Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers / Veronica P. FLEURY in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3596-3607 Titre : Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers Type de document : texte imprimé Auteurs : Veronica P. FLEURY, Auteur ; Maria L. HUGH, Auteur Article en page(s) : p.3596-3607 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Parents  Reading  Preschool Index. décimale : PER Périodiques Résumé : Reading aloud to children is a valued practice to promote emergent literacy and language skills that form the foundation for future reading success. We conducted a descriptive study of shared book reading practices between caregivers and their children with autism spectrum disorder (n = 17) and caregivers and their typically developing children (n = 20) to identify factors that can promote or inhibit children’s engagement in reading. Caregivers and their children read nine books (familiar, non-fiction, fiction). Children with ASD demonstrated lower levels of passive engagement (looking at the book) and higher levels of non-engaged behavior compared to typically developing children. Caregiver reading quality and book type contributed to joint engagement during reading. Implications of these findings for intervention development are discussed. En ligne : https://doi.org/10.1007/s10803-018-3632-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers [texte imprimé] / Veronica P. FLEURY, Auteur ; Maria L. HUGH, Auteur . - p.3596-3607. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3596-3607 Mots-clés : Autism spectrum disorder  Parents  Reading  Preschool Index. décimale : PER Périodiques Résumé : Reading aloud to children is a valued practice to promote emergent literacy and language skills that form the foundation for future reading success. We conducted a descriptive study of shared book reading practices between caregivers and their children with autism spectrum disorder (n = 17) and caregivers and their typically developing children (n = 20) to identify factors that can promote or inhibit children’s engagement in reading. Caregivers and their children read nine books (familiar, non-fiction, fiction). Children with ASD demonstrated lower levels of passive engagement (looking at the book) and higher levels of non-engaged behavior compared to typically developing children. Caregiver reading quality and book type contributed to joint engagement during reading. Implications of these findings for intervention development are discussed. En ligne : https://doi.org/10.1007/s10803-018-3632-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

In an Imperfect World: Barriers and Facilitators to Educators’ Evidence-Based Practice Use for Elementary-Aged Autistic Students in Inclusive Settings / Shawna G. HARBIN in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.71-82 Titre : In an Imperfect World: Barriers and Facilitators to Educators’ Evidence-Based Practice Use for Elementary-Aged Autistic Students in Inclusive Settings Type de document : texte imprimé Auteurs : Shawna G. HARBIN, Auteur ; Maria L. HUGH, Auteur ; Daina TAGAVI, Auteur ; Alice BRAVO, Auteur ; Mahima JOSHI, Auteur ; Sharon KICHE, Auteur ; Olivia G. MICHAEL, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.71-82 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Educators’ use of evidence-based practices (EBP) provides positive outcomes for autistic students in multiple areas of learning (e.g., peer interactions and academic skills) and may promote access and participation in general educational settings. However, many teachers report limited use of EBPs for their autistic students, with inconsistent fidelity. This study sought to understand barriers and facilitators educators identify to implementing EBPs with autistic students in general education classrooms. To understand educators’ perspectives and experiences, we conducted a qualitative study with 81 educators who serve elementary-aged autistic students in one state. In response to interview questions based on the Consolidated Framework for Implementation Research framework, educators reported on multiple factors, including the general education environment, access to resources, training in EBPs, and professional collaboration. Implications for practice, training, and research are discussed. Specifically, we address educators’ need for increased training and the availability of educator resources. En ligne : https://doi.org/10.1007/s10803-024-06531-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] In an Imperfect World: Barriers and Facilitators to Educators’ Evidence-Based Practice Use for Elementary-Aged Autistic Students in Inclusive Settings [texte imprimé] / Shawna G. HARBIN, Auteur ; Maria L. HUGH, Auteur ; Daina TAGAVI, Auteur ; Alice BRAVO, Auteur ; Mahima JOSHI, Auteur ; Sharon KICHE, Auteur ; Olivia G. MICHAEL, Auteur ; Jill LOCKE, Auteur . - p.71-82. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.71-82 Index. décimale : PER Périodiques Résumé : Educators’ use of evidence-based practices (EBP) provides positive outcomes for autistic students in multiple areas of learning (e.g., peer interactions and academic skills) and may promote access and participation in general educational settings. However, many teachers report limited use of EBPs for their autistic students, with inconsistent fidelity. This study sought to understand barriers and facilitators educators identify to implementing EBPs with autistic students in general education classrooms. To understand educators’ perspectives and experiences, we conducted a qualitative study with 81 educators who serve elementary-aged autistic students in one state. In response to interview questions based on the Consolidated Framework for Implementation Research framework, educators reported on multiple factors, including the general education environment, access to resources, training in EBPs, and professional collaboration. Implications for practice, training, and research are discussed. Specifically, we address educators’ need for increased training and the availability of educator resources. En ligne : https://doi.org/10.1007/s10803-024-06531-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Preschool teachers' selection of social communication interventions for children with autism: An application of the theory of planned behavior / Maria L. HUGH in Autism, 26-1 (January 2022)  

