Allied Health Professionals' Knowledge and Use of ASD Intervention Practices / Jessica PAYNTER in Journal of Autism and Developmental Disorders, 48-7 (July 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2335-2349 Titre : Allied Health Professionals' Knowledge and Use of ASD Intervention Practices Type de document : texte imprimé Auteurs : Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; Sarah LUSKIN-SAXBY, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur Article en page(s) : p.2335-2349 Langues : Anglais (eng) Mots-clés : Allied health professionals  Autism spectrum disorder  Evidence-based practice  Implementation science  Knowledge translation Index. décimale : PER Périodiques Résumé : Allied health professionals (AHPs) are trusted sources of information and intervention for clients with autism spectrum disorder. However, the level of implementation of empirically-supported therapies and the accuracy of the knowledge they use to inform intervention selection is largely unknown. The present study explored the accuracy of AHPs' knowledge and use of practices, and explored links to individual attitudes and organisational culture. Overall results from the 156 AHPs surveyed suggested general accuracy of knowledge, and use of empirically supported treatments, with accuracy linked to use. Use of practices unsupported by research was linked to organisational culture and openness to new interventions. The presence of misinformation and the impact on selection and use of effective practices are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3505-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Allied Health Professionals' Knowledge and Use of ASD Intervention Practices [texte imprimé] / Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; Sarah LUSKIN-SAXBY, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur . - p.2335-2349. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2335-2349 Mots-clés : Allied health professionals  Autism spectrum disorder  Evidence-based practice  Implementation science  Knowledge translation Index. décimale : PER Périodiques Résumé : Allied health professionals (AHPs) are trusted sources of information and intervention for clients with autism spectrum disorder. However, the level of implementation of empirically-supported therapies and the accuracy of the knowledge they use to inform intervention selection is largely unknown. The present study explored the accuracy of AHPs' knowledge and use of practices, and explored links to individual attitudes and organisational culture. Overall results from the 156 AHPs surveyed suggested general accuracy of knowledge, and use of empirically supported treatments, with accuracy linked to use. Use of practices unsupported by research was linked to organisational culture and openness to new interventions. The presence of misinformation and the impact on selection and use of effective practices are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3505-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

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 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] / 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: 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 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] / 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

Community views on the assessment and diagnosis of autism: Principles to guide clinical practice / Rhylee SULEK in Autism, 30-3 (March 2026)  

