Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction? / Heather J. NUSKE in Journal of Autism and Developmental Disorders, 49-7 (July 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2864-2872 Titre : Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction? Type de document : texte imprimé Auteurs : Heather J. NUSKE, Auteur ; Melanie PELLECCHIA, Auteur ; Victor LUSHIN, Auteur ; Keiran M. RUMP, Auteur ; Max SEIDMAN, Auteur ; Rachel R. OUELLETTE, Auteur ; Diana COONEY, Auteur ; Brenna B. MADDOX, Auteur ; Gwendolyn M. LAWSON, Auteur ; Amber SONG, Auteur ; Erica M. REISINGER, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.2864-2872 Langues : Anglais (eng) Mots-clés : 1:1 Instruction  Child characteristics  Personalized medicine  Teacher decisions Index. décimale : PER Périodiques Résumé : One-to-one instruction is a critical component of evidence-based instruction for students with autism spectrum disorder, but is not used as often as recommended. Student characteristics may affect teachers' decisions to select a treatment and/or implement it. This study examined the associations between students' clinical and demographic characteristics and teachers' reported use of discrete trial training (DTT) and pivotal response training (PRT). Children's higher sensory symptoms, lower social approach, lower verbal skills and higher self-regulation difficulties were associated with more frequent 1:1 DTT and PRT. Results suggest that teachers give more frequent 1:1 instruction to children with more observable impairments, do not match children to type of 1:1 intervention, and may inadvertently neglect other students for whom individualized intervention may still be beneficial. En ligne : http://dx.doi.org/10.1007/s10803-019-04004-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 [article] Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction? [texte imprimé] / Heather J. NUSKE, Auteur ; Melanie PELLECCHIA, Auteur ; Victor LUSHIN, Auteur ; Keiran M. RUMP, Auteur ; Max SEIDMAN, Auteur ; Rachel R. OUELLETTE, Auteur ; Diana COONEY, Auteur ; Brenna B. MADDOX, Auteur ; Gwendolyn M. LAWSON, Auteur ; Amber SONG, Auteur ; Erica M. REISINGER, Auteur ; David S. MANDELL, Auteur . - p.2864-2872. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2864-2872 Mots-clés : 1:1 Instruction  Child characteristics  Personalized medicine  Teacher decisions Index. décimale : PER Périodiques Résumé : One-to-one instruction is a critical component of evidence-based instruction for students with autism spectrum disorder, but is not used as often as recommended. Student characteristics may affect teachers' decisions to select a treatment and/or implement it. This study examined the associations between students' clinical and demographic characteristics and teachers' reported use of discrete trial training (DTT) and pivotal response training (PRT). Children's higher sensory symptoms, lower social approach, lower verbal skills and higher self-regulation difficulties were associated with more frequent 1:1 DTT and PRT. Results suggest that teachers give more frequent 1:1 instruction to children with more observable impairments, do not match children to type of 1:1 intervention, and may inadvertently neglect other students for whom individualized intervention may still be beneficial. En ligne : http://dx.doi.org/10.1007/s10803-019-04004-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402

The role of staffing and classroom characteristics on preschool teachers' use of one-to-one intervention with children with autism / Victor LUSHIN in Autism, 24-8 (November 2020)  

