Implementation fidelity and common elements of high quality teaching sequences for students with autism spectrum disorder in COMPASS / Lisa A. RUBLE in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101493 Titre : Implementation fidelity and common elements of high quality teaching sequences for students with autism spectrum disorder in COMPASS Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; Abigail M. A. LOVE, Auteur ; Venus WONG, Auteur ; Jennifer L. GRISHAM-BROWN, Auteur ; John H. MCGREW, Auteur Article en page(s) : p.101493 Langues : Anglais (eng) Mots-clés : Autism  COMPASS  Common elements  Evidence based practice  Teacher coaching  Teaching quality  Theoretically informed  Implementation fidelity research to practice Index. décimale : PER Périodiques Résumé : Background Evidence-based educational instruction includes teaching elements common across different approaches as well as specific elements of the chosen evidence-based practice. We were interested in evaluating the use and impact of common elements of teaching. Specifically, we adopted a model of elements of high quality teaching sequences and developed and tested an instructional quality index to capture evidence-based features within teaching sequences (Grisham-Brown & Ruble, 2014). Method The current investigation examined 29 special education teachers who received a consultation intervention called the Collaborative Model for Promoting Competence and Success (Ruble, Dalrymple, & McGrew, 2012; Ruble, McGrew, & Toland, 2012) that results in personalized teaching plans for young students with ASD and embeds elements of evidence-based teacher coaching of self-reflection and performance-based feedback. We analyzed the teaching plans to understand which of the common elements were present, and if teachers demonstrated improved performance after coaching. Results Analysis of the use of common elements during the first and fourth coaching session demonstrated that all teachers showed improvement. Most importantly, the use of common elements correlated with student goal attainment outcomes. Conclusions These results suggest that common elements of teaching sequences which we view as core features of teaching quality, can be improved as a result of coaching, and most importantly, are associated with students’ educational outcomes. En ligne : https://doi.org/10.1016/j.rasd.2019.101493 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Implementation fidelity and common elements of high quality teaching sequences for students with autism spectrum disorder in COMPASS [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; Abigail M. A. LOVE, Auteur ; Venus WONG, Auteur ; Jennifer L. GRISHAM-BROWN, Auteur ; John H. MCGREW, Auteur . - p.101493. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101493 Mots-clés : Autism  COMPASS  Common elements  Evidence based practice  Teacher coaching  Teaching quality  Theoretically informed  Implementation fidelity research to practice Index. décimale : PER Périodiques Résumé : Background Evidence-based educational instruction includes teaching elements common across different approaches as well as specific elements of the chosen evidence-based practice. We were interested in evaluating the use and impact of common elements of teaching. Specifically, we adopted a model of elements of high quality teaching sequences and developed and tested an instructional quality index to capture evidence-based features within teaching sequences (Grisham-Brown & Ruble, 2014). Method The current investigation examined 29 special education teachers who received a consultation intervention called the Collaborative Model for Promoting Competence and Success (Ruble, Dalrymple, & McGrew, 2012; Ruble, McGrew, & Toland, 2012) that results in personalized teaching plans for young students with ASD and embeds elements of evidence-based teacher coaching of self-reflection and performance-based feedback. We analyzed the teaching plans to understand which of the common elements were present, and if teachers demonstrated improved performance after coaching. Results Analysis of the use of common elements during the first and fourth coaching session demonstrated that all teachers showed improvement. Most importantly, the use of common elements correlated with student goal attainment outcomes. Conclusions These results suggest that common elements of teaching sequences which we view as core features of teaching quality, can be improved as a result of coaching, and most importantly, are associated with students’ educational outcomes. En ligne : https://doi.org/10.1016/j.rasd.2019.101493 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Predicting the Outcomes of Parents of Transition-Age Youth or Young Adults with ASD / Venus WONG in Journal of Autism and Developmental Disorders, 50-8 (August 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2723-2739 Titre : Predicting the Outcomes of Parents of Transition-Age Youth or Young Adults with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Venus WONG, Auteur ; John MCGREW, Auteur ; Lisa RUBLE, Auteur Article en page(s) : p.2723-2739 Langues : Anglais (eng) Mots-clés : Family outcomes  Family-centered support  Parent experience  Transition-aged adolescents with ASD  Young adults with ASD Index. décimale : PER Périodiques Résumé : The transition outcomes for individuals with autism spectrum disorder (ASD) and their families are less than desirable. A survey of parent stressors, resources, coping/appraisals, and adaptation to transition was completed by 226 parents. The mediating mechanisms between stressors and parent outcomes were identified. At the indicator level, three stressors (i.e., autism severity, mental health crisis/challenging behaviors, and filial obligation), four resources (i.e., general social support, transition planning quality, parent-teacher alliance, and parenting efficacy), and three coping styles (i.e., problem-focused coping, avoidance-focused coping, and optimism) predicted parents' outcomes (i.e., burden, transition experience, subjective health, and quality of life). At the structural level, optimism, emotion-coping strategies, and resources mediated the relationships between stressors and parental outcomes. Research and practical applications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04362-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 [article] Predicting the Outcomes of Parents of Transition-Age Youth or Young Adults with ASD [Texte imprimé et/ou numérique] / Venus WONG, Auteur ; John MCGREW, Auteur ; Lisa RUBLE, Auteur . - p.2723-2739. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2723-2739 Mots-clés : Family outcomes  Family-centered support  Parent experience  Transition-aged adolescents with ASD  Young adults with ASD Index. décimale : PER Périodiques Résumé : The transition outcomes for individuals with autism spectrum disorder (ASD) and their families are less than desirable. A survey of parent stressors, resources, coping/appraisals, and adaptation to transition was completed by 226 parents. The mediating mechanisms between stressors and parent outcomes were identified. At the indicator level, three stressors (i.e., autism severity, mental health crisis/challenging behaviors, and filial obligation), four resources (i.e., general social support, transition planning quality, parent-teacher alliance, and parenting efficacy), and three coping styles (i.e., problem-focused coping, avoidance-focused coping, and optimism) predicted parents' outcomes (i.e., burden, transition experience, subjective health, and quality of life). At the structural level, optimism, emotion-coping strategies, and resources mediated the relationships between stressors and parental outcomes. Research and practical applications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04362-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