Public ISBD [article]  inAutism > 30-3 (March 2026) . - p.642-654 Titre : Community views on the assessment and diagnosis of autism: Principles to guide clinical practice Type de document : texte imprimé Auteurs : Rhylee SULEK, Auteur ; Rachelle WICKS, Auteur ; Emma HINZE, Auteur ; Nicole DARGUE, Auteur ; Briohny DEMPSEY, Auteur ; Emma GOODALL, Auteur ; Libby GROVES, Auteur ; David TREMBATH, Auteur ; Hannah WADDINGTON, Auteur ; Andrew J.O. WHITEHOUSE, Auteur ; Kandice J VARCIN, Auteur Article en page(s) : p.642-654 Langues : Anglais (eng) Mots-clés : assessment  autism  best practice  diagnosis  principles Index. décimale : PER Périodiques Résumé : This study aimed to identify guiding principles to underpin assessment and diagnosis of autism to improve the quality, consistency and accuracy of services provided to individuals and their families. An online survey and focus groups were used to capture community perspectives of members of the Australian autistic and autism communities. A total of 871 individuals participated across the research activities, including autistic individuals (n = 253), parents of autistic individuals (n = 344), practitioners (n = 325) and members of organisations with an interest in the assessment and/or diagnosis of autism (n = 115). Three overarching themes, encompassing 15 codes, representing the principles that should underpin practice across the assessment and diagnostic process were developed (a) placing the person at the centre of the process; (b) understanding and valuing the whole person and (c) improving quality and access. Assessment and diagnosis for autism should go beyond diagnostic decision-making to include understanding of individual needs and identifying support pathways. The principles identified serve as a first step to guiding practitioners in their approach, ensuring they work in ways that promote best practice, reflect the perspectives of autistic people and engender meaningful outcomes for individuals and families that are independent of receiving a diagnostic label.Lay Abstract This study looked to identify principles of practice that could help make autism assessments and diagnoses better for autistic people and their families. To do this, the researchers asked people from the autism community in Australia to share their thoughts through an online survey and focus groups. A total of 871 people took part. This included autistic adults, parents of autistic children, professionals like psychologists and speech pathologists and people from autism-related organisations. From what people said, three main ideas stood out: (a) putting people at the centre of the process, (b) looking at the whole person and (c) improving quality and access to services. The study found that getting a diagnosis is just one part of the process. It is also important to use the assessment to help people understand themselves better and find the right support. The principles highlighted in this study can help guide professionals to do a better job when assessing autism. They encourage practices that are respectful, person-focused and based on what autistic people and their families say is important. This can lead to better outcomes for everyone, no matter whether a diagnosis is given or not. En ligne : https://dx.doi.org/10.1177/13623613251406094 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Community views on the assessment and diagnosis of autism: Principles to guide clinical practice [texte imprimé] / Rhylee SULEK, Auteur ; Rachelle WICKS, Auteur ; Emma HINZE, Auteur ; Nicole DARGUE, Auteur ; Briohny DEMPSEY, Auteur ; Emma GOODALL, Auteur ; Libby GROVES, Auteur ; David TREMBATH, Auteur ; Hannah WADDINGTON, Auteur ; Andrew J.O. WHITEHOUSE, Auteur ; Kandice J VARCIN, Auteur . - p.642-654. Langues : Anglais (eng) in Autism > 30-3 (March 2026) . - p.642-654 Mots-clés : assessment  autism  best practice  diagnosis  principles Index. décimale : PER Périodiques Résumé : This study aimed to identify guiding principles to underpin assessment and diagnosis of autism to improve the quality, consistency and accuracy of services provided to individuals and their families. An online survey and focus groups were used to capture community perspectives of members of the Australian autistic and autism communities. A total of 871 individuals participated across the research activities, including autistic individuals (n = 253), parents of autistic individuals (n = 344), practitioners (n = 325) and members of organisations with an interest in the assessment and/or diagnosis of autism (n = 115). Three overarching themes, encompassing 15 codes, representing the principles that should underpin practice across the assessment and diagnostic process were developed (a) placing the person at the centre of the process; (b) understanding and valuing the whole person and (c) improving quality and access. Assessment and diagnosis for autism should go beyond diagnostic decision-making to include understanding of individual needs and identifying support pathways. The principles identified serve as a first step to guiding practitioners in their approach, ensuring they work in ways that promote best practice, reflect the perspectives of autistic people and engender meaningful outcomes for individuals and families that are independent of receiving a diagnostic label.Lay Abstract This study looked to identify principles of practice that could help make autism assessments and diagnoses better for autistic people and their families. To do this, the researchers asked people from the autism community in Australia to share their thoughts through an online survey and focus groups. A total of 871 people took part. This included autistic adults, parents of autistic children, professionals like psychologists and speech pathologists and people from autism-related organisations. From what people said, three main ideas stood out: (a) putting people at the centre of the process, (b) looking at the whole person and (c) improving quality and access to services. The study found that getting a diagnosis is just one part of the process. It is also important to use the assessment to help people understand themselves better and find the right support. The principles highlighted in this study can help guide professionals to do a better job when assessing autism. They encourage practices that are respectful, person-focused and based on what autistic people and their families say is important. This can lead to better outcomes for everyone, no matter whether a diagnosis is given or not. En ligne : https://dx.doi.org/10.1177/13623613251406094 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Comparison of mental health, well-being and parenting sense of competency among Australian and South-East Asian parents of autistic children accessing early intervention in Australia / Jodie SMITH in Autism, 25-6 (August 2021)  

