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

Does implementing a new intervention disrupt use of existing evidence-based autism interventions? / Melanie PELLECCHIA in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1713-1725 Titre : Does implementing a new intervention disrupt use of existing evidence-based autism interventions? Type de document : texte imprimé Auteurs : Melanie PELLECCHIA, Auteur ; Rinad S. BEIDAS, Auteur ; Gwendolyn LAWSON, Auteur ; Nathaniel J. WILLIAMS, Auteur ; Max SEIDMAN, Auteur ; John R. KIMBERLY, Auteur ; Carolyn C. CANNUSCIO, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.1713-1725 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder  *computer-assisted intervention  *school-based implementation Index. décimale : PER Périodiques Résumé : Interventions for children with autism spectrum disorder are complex and often are not implemented successfully within schools. When new practices are introduced in schools, they often are layered on top of existing practices, with little attention paid to how introducing new practices affects the use of existing practices. This study evaluated how introducing a computer-assisted intervention, called TeachTown:Basics, affected the use of other evidence-based practices in autism support classrooms. We compared how often teachers reported using a set of evidence-based practices in classrooms that either had access to TeachTown:Basics or did not have the program. We found that teachers who had access to the computer-assisted intervention reported using the other evidence-based practices less often as the school year progressed. Teachers also reported that they liked the computer-assisted intervention, found it easy to use, and that it helped overcome challenges to implementing other evidence-based practices. This is important because the computer-assisted intervention did not improve child outcomes in a previous study and indicates that teachers may use interventions that are appealing and easier to implement, even when they do not have evidence to support their effectiveness. These findings support the idea of interventions' complexity and how well the intervention fits within the classroom affect how teachers use it and highlight the need to develop school-based interventions that both appeal to the practitioner and improve child outcomes. En ligne : http://dx.doi.org/10.1177/1362361320919248 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Does implementing a new intervention disrupt use of existing evidence-based autism interventions? [texte imprimé] / Melanie PELLECCHIA, Auteur ; Rinad S. BEIDAS, Auteur ; Gwendolyn LAWSON, Auteur ; Nathaniel J. WILLIAMS, Auteur ; Max SEIDMAN, Auteur ; John R. KIMBERLY, Auteur ; Carolyn C. CANNUSCIO, Auteur ; David S. MANDELL, Auteur . - p.1713-1725. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1713-1725 Mots-clés : *autism spectrum disorder  *computer-assisted intervention  *school-based implementation Index. décimale : PER Périodiques Résumé : Interventions for children with autism spectrum disorder are complex and often are not implemented successfully within schools. When new practices are introduced in schools, they often are layered on top of existing practices, with little attention paid to how introducing new practices affects the use of existing practices. This study evaluated how introducing a computer-assisted intervention, called TeachTown:Basics, affected the use of other evidence-based practices in autism support classrooms. We compared how often teachers reported using a set of evidence-based practices in classrooms that either had access to TeachTown:Basics or did not have the program. We found that teachers who had access to the computer-assisted intervention reported using the other evidence-based practices less often as the school year progressed. Teachers also reported that they liked the computer-assisted intervention, found it easy to use, and that it helped overcome challenges to implementing other evidence-based practices. This is important because the computer-assisted intervention did not improve child outcomes in a previous study and indicates that teachers may use interventions that are appealing and easier to implement, even when they do not have evidence to support their effectiveness. These findings support the idea of interventions' complexity and how well the intervention fits within the classroom affect how teachers use it and highlight the need to develop school-based interventions that both appeal to the practitioner and improve child outcomes. En ligne : http://dx.doi.org/10.1177/1362361320919248 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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