across contexts and disciplines. En ligne : https://doi.org/10.1016/j.rasd.2022.101932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Attitudes towards and organizational support for evidence-based practices: A comparison of education and allied health professionals in autism [texte imprimé] / Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur . - 101932. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 92 (April 2022) . - 101932 Mots-clés : Evidence-based practices  Empirically supported  Autism  Autism spectrum disorder  Implementation science Index. décimale : PER Périodiques Résumé : Background Evidence-based practices (EBPs) have been developed for clients on the autism spectrum across allied health and education. However, there remains a significant gap between research and practice. We explored the similarities and differences between educators and allied health professionals in two key factors that may link to uptake: individual attitudes and organizational culture support for EBP. Method Allied health (n = 156) and education professionals (n = 95) completed measures of their individual attitudes and perceived organizational support for EBP. Results Moderate levels of support for each were found within both groups. Educators however, showed more positive individual attitudes, whereas allied health professionals showed more positive organizational support toward EBP. Conclusions These results add to the scant literature comparing professions, highlighting discipline differences in attitudes and organizational support across professionals for EBP in autism. These findings highlight the need for targeted knowledge translation approaches as opposed to development of generic models across contexts and disciplines. En ligne : https://doi.org/10.1016/j.rasd.2022.101932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

Brief Report: An Exploratory Study of the Diagnostic Reliability for Autism Spectrum Disorder / Lauren J. TAYLOR in Journal of Autism and Developmental Disorders, 47-5 (May 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1551-1558 Titre : Brief Report: An Exploratory Study of the Diagnostic Reliability for Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Lauren J. TAYLOR, Auteur ; Valsamma EAPEN, Auteur ; Murray T. MAYBERY, Auteur ; Sue MIDFORD, Auteur ; Jessica PAYNTER, Auteur ; Lyndsay QUARMBY, Auteur ; Timothy SMITH, Auteur ; Katrina WILLIAMS, Auteur ; Andrew J.O. WHITEHOUSE, Auteur Article en page(s) : p.1551-1558 Langues : Anglais (eng) Mots-clés : Diagnosis  Reliability Index. décimale : PER Périodiques Résumé : Previous research shows inconsistency in clinician-assigned diagnoses of Autism Spectrum Disorder (ASD). We conducted an exploratory study that examined the concordance of diagnoses between a multidisciplinary assessment team and a range of independent clinicians throughout Australia. Nine video-taped Autism Diagnostic Observation Schedule (ADOS) assessments were collected from two Australian sites. Twenty-seven Australian health professionals each observed two video-recordings and rated the degree to which the individual met the DSM-5 criteria for ASD. There was 100% agreement on the diagnostic classification for only 3 of the 9 video clips (33%), with the remaining 6 clips (66%) reaching poor reliability. In addition, only 24% of the participating clinicians achieved ‘good’ or ‘excellent’ levels of agreement (Cohen’s kappa > 0.6) with the original ASD assessment. These findings have implications for clinical guidelines for ASD assessments. En ligne : http://dx.doi.org/10.1007/s10803-017-3054-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Brief Report: An Exploratory Study of the Diagnostic Reliability for Autism Spectrum Disorder [texte imprimé] / Lauren J. TAYLOR, Auteur ; Valsamma EAPEN, Auteur ; Murray T. MAYBERY, Auteur ; Sue MIDFORD, Auteur ; Jessica PAYNTER, Auteur ; Lyndsay QUARMBY, Auteur ; Timothy SMITH, Auteur ; Katrina WILLIAMS, Auteur ; Andrew J.O. WHITEHOUSE, Auteur . - p.1551-1558. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1551-1558 Mots-clés : Diagnosis  Reliability Index. décimale : PER Périodiques Résumé : Previous research shows inconsistency in clinician-assigned diagnoses of Autism Spectrum Disorder (ASD). We conducted an exploratory study that examined the concordance of diagnoses between a multidisciplinary assessment team and a range of independent clinicians throughout Australia. Nine video-taped Autism Diagnostic Observation Schedule (ADOS) assessments were collected from two Australian sites. Twenty-seven Australian health professionals each observed two video-recordings and rated the degree to which the individual met the DSM-5 criteria for ASD. There was 100% agreement on the diagnostic classification for only 3 of the 9 video clips (33%), with the remaining 6 clips (66%) reaching poor reliability. In addition, only 24% of the participating clinicians achieved ‘good’ or ‘excellent’ levels of agreement (Cohen’s kappa > 0.6) with the original ASD assessment. These findings have implications for clinical guidelines for ASD assessments. En ligne : http://dx.doi.org/10.1007/s10803-017-3054-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Brief Report: Associations Between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum / Marleen F. WESTERVELD in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4692-4697 Titre : Brief Report: Associations Between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum Type de document : texte imprimé Auteurs : Marleen F. WESTERVELD, Auteur ; Jessica PAYNTER, Auteur ; Dawn ADAMS, Auteur Article en page(s) : p.4692-4697 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Child, Preschool  Communication  Humans  Longitudinal Studies  Prospective Studies  Social Interaction  Social Skills  Autism spectrum disorder  Ccc-2  Emergent literacy  Scq  Vabs-ii Index. décimale : PER Périodiques Résumé : We used parent-report data from a prospective longitudinal study to better understand the early strengths in written skills often observed in preschoolers on the spectrum. Consistent with previous research, children demonstrated relative strengths in standardized written communication compared to spoken communication scores on the VABS-II. We found no significant links between children's performance on the written communication subdomain and their autism characteristics or the Social Interaction Deviance Composite score on the CCC-2. Our results emphasize the need for further research into the early strengths in written skills of preschoolers on the spectrum. From a clinical viewpoint, we highlight the need for a comprehensive emergent literacy assessment in this group of children who are at high risk of persistent literacy difficulties. En ligne : http://dx.doi.org/10.1007/s10803-021-04889-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Brief Report: Associations Between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum [texte imprimé] / Marleen F. WESTERVELD, Auteur ; Jessica PAYNTER, Auteur ; Dawn ADAMS, Auteur . - p.4692-4697. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4692-4697 Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Child, Preschool  Communication  Humans  Longitudinal Studies  Prospective Studies  Social Interaction  Social Skills  Autism spectrum disorder  Ccc-2  Emergent literacy  Scq  Vabs-ii Index. décimale : PER Périodiques Résumé : We used parent-report data from a prospective longitudinal study to better understand the early strengths in written skills often observed in preschoolers on the spectrum. Consistent with previous research, children demonstrated relative strengths in standardized written communication compared to spoken communication scores on the VABS-II. We found no significant links between children's performance on the written communication subdomain and their autism characteristics or the Social Interaction Deviance Composite score on the CCC-2. Our results emphasize the need for further research into the early strengths in written skills of preschoolers on the spectrum. From a clinical viewpoint, we highlight the need for a comprehensive emergent literacy assessment in this group of children who are at high risk of persistent literacy difficulties. En ligne : http://dx.doi.org/10.1007/s10803-021-04889-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Brief Report: Perceived Evidence and Use of Autism Intervention Strategies in Early Intervention Providers / Jessica PAYNTER in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.1088-1094 Titre : Brief Report: Perceived Evidence and Use of Autism Intervention Strategies in Early Intervention Providers Type de document : texte imprimé Auteurs : Jessica PAYNTER, Auteur ; Sarah LUSKIN-SAXBY, Auteur ; Deb KEEN, Auteur ; Kathryn FORDYCE, Auteur ; Grace FROST, Auteur ; Christine IMMS, Auteur ; Scott MILLER, Auteur ; Rebecca SUTHERLAND, Auteur ; David TREMBATH, Auteur ; Madonna TUCKER, Auteur ; Ullrich ECKER, Auteur Article en page(s) : p.1088-1094 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Debunking  Evidence-based practice  Knowledge translation  Misinformation Index. décimale : PER Périodiques Résumé : Use of empirically unsupported practices is a challenge in the field of autism spectrum disorder (ASD). We explored whether attitudes and perceived evidence were linked to intended practice use in early intervention staff. Seventy-one participants completed ratings of the evidence base, current and future use of six ASD intervention practices, and reported attitudes to research and evidence-based practice. Participants reported greater use and rated the evidence base higher for the empirically supported practices. However, variability in accuracy of evidence base ratings was observed across individuals. Higher perceived evidence was linked to greater future use intentions for empirically supported and unsupported practices. The need for accurate information across practice types is highlighted. Self-report methodology limitations and future research directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04332-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 [article] Brief Report: Perceived Evidence and Use of Autism Intervention Strategies in Early Intervention Providers [texte imprimé] / Jessica PAYNTER, Auteur ; Sarah LUSKIN-SAXBY, Auteur ; Deb KEEN, Auteur ; Kathryn FORDYCE, Auteur ; Grace FROST, Auteur ; Christine IMMS, Auteur ; Scott MILLER, Auteur ; Rebecca SUTHERLAND, Auteur ; David TREMBATH, Auteur ; Madonna TUCKER, Auteur ; Ullrich ECKER, Auteur . - p.1088-1094. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.1088-1094 Mots-clés : Autism spectrum disorder  Debunking  Evidence-based practice  Knowledge translation  Misinformation Index. décimale : PER Périodiques Résumé : Use of empirically unsupported practices is a challenge in the field of autism spectrum disorder (ASD). We explored whether attitudes and perceived evidence were linked to intended practice use in early intervention staff. Seventy-one participants completed ratings of the evidence base, current and future use of six ASD intervention practices, and reported attitudes to research and evidence-based practice. Participants reported greater use and rated the evidence base higher for the empirically supported practices. However, variability in accuracy of evidence base ratings was observed across individuals. Higher perceived evidence was linked to greater future use intentions for empirically supported and unsupported practices. The need for accurate information across practice types is highlighted. Self-report methodology limitations and future research directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04332-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420

Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices / Jessica PAYNTER in Journal of Autism and Developmental Disorders, 52-8 (August 2022)  

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Clinician Proposed Predictors of Spoken Language Outcomes for Minimally Verbal Children with Autism Spectrum Disorder / David TREMBATH in Journal of Autism and Developmental Disorders, 51-2 (February 2021)  

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Correction: Repetitive Behaviors in Autism and Obsessive-Compulsive Disorder: A Systematic Review / Matthew MCKENZIE ; Cathryne LANG ; Jessica PAYNTER in Journal of Autism and Developmental Disorders, 54-8 (August 2024)  

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Correction to: Spoken Language Change in Children on the Autism Spectrum Receiving Community-Based Interventions / David TREMBATH ; Matt STAINER ; Teena CAITHNESS ; Cheryl DISSANAYAKE ; Valsamma EAPEN ; Kathryn FORDYCE ; Veronica FREWER ; Grace FROST ; Kristelle HUDRY ; Teresa IACONO ; Nicole MAHLER ; Anne MASI ; Jessica PAYNTER ; Katherine PYE ; Shannon QUAN ; Leanne SHELLSHEAR ; Rebecca SUTHERLAND ; Stephanie SIEVERS ; Abirami THIRUMANICKAM ; Marleen F. WESTERVELD ; Madonna TUCKER in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

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Differing relationships between parenting stress, parenting practices and externalising behaviours in autistic children / Vedanta SUVARNA in Autism, 29-3 (March 2025)  

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Effectiveness and Feasibility of the Early Start Denver Model Implemented in a Group-Based Community Childcare Setting / Giacomo VIVANTI in Journal of Autism and Developmental Disorders, 44-12 (December 2014)  

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Fiction or non-fiction: Parent-reported book preferences of their preschoolers with autism spectrum disorder / Rebecca M. ARMSTRONG in Autism & Developmental Language Impairments, 4 (January-December 2019)  

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Further evidence of benefits of thought-bubble training for theory of mind development in children with autism spectrum disorders / Jessica PAYNTER in Research in Autism Spectrum Disorders, 7-2 (February 2013)  

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Inferential narrative comprehension ability of young school-age children on the autism spectrum / Marleen F. WESTERVELD in Autism & Developmental Language Impairments, 6 (January-December 2021)  

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Knowledge and Use of Intervention Practices by Community-Based Early Intervention Service Providers / Jessica PAYNTER in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

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