Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM / Ann M. SAM in Journal of Autism and Developmental Disorders, 50-6 (June 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1931-1940 Titre : Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM Type de document : Texte imprimé et/ou numérique Auteurs : Ann M. SAM, Auteur ; Ann W. COX, Auteur ; Melissa N. SAVAGE, Auteur ; Victoria WATERS, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.1931-1940 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Children  Evidence-based practice  Youth Index. décimale : PER Périodiques Résumé : Comprehensive reviews of the research literature have identified that focused intervention practices for children and youth with autism spectrum disorder have evidence of producing positive developmental and learning outcomes. The Autism Focused Intervention Resources and Modules (AFIRM) project has translated evidence-based practices identified by Wong et al. (Journal of Autism and Developmental Disorders 45(7):1951-1966, 2015) into online learning modules. The purpose of this paper is to describe (1) the process for translating the research literature into practical information that practitioners can use, (2) its dissemination through a freely accessible website, (3) the use of the modules by over 64,500 users located in the United States and abroad, (4) knowledge gained as a result of completing the modules, and (5) consumers' evaluations of modules usefulness and relevance. En ligne : http://dx.doi.org/10.1007/s10803-019-03945-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 [article] Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM [Texte imprimé et/ou numérique] / Ann M. SAM, Auteur ; Ann W. COX, Auteur ; Melissa N. SAVAGE, Auteur ; Victoria WATERS, Auteur ; Samuel L ODOM, Auteur . - p.1931-1940. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1931-1940 Mots-clés : Autism Spectrum Disorder  Children  Evidence-based practice  Youth Index. décimale : PER Périodiques Résumé : Comprehensive reviews of the research literature have identified that focused intervention practices for children and youth with autism spectrum disorder have evidence of producing positive developmental and learning outcomes. The Autism Focused Intervention Resources and Modules (AFIRM) project has translated evidence-based practices identified by Wong et al. (Journal of Autism and Developmental Disorders 45(7):1951-1966, 2015) into online learning modules. The purpose of this paper is to describe (1) the process for translating the research literature into practical information that practitioners can use, (2) its dissemination through a freely accessible website, (3) the use of the modules by over 64,500 users located in the United States and abroad, (4) knowledge gained as a result of completing the modules, and (5) consumers' evaluations of modules usefulness and relevance. En ligne : http://dx.doi.org/10.1007/s10803-019-03945-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425

A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism / Kristi L. MORIN in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.96-107 Titre : A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Jessica STEINBRENNER, Auteur ; Ann M. SAM, Auteur ; Victoria WATERS, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.96-107 Langues : Anglais (eng) Mots-clés : paraprofessional  special education  autism spectrum disorder  professional development  survey Index. décimale : PER Périodiques Résumé : Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals? (a) roles and responsibilities, (b) applied knowledge from different types of professional development, (c) perceived barriers to professional development, and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism. En ligne : https://doi.org/10.1177/10883576211066897 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism [Texte imprimé et/ou numérique] / Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Jessica STEINBRENNER, Auteur ; Ann M. SAM, Auteur ; Victoria WATERS, Auteur ; Samuel L ODOM, Auteur . - p.96-107. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.96-107 Mots-clés : paraprofessional  special education  autism spectrum disorder  professional development  survey Index. décimale : PER Périodiques Résumé : Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals? (a) roles and responsibilities, (b) applied knowledge from different types of professional development, (c) perceived barriers to professional development, and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism. En ligne : https://doi.org/10.1177/10883576211066897 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

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