Public ISBD [article]  inAutism > 24-8 (November 2020) . - p.2035-2045 Titre : The role of staffing and classroom characteristics on preschool teachers' use of one-to-one intervention with children with autism Type de document : texte imprimé Auteurs : Victor LUSHIN, Auteur ; Steven C. MARCUS, Auteur ; Daphney GASTON, Auteur ; Rinad S. BEIDAS, Auteur ; Ashlee LAMSON, Auteur ; Ilene GOY, Auteur ; Irina GODINA, Auteur ; Joanne REES, Auteur ; Rebecca RIVERA, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.2035-2045 Langues : Anglais (eng) Mots-clés : *autism  *evidence-based practices  *preschool special education Index. décimale : PER Périodiques Résumé : For preschool children with autism, individual (one-to-one) behavioral interventions are among the best-tested treatments. However, they are rarely used in special education preschools. We observed formally and informally delivered one-to-one behavioral interventions use by classroom staff (n = 51) in 12 classrooms across three special education preschools for children with autism, aged 3-6 years, in a major US city. We estimated the associations between one-to-one intervention use and classroom characteristics including staff-student ratio, professional role composition, and frequency of challenging child behaviors. As a whole, the factors we examined were considerably important for both formally and informally delivered one-to-one interventions. The number of individually assigned personal care aides in the classroom was negatively associated with the use of formally delivered one-to-one intervention. Classroom challenging behavior was positively associated with use of formally delivered one-to-one interventions. Interventionist's professional roles and the number of children in the class were most important for the use of informally delivered interventions. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff. En ligne : http://dx.doi.org/10.1177/1362361320932726 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] The role of staffing and classroom characteristics on preschool teachers' use of one-to-one intervention with children with autism [texte imprimé] / Victor LUSHIN, Auteur ; Steven C. MARCUS, Auteur ; Daphney GASTON, Auteur ; Rinad S. BEIDAS, Auteur ; Ashlee LAMSON, Auteur ; Ilene GOY, Auteur ; Irina GODINA, Auteur ; Joanne REES, Auteur ; Rebecca RIVERA, Auteur ; David S. MANDELL, Auteur . - p.2035-2045. Langues : Anglais (eng) in Autism > 24-8 (November 2020) . - p.2035-2045 Mots-clés : *autism  *evidence-based practices  *preschool special education Index. décimale : PER Périodiques Résumé : For preschool children with autism, individual (one-to-one) behavioral interventions are among the best-tested treatments. However, they are rarely used in special education preschools. We observed formally and informally delivered one-to-one behavioral interventions use by classroom staff (n = 51) in 12 classrooms across three special education preschools for children with autism, aged 3-6 years, in a major US city. We estimated the associations between one-to-one intervention use and classroom characteristics including staff-student ratio, professional role composition, and frequency of challenging child behaviors. As a whole, the factors we examined were considerably important for both formally and informally delivered one-to-one interventions. The number of individually assigned personal care aides in the classroom was negatively associated with the use of formally delivered one-to-one intervention. Classroom challenging behavior was positively associated with use of formally delivered one-to-one interventions. Interventionist's professional roles and the number of children in the class were most important for the use of informally delivered interventions. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff. En ligne : http://dx.doi.org/10.1177/1362361320932726 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Trajectories of Evidence Based Treatment for School Children with Autism: What's the Right Level for the Implementation? / Victor LUSHIN in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.881-892 Titre : Trajectories of Evidence Based Treatment for School Children with Autism: What's the Right Level for the Implementation? Type de document : texte imprimé Auteurs : Victor LUSHIN, Auteur ; David S. MANDELL, Auteur ; Rinad S. BEIDAS, Auteur ; Steven C. MARCUS, Auteur ; Heather J. NUSKE, Auteur ; Victor KAPLOUN, Auteur ; Max SEIDMAN, Auteur ; Daphney GASTON, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.881-892 Langues : Anglais (eng) Mots-clés : Autism  Evidence based practices  Special education Index. décimale : PER Périodiques Résumé : Evidence-based practices (EBP) for children with autism are under-used in special-education schools. No research compared child-level versus teacher-level influences on EBP use, which could guide implementation strategies. We derived longitudinal profiles of EBP receipt by children (N = 234) in 69 autism-support classrooms, over an academic year. We compared overall impacts of child-level and teacher-level factors on profile membership. Most children received little EBP throughout the year; however substantial subgroups received increasing, and decreasing, doses of EBP. Child-level and teacher-level factors contributed about equally to profile membership. Children's autism symptoms and verbal ability, teachers' EBP skills, training/experience, classroom support, class size, and implementation leadership climate predicted profile membership. Early identification of treatment profiles could facilitate targeted implementation strategies increasing EBP use. En ligne : http://dx.doi.org/10.1007/s10803-019-04304-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419 [article] Trajectories of Evidence Based Treatment for School Children with Autism: What's the Right Level for the Implementation? [texte imprimé] / Victor LUSHIN, Auteur ; David S. MANDELL, Auteur ; Rinad S. BEIDAS, Auteur ; Steven C. MARCUS, Auteur ; Heather J. NUSKE, Auteur ; Victor KAPLOUN, Auteur ; Max SEIDMAN, Auteur ; Daphney GASTON, Auteur ; Jill LOCKE, Auteur . - p.881-892. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.881-892 Mots-clés : Autism  Evidence based practices  Special education Index. décimale : PER Périodiques Résumé : Evidence-based practices (EBP) for children with autism are under-used in special-education schools. No research compared child-level versus teacher-level influences on EBP use, which could guide implementation strategies. We derived longitudinal profiles of EBP receipt by children (N = 234) in 69 autism-support classrooms, over an academic year. We compared overall impacts of child-level and teacher-level factors on profile membership. Most children received little EBP throughout the year; however substantial subgroups received increasing, and decreasing, doses of EBP. Child-level and teacher-level factors contributed about equally to profile membership. Children's autism symptoms and verbal ability, teachers' EBP skills, training/experience, classroom support, class size, and implementation leadership climate predicted profile membership. Early identification of treatment profiles could facilitate targeted implementation strategies increasing EBP use. En ligne : http://dx.doi.org/10.1007/s10803-019-04304-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419

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