Developing an Evaluation Framework for Parent Education and Training in Autism Spectrum Disorder: Results of a Multi-stakeholder Process / J. J. DAWSON-SQUIBB in Journal of Autism and Developmental Disorders, 49-11 (November 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4468-4481 Titre : Developing an Evaluation Framework for Parent Education and Training in Autism Spectrum Disorder: Results of a Multi-stakeholder Process Type de document : Texte imprimé et/ou numérique Auteurs : J. J. DAWSON-SQUIBB, Auteur ; P. J. DE VRIES, Auteur Article en page(s) : p.4468-4481 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Evaluation framework  Implementation science  Parent education and training Index. décimale : PER Périodiques Résumé : Despite the need for parent education and training programmes in autism spectrum disorder (ASD), there is no generally-accepted evaluation framework to select programmes for different settings. Here we generated an evaluation framework using a multi-stakeholder, implementation science approach. Purposive sampling identified ASD experts, implementation/health systems experts, and parents/carers of individuals with ASD. A consensus-building stakeholder workshop with 14 stakeholders and thematic analysis was used to generate themes and components of the framework. Main themes included 'Outcomes' (parent, child, family and community), 'Processes and Procedures' (accessibility, acceptability, psychological process, and referral pathways) and 'Implementation Landscape' (sustainability, scalability, integration and coordination, and monitoring and evaluation). We propose that the evaluation framework and Evaluation Framework Checklist generated could guide clinicians, researchers and policy-makers. En ligne : http://dx.doi.org/10.1007/s10803-019-04176-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] Developing an Evaluation Framework for Parent Education and Training in Autism Spectrum Disorder: Results of a Multi-stakeholder Process [Texte imprimé et/ou numérique] / J. J. DAWSON-SQUIBB, Auteur ; P. J. DE VRIES, Auteur . - p.4468-4481. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4468-4481 Mots-clés : Autism spectrum disorder  Evaluation framework  Implementation science  Parent education and training Index. décimale : PER Périodiques Résumé : Despite the need for parent education and training programmes in autism spectrum disorder (ASD), there is no generally-accepted evaluation framework to select programmes for different settings. Here we generated an evaluation framework using a multi-stakeholder, implementation science approach. Purposive sampling identified ASD experts, implementation/health systems experts, and parents/carers of individuals with ASD. A consensus-building stakeholder workshop with 14 stakeholders and thematic analysis was used to generate themes and components of the framework. Main themes included 'Outcomes' (parent, child, family and community), 'Processes and Procedures' (accessibility, acceptability, psychological process, and referral pathways) and 'Implementation Landscape' (sustainability, scalability, integration and coordination, and monitoring and evaluation). We propose that the evaluation framework and Evaluation Framework Checklist generated could guide clinicians, researchers and policy-makers. En ligne : http://dx.doi.org/10.1007/s10803-019-04176-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

Parent Education and Training for autism spectrum disorders: Scoping the evidence / J. J. DAWSON-SQUIBB in Autism, 24-1 (January 2020)  

Public ISBD [article]  inAutism > 24-1 (January 2020) . - p.7-25 Titre : Parent Education and Training for autism spectrum disorders: Scoping the evidence Type de document : Texte imprimé et/ou numérique Auteurs : J. J. DAWSON-SQUIBB, Auteur ; E. L. DAVIDS, Auteur ; A. J. HARRISON, Auteur ; M. A. MOLONY, Auteur ; P. J. DE VRIES, Auteur Article en page(s) : p.7-25 Langues : Anglais (eng) Mots-clés : Parent Education and Training  implementation  scoping review Index. décimale : PER Périodiques Résumé : Empowering families of children with autism spectrum disorder through education and training is best practice. A wide range of Parent Education and Training programmes are delivered around the globe, but there is limited knowledge about the characteristics of these programmes, or about the research methods and outcomes used to evaluate them, particularly in countries outside the United States. We, therefore, performed a scoping review of all peer-reviewed Parent Education and Training publications outside the United States. A search was conducted between March and May 2017. Four reviewers extracted data and performed a mixed-methods quality appraisal of publications. Thirty-seven publications representing 32 unique programmes were identified. Publications described a highly diverse range of Parent Education and Training programmes across 20 countries and all continents except South America. The majority were group-based, but varied significantly in goals, modalities and duration. The majority of studies (86.4%) reported positive outcomes in relation to the core study objectives and only two studies reported some negative findings. Quality appraisal rated only 27% of studies to have met all the methodological quality criteria. Implementation factors such as manualisation, fidelity and cost were commented on infrequently. In spite of the clear need for Parent Education and Training programmes, our findings show that the research evidence-base in autism spectrum disorder outside the United States is relatively small, non-representative and in need of methodological quality improvements. En ligne : http://dx.doi.org/10.1177/1362361319841739 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Parent Education and Training for autism spectrum disorders: Scoping the evidence [Texte imprimé et/ou numérique] / J. J. DAWSON-SQUIBB, Auteur ; E. L. DAVIDS, Auteur ; A. J. HARRISON, Auteur ; M. A. MOLONY, Auteur ; P. J. DE VRIES, Auteur . - p.7-25. Langues : Anglais (eng) in Autism > 24-1 (January 2020) . - p.7-25 Mots-clés : Parent Education and Training  implementation  scoping review Index. décimale : PER Périodiques Résumé : Empowering families of children with autism spectrum disorder through education and training is best practice. A wide range of Parent Education and Training programmes are delivered around the globe, but there is limited knowledge about the characteristics of these programmes, or about the research methods and outcomes used to evaluate them, particularly in countries outside the United States. We, therefore, performed a scoping review of all peer-reviewed Parent Education and Training publications outside the United States. A search was conducted between March and May 2017. Four reviewers extracted data and performed a mixed-methods quality appraisal of publications. Thirty-seven publications representing 32 unique programmes were identified. Publications described a highly diverse range of Parent Education and Training programmes across 20 countries and all continents except South America. The majority were group-based, but varied significantly in goals, modalities and duration. The majority of studies (86.4%) reported positive outcomes in relation to the core study objectives and only two studies reported some negative findings. Quality appraisal rated only 27% of studies to have met all the methodological quality criteria. Implementation factors such as manualisation, fidelity and cost were commented on infrequently. In spite of the clear need for Parent Education and Training programmes, our findings show that the research evidence-base in autism spectrum disorder outside the United States is relatively small, non-representative and in need of methodological quality improvements. En ligne : http://dx.doi.org/10.1177/1362361319841739 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Scoping the evidence for EarlyBird and EarlyBird Plus, two United Kingdom-developed parent education training programmes for autism spectrum disorder / J. J. DAWSON-SQUIBB in Autism, 23-3 (April 2019)  