Time to make a change. Early Start Denver Model for Young Children with ASD / Venus WONG in Enfance, 2019-1 (Mars 2019)  

Public ISBD [article]  inEnfance > 2019-1 (Mars 2019) . - p.83-98 Titre : Time to make a change. Early Start Denver Model for Young Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Venus WONG, Auteur ; Elizabeth A. FULLER, Auteur ; Sally J ROGERS, Auteur Article en page(s) : p.83-98 Langues : Français (fre) Mots-clés : intervention précoce  modèle de Denver pour jeunes enfants  esdm Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Résumé : Il est temps de changer. Le modèle de Denver pour jeunes enfantsLe nombre d’enfants diagnostiqués avec un trouble du spectre de l’autisme (TSA) est en progression. L’intervention précoce fondée sur les preuves est l’une des clés pour améliorer l’évolution. Cet article présente brièvement l’histoire des Interventions Comportementales et Développementales en milieu naturel (Naturalistic Developmental Behavioral Interventions NDBI) et utilise le Modèle de Denver pour jeunes enfants (ESDM) comme exemple d’une intervention NDBI pour illustrer les données scientifiques actuelles et les orientations futures de ces interventions. Finalement, nous appelons à plus d’efforts pour diffuser ce type d’intervention à travers le monde. En ligne : http://dx.doi.org/10.3917/enf2.191.0083 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=398 [article] Time to make a change. Early Start Denver Model for Young Children with ASD [Texte imprimé et/ou numérique] / Venus WONG, Auteur ; Elizabeth A. FULLER, Auteur ; Sally J ROGERS, Auteur . - p.83-98. Langues : Français (fre) in Enfance > 2019-1 (Mars 2019) . - p.83-98 Mots-clés : intervention précoce  modèle de Denver pour jeunes enfants  esdm Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Résumé : Il est temps de changer. Le modèle de Denver pour jeunes enfantsLe nombre d’enfants diagnostiqués avec un trouble du spectre de l’autisme (TSA) est en progression. L’intervention précoce fondée sur les preuves est l’une des clés pour améliorer l’évolution. Cet article présente brièvement l’histoire des Interventions Comportementales et Développementales en milieu naturel (Naturalistic Developmental Behavioral Interventions NDBI) et utilise le Modèle de Denver pour jeunes enfants (ESDM) comme exemple d’une intervention NDBI pour illustrer les données scientifiques actuelles et les orientations futures de ces interventions. Finalement, nous appelons à plus d’efforts pour diffuser ce type d’intervention à travers le monde. En ligne : http://dx.doi.org/10.3917/enf2.191.0083 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=398

“We are mama and papa bears”: A qualitative study of parents’ adaptation process during transition to adulthood / Venus WONG in Research in Autism Spectrum Disorders, 79 (November 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 79 (November 2020) . - 101650 Titre : “We are mama and papa bears”: A qualitative study of parents’ adaptation process during transition to adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Venus WONG, Auteur ; Lisa RUBLE, Auteur ; Laura BROWN, Auteur Article en page(s) : 101650 Langues : Anglais (eng) Mots-clés : Family outcomes  Family-centered support  Parent experience  Transition-aged adolescents with ASD  Young adults with ASD Index. décimale : PER Périodiques Résumé : This qualitative study aimed to understand the stressors, external and internal support, coping strategies, and family adaptation outcomes during transition, from a parent’s perspective, using the ABCX model (McCubbin & McCubbin, 1993). Thirteen parents of adolescents and young adults with ASD were interviewed. These parents reported a continually high level of stress due to normative strains and ASD-related demands. They described the tangible, emotional, informational, and internal resources received and needed. Parents, as active agents in their children’s lives, have their own views towards transition, philosophy, and ways of coping. Even though many of them reported negative experiences, these parents also found new meanings and happiness in their lives. This study detailed the adaptation process during transition. En ligne : https://doi.org/10.1016/j.rasd.2020.101650 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] “We are mama and papa bears”: A qualitative study of parents’ adaptation process during transition to adulthood [Texte imprimé et/ou numérique] / Venus WONG, Auteur ; Lisa RUBLE, Auteur ; Laura BROWN, Auteur . - 101650. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 79 (November 2020) . - 101650 Mots-clés : Family outcomes  Family-centered support  Parent experience  Transition-aged adolescents with ASD  Young adults with ASD Index. décimale : PER Périodiques Résumé : This qualitative study aimed to understand the stressors, external and internal support, coping strategies, and family adaptation outcomes during transition, from a parent’s perspective, using the ABCX model (McCubbin & McCubbin, 1993). Thirteen parents of adolescents and young adults with ASD were interviewed. These parents reported a continually high level of stress due to normative strains and ASD-related demands. They described the tangible, emotional, informational, and internal resources received and needed. Parents, as active agents in their children’s lives, have their own views towards transition, philosophy, and ways of coping. Even though many of them reported negative experiences, these parents also found new meanings and happiness in their lives. This study detailed the adaptation process during transition. En ligne : https://doi.org/10.1016/j.rasd.2020.101650 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

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