[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