Public ISBD [article]  inAutism > 23-3 (April 2019) . - p.542-555 Titre : Scoping the evidence for EarlyBird and EarlyBird Plus, two United Kingdom-developed parent education training programmes for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. J. DAWSON-SQUIBB, Auteur ; E. L. DAVIDS, Auteur ; P. J. DE VRIES, Auteur Article en page(s) : p.542-555 Langues : Anglais (eng) Mots-clés : EarlyBird  autism  feasibility  parent education training  scoping review Index. décimale : PER Périodiques Résumé : EarlyBird and EarlyBird Plus are parent education and training programmes designed by the UK National Autistic Society in 1997 and 2003, having been delivered to more than 27,000 families in 14 countries. These group-based programmes aim to (1) support parents immediately after diagnosis of autism spectrum disorder, (2) empower parents, encouraging a positive perception of their child's autism spectrum disorder and (3) help parents establish good practice. In the absence of any previous comprehensive review, we performed a scoping review of all peer-reviewed publications on EarlyBird/EarlyBird Plus. A search was conducted between February and June 2016 using EbscoHost, Sabinet, SAGE Journals, Directory of Open Access Journals, BioMed Central, Scopus, ScienceDirect and grey literature. Two reviewers independently screened titles and abstracts for inclusion. In total, 18 articles were identified: 16 from the United Kingdom and 2 from New Zealand. We reviewed the context, study populations, design, outcome measures, whether focus was on parental perception, parental change or child changes and programme feasibility. Strong parental support for the acceptability but lower level evidence of efficacy of EarlyBird/EarlyBird Plus was found. Future research should consider randomised controlled trials. There is no research on EarlyBird/EarlyBird Plus in low-resource settings; therefore, we recommend broader feasibility evaluation of EarlyBird/EarlyBird Plus including accessibility, cultural appropriateness and scalability. En ligne : http://dx.doi.org/10.1177/1362361318760295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392 [article] Scoping the evidence for EarlyBird and EarlyBird Plus, two United Kingdom-developed parent education training programmes for autism spectrum disorder [Texte imprimé et/ou numérique] / J. J. DAWSON-SQUIBB, Auteur ; E. L. DAVIDS, Auteur ; P. J. DE VRIES, Auteur . - p.542-555. Langues : Anglais (eng) in Autism > 23-3 (April 2019) . - p.542-555 Mots-clés : EarlyBird  autism  feasibility  parent education training  scoping review Index. décimale : PER Périodiques Résumé : EarlyBird and EarlyBird Plus are parent education and training programmes designed by the UK National Autistic Society in 1997 and 2003, having been delivered to more than 27,000 families in 14 countries. These group-based programmes aim to (1) support parents immediately after diagnosis of autism spectrum disorder, (2) empower parents, encouraging a positive perception of their child's autism spectrum disorder and (3) help parents establish good practice. In the absence of any previous comprehensive review, we performed a scoping review of all peer-reviewed publications on EarlyBird/EarlyBird Plus. A search was conducted between February and June 2016 using EbscoHost, Sabinet, SAGE Journals, Directory of Open Access Journals, BioMed Central, Scopus, ScienceDirect and grey literature. Two reviewers independently screened titles and abstracts for inclusion. In total, 18 articles were identified: 16 from the United Kingdom and 2 from New Zealand. We reviewed the context, study populations, design, outcome measures, whether focus was on parental perception, parental change or child changes and programme feasibility. Strong parental support for the acceptability but lower level evidence of efficacy of EarlyBird/EarlyBird Plus was found. Future research should consider randomised controlled trials. There is no research on EarlyBird/EarlyBird Plus in low-resource settings; therefore, we recommend broader feasibility evaluation of EarlyBird/EarlyBird Plus including accessibility, cultural appropriateness and scalability. En ligne : http://dx.doi.org/10.1177/1362361318760295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392

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