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

A Systematic Review of Law Enforcement Training Related to Autism Spectrum Disorder / Kirsten S. RAILEY in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.221-233 Titre : A Systematic Review of Law Enforcement Training Related to Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kirsten S. RAILEY, Auteur ; Abigail M. A. LOVE, Auteur ; Jonathan M. CAMPBELL, Auteur Article en page(s) : p.221-233 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  intervention  personnel preparation Index. décimale : PER Périodiques Résumé : Although research confirms the effectiveness of training to improve law enforcement officers’ (LEOs) awareness and knowledge of people with intellectual disability and learning disabilities, review of the efficacy of autism-specific law enforcement training is needed. To provide up-to-date information regarding training for LEOs related to autism spectrum disorder (ASD), a systematic review of the literature was conducted. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Protocols (PRISMA), we conducted a search of 13 professional databases and 28 journals using search terms related to both ASD and law enforcement training. From 606 articles identified during the initial search, only two articles met inclusion criteria, which suggests that limited research exists that explores ASD and law enforcement training. Included studies were summarized in terms of participants as well as training format, content, and outcomes. Limitations of the current literature, directions for future research, and current implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357620922152 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] A Systematic Review of Law Enforcement Training Related to Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kirsten S. RAILEY, Auteur ; Abigail M. A. LOVE, Auteur ; Jonathan M. CAMPBELL, Auteur . - p.221-233. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.221-233 Mots-clés : autism spectrum disorder  intervention  personnel preparation Index. décimale : PER Périodiques Résumé : Although research confirms the effectiveness of training to improve law enforcement officers’ (LEOs) awareness and knowledge of people with intellectual disability and learning disabilities, review of the efficacy of autism-specific law enforcement training is needed. To provide up-to-date information regarding training for LEOs related to autism spectrum disorder (ASD), a systematic review of the literature was conducted. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Protocols (PRISMA), we conducted a search of 13 professional databases and 28 journals using search terms related to both ASD and law enforcement training. From 606 articles identified during the initial search, only two articles met inclusion criteria, which suggests that limited research exists that explores ASD and law enforcement training. Included studies were summarized in terms of participants as well as training format, content, and outcomes. Limitations of the current literature, directions for future research, and current implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357620922152 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation / Abigail M. A. LOVE in Focus on Autism and Other Developmental Disabilities, 35-1 (March 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.47-54 Titre : Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation Type de document : Texte imprimé et/ou numérique Auteurs : Abigail M. A. LOVE, Auteur ; Jordan A. FINDLEY, Auteur ; Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur Article en page(s) : p.47-54 Langues : Anglais (eng) Mots-clés : teacher self-efficacy  autism spectrum disorder  teacher stress  teacher engagement  social cognitive theory Index. décimale : PER Périodiques Résumé : Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers (N = 44) were recruited as part of a larger study examining a consultation intervention. Results indicated that self-efficacy for teaching students with ASD was significantly and positively correlated with teacher engagement and student outcomes, and negatively correlated with teacher stress. Furthermore, teachers who received the consultation intervention reported higher levels of self-efficacy for teaching students with ASD. This is the first study to report a direct association between teacher self-efficacy and student IEP outcomes and the potential positive impact of a teacher consultation intervention on the teacher intrapersonal factor of self-efficacy. En ligne : https://doi.org/10.1177/1088357619836767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 [article] Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation [Texte imprimé et/ou numérique] / Abigail M. A. LOVE, Auteur ; Jordan A. FINDLEY, Auteur ; Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur . - p.47-54. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.47-54 Mots-clés : teacher self-efficacy  autism spectrum disorder  teacher stress  teacher engagement  social cognitive theory Index. décimale : PER Périodiques Résumé : Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers (N = 44) were recruited as part of a larger study examining a consultation intervention. Results indicated that self-efficacy for teaching students with ASD was significantly and positively correlated with teacher engagement and student outcomes, and negatively correlated with teacher stress. Furthermore, teachers who received the consultation intervention reported higher levels of self-efficacy for teaching students with ASD. This is the first study to report a direct association between teacher self-efficacy and student IEP outcomes and the potential positive impact of a teacher consultation intervention on the teacher intrapersonal factor of self-efficacy. En ligne : https://doi.org/10.1177/1088357619836767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

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