Public ISBD [article]  inAutism > 25-6 (August 2021) . - p.1784-1796 Titre : Comparison of mental health, well-being and parenting sense of competency among Australian and South-East Asian parents of autistic children accessing early intervention in Australia Type de document : texte imprimé Auteurs : Jodie SMITH, Auteur ; Rhylee SULEK, Auteur ; Ifrah ABDULLAHI, Auteur ; Cherie C. GREEN, Auteur ; Catherine A. BENT, Auteur ; Cheryl DISSANAYAKE, Auteur ; Kristelle HUDRY, Auteur Article en page(s) : p.1784-1796 Langues : Anglais (eng) Mots-clés : Australia  Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Mental Health  Parenting  Parents  Quality of Life  culture  mental health  parenting  well-being Index. décimale : PER Périodiques Résumé : We know that parents of autistic children experience poorer mental health and lower well-being than parents of non-autistic children. We also know that poorer mental health among parents of autistic children has been observed across different cultures. Most research focuses on Western cultures, so we know little about parental mental health and well-being of parents from different cultural backgrounds; yet, it is likely that cultural background contributes to how parents view their child's condition and respond to the diagnosis. Here, we compared mental health, quality of life and well-being between families raising an autistic child from Australian backgrounds to families from South-East Asian backgrounds. All children in the current study were receiving the same community-based early intervention. When compared to the general population, parents had poorer mental health overall, but there were no differences between the two groups of parents. However, parents from South-East Asian backgrounds reported higher well-being and fewer difficulties associated with their child's autism. These findings suggest that cultural background likely influences not only parent's view of, and response to, their child's autism, but also their own sense of well-being. As researchers and clinicians working with families of autistic children, we should more explicitly consider family's cultural background within our work. En ligne : http://dx.doi.org/10.1177/13623613211010006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Comparison of mental health, well-being and parenting sense of competency among Australian and South-East Asian parents of autistic children accessing early intervention in Australia [texte imprimé] / Jodie SMITH, Auteur ; Rhylee SULEK, Auteur ; Ifrah ABDULLAHI, Auteur ; Cherie C. GREEN, Auteur ; Catherine A. BENT, Auteur ; Cheryl DISSANAYAKE, Auteur ; Kristelle HUDRY, Auteur . - p.1784-1796. Langues : Anglais (eng) in Autism > 25-6 (August 2021) . - p.1784-1796 Mots-clés : Australia  Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Mental Health  Parenting  Parents  Quality of Life  culture  mental health  parenting  well-being Index. décimale : PER Périodiques Résumé : We know that parents of autistic children experience poorer mental health and lower well-being than parents of non-autistic children. We also know that poorer mental health among parents of autistic children has been observed across different cultures. Most research focuses on Western cultures, so we know little about parental mental health and well-being of parents from different cultural backgrounds; yet, it is likely that cultural background contributes to how parents view their child's condition and respond to the diagnosis. Here, we compared mental health, quality of life and well-being between families raising an autistic child from Australian backgrounds to families from South-East Asian backgrounds. All children in the current study were receiving the same community-based early intervention. When compared to the general population, parents had poorer mental health overall, but there were no differences between the two groups of parents. However, parents from South-East Asian backgrounds reported higher well-being and fewer difficulties associated with their child's autism. These findings suggest that cultural background likely influences not only parent's view of, and response to, their child's autism, but also their own sense of well-being. As researchers and clinicians working with families of autistic children, we should more explicitly consider family's cultural background within our work. En ligne : http://dx.doi.org/10.1177/13623613211010006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Comparison of mental health, well-being and parenting sense of competency among Australian and South-East Asian parents of autistic children accessing early intervention in Australia / Jodie SMITH in Autism, 26-6 (August 2022)  

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Differential predictors of well-being versus mental health among parents of pre-schoolers with autism / Cherie C. GREEN in Autism, 25-4 (May 2021)  

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'It depends entirely on the nature of those supports': Community perceptions of the appropriateness of early support services for autistic children / Rhylee SULEK in Autism, 29-5 (May 2025)  

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Non-pharmacological interventions for autistic children: An umbrella review / David TREMBATH in Autism, 27-2 (February 2023)  

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Parental Imitations and Expansions of Child Language Predict Later Language Outcomes of Autistic Preschoolers / Jodie SMITH in Journal of Autism and Developmental Disorders, 53-11 (November 2023)  

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Profiles of vocalization change in children with autism receiving early intervention / David TREMBATH in Autism Research, 12-5 (May 2019)  

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Social validation of an online tool to support transitions to primary school for children with autism / Rhylee SULEK in Research in Autism Spectrum Disorders, 66 (October 2019)  

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