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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique Auteurs : Lauren J. TAYLOR, Auteur ; Valsamma EAPEN, Auteur ; Murray 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 et/ou numérique] / Lauren J. TAYLOR, Auteur ; Valsamma EAPEN, Auteur ; Murray 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: 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 et/ou numérique 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 et/ou numérique] / 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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3734-3739 Titre : Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices Type de document : Texte imprimé et/ou numérique Auteurs : Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur Article en page(s) : p.3734-3739 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/diagnosis/therapy  Communication  Humans  School Teachers  Schools  Students  Autism  Autism spectrum disorders  Evidence-based practice  Myths  Professional development  Teacher training Index. décimale : PER Périodiques Résumé : The use of both empirically supported and unsupported practices by teachers is common with autistic students. In this study, strategies were used to reduce use of unsupported practices. First, specially-designed information sheets were shared with teachers about the evidence-base of two practices used in schools: one unsupported (sensory integration therapy [SIT]) and one supported (antecedent-based interventions [ABI]). A professional development program was then implemented to improve knowledge and use of ABI. The information sheets significantly reduced teacher support for SIT, however this was not maintained following professional development. Support for ABI remained unchanged across phases. The need for ongoing teacher professional development in replacing use of unsupported practices with more evidence-based approaches is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05231-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices [Texte imprimé et/ou numérique] / Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur . - p.3734-3739. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3734-3739 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/diagnosis/therapy  Communication  Humans  School Teachers  Schools  Students  Autism  Autism spectrum disorders  Evidence-based practice  Myths  Professional development  Teacher training Index. décimale : PER Périodiques Résumé : The use of both empirically supported and unsupported practices by teachers is common with autistic students. In this study, strategies were used to reduce use of unsupported practices. First, specially-designed information sheets were shared with teachers about the evidence-base of two practices used in schools: one unsupported (sensory integration therapy [SIT]) and one supported (antecedent-based interventions [ABI]). A professional development program was then implemented to improve knowledge and use of ABI. The information sheets significantly reduced teacher support for SIT, however this was not maintained following professional development. Support for ABI remained unchanged across phases. The need for ongoing teacher professional development in replacing use of unsupported practices with more evidence-based approaches is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05231-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.564-575 Titre : Clinician Proposed Predictors of Spoken Language Outcomes for Minimally Verbal Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : David TREMBATH, Auteur ; Rebecca SUTHERLAND, Auteur ; Teena CAITHNESS, Auteur ; Cheryl DISSANAYAKE, Auteur ; Valsamma EAPEN, Auteur ; Kathryn FORDYCE, Auteur ; Grace FROST, Auteur ; Teresa IACONO, Auteur ; Nicole MAHLER, Auteur ; Anne MASI, Auteur ; Jessica PAYNTER, Auteur ; Katherine PYE, Auteur ; Sheena REILLY, Auteur ; Veronica ROSE, Auteur ; Stephanie SIEVERS, Auteur ; Abirami THIRUMANICKAM, Auteur ; Marleen F. WESTERVELD, Auteur ; Madonna TUCKER, Auteur Article en page(s) : p.564-575 Langues : Anglais (eng) Mots-clés : Autism  Communication  Minimally verbal  Predictor  Speech pathology Index. décimale : PER Périodiques Résumé : Our aim was to explore insights from clinical practice that may inform efforts to understand and account for factors that predict spoken language outcomes for children with Autism Spectrum Disorder who use minimal verbal language. We used a qualitative design involving three focus groups with 14 speech pathologists to explore their views and experiences. Using the Framework Method of analysis, we identified 9 themes accounting for 183 different participant references to potential factors. Participants highlighted the relevance of clusters of fine-grained social, communication, and learning behaviours, including novel insights into prelinguistic vocal behaviours. The participants suggested the potential value of dynamic assessment in predicting spoken language outcomes. The findings can inform efforts to developing clinically relevant methods for predicting children's communication outcomes. En ligne : http://dx.doi.org/10.1007/s10803-020-04550-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Clinician Proposed Predictors of Spoken Language Outcomes for Minimally Verbal Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / David TREMBATH, Auteur ; Rebecca SUTHERLAND, Auteur ; Teena CAITHNESS, Auteur ; Cheryl DISSANAYAKE, Auteur ; Valsamma EAPEN, Auteur ; Kathryn FORDYCE, Auteur ; Grace FROST, Auteur ; Teresa IACONO, Auteur ; Nicole MAHLER, Auteur ; Anne MASI, Auteur ; Jessica PAYNTER, Auteur ; Katherine PYE, Auteur ; Sheena REILLY, Auteur ; Veronica ROSE, Auteur ; Stephanie SIEVERS, Auteur ; Abirami THIRUMANICKAM, Auteur ; Marleen F. WESTERVELD, Auteur ; Madonna TUCKER, Auteur . - p.564-575. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.564-575 Mots-clés : Autism  Communication  Minimally verbal  Predictor  Speech pathology Index. décimale : PER Périodiques Résumé : Our aim was to explore insights from clinical practice that may inform efforts to understand and account for factors that predict spoken language outcomes for children with Autism Spectrum Disorder who use minimal verbal language. We used a qualitative design involving three focus groups with 14 speech pathologists to explore their views and experiences. Using the Framework Method of analysis, we identified 9 themes accounting for 183 different participant references to potential factors. Participants highlighted the relevance of clusters of fine-grained social, communication, and learning behaviours, including novel insights into prelinguistic vocal behaviours. The participants suggested the potential value of dynamic assessment in predicting spoken language outcomes. The findings can inform efforts to developing clinically relevant methods for predicting children's communication outcomes. En ligne : http://dx.doi.org/10.1007/s10803-020-04550-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

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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Language and ToM development in autism versus Asperger syndrome: Contrasting influences of syntactic versus lexical/semantic maturity / Jessica PAYNTER in Research in Autism Spectrum Disorders, 4-3 (July-September 2010)  

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Looking or talking: Visual attention and verbal engagement during shared book reading of preschool children on the autism spectrum / Rachelle WICKS in Autism, 24-6 (August 2020)  

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No Differences in Code-Related Emergent Literacy Skills in Well-Matched 4-Year-Old Children With and Without ASD / Marleen F. WESTERVELD in Journal of Autism and Developmental Disorders, 50-8 (August 2020)  

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