Public ISBD [article]  inAutism > 26-1 (January 2022) . - p.188-200 Titre : Preschool teachers' selection of social communication interventions for children with autism: An application of the theory of planned behavior Type de document : texte imprimé Auteurs : Maria L. HUGH, Auteur ; LeAnne D. JOHNSON, Auteur ; Clayton COOK, Auteur Article en page(s) : p.188-200 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  decision-making  early childhood special education  evidence-based practice  implementation science  teachers Index. décimale : PER Périodiques Résumé : Preschool special educators' are more likely to choose an educational practice to teach a young child with autism a social communication skill if they have positive beliefs about it. We asked preschool special educators to read a description of an autistic student and their social communication goal and imagine they were the student's teacher. We then asked them to pick one of five practices to teach the student. We also asked them questions to understand their attitudes about, confidence in their ability to use, and their perception of their coworkers' support of each practice. There are many research-based practices that a teacher could use to help children learn, and preschool teachers often make these decisions for their students. Teachers' beliefs varied in how supportive they were of each practice, and research shows people are more likely to do something that their beliefs support. In this study, they had more supportive beliefs and were more likely to use some practices, like naturalistic intervention, than other practices, like discrete trial teaching. By knowing this, researchers can help teachers use practices that their beliefs support and help change teachers' beliefs to be supportive of a practice they may need to use. En ligne : http://dx.doi.org/10.1177/13623613211024795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Preschool teachers' selection of social communication interventions for children with autism: An application of the theory of planned behavior [texte imprimé] / Maria L. HUGH, Auteur ; LeAnne D. JOHNSON, Auteur ; Clayton COOK, Auteur . - p.188-200. Langues : Anglais (eng) in Autism > 26-1 (January 2022) . - p.188-200 Mots-clés : autism spectrum disorders  decision-making  early childhood special education  evidence-based practice  implementation science  teachers Index. décimale : PER Périodiques Résumé : Preschool special educators' are more likely to choose an educational practice to teach a young child with autism a social communication skill if they have positive beliefs about it. We asked preschool special educators to read a description of an autistic student and their social communication goal and imagine they were the student's teacher. We then asked them to pick one of five practices to teach the student. We also asked them questions to understand their attitudes about, confidence in their ability to use, and their perception of their coworkers' support of each practice. There are many research-based practices that a teacher could use to help children learn, and preschool teachers often make these decisions for their students. Teachers' beliefs varied in how supportive they were of each practice, and research shows people are more likely to do something that their beliefs support. In this study, they had more supportive beliefs and were more likely to use some practices, like naturalistic intervention, than other practices, like discrete trial teaching. By knowing this, researchers can help teachers use practices that their beliefs support and help change teachers' beliefs to be supportive of a practice they may need to use. En ligne : http://dx.doi.org/10.1177/13623613211024795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

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