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 et/ou numérique Auteurs : Victor LUSHIN, Auteur ; David MANDELL, Auteur ; Rinad S. BEIDAS, Auteur ; Steven MARCUS, Auteur ; Heather 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 et/ou numérique] / Victor LUSHIN, Auteur ; David MANDELL, Auteur ; Rinad S. BEIDAS, Auteur ; Steven MARCUS, Auteur ; Heather 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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