A Preliminary Study of Parent Activation, Parent-Teacher Alliance, Transition Planning Quality, and IEP and Postsecondary Goal Attainment of Students with ASD / L. RUBLE in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3231-3243 Titre : A Preliminary Study of Parent Activation, Parent-Teacher Alliance, Transition Planning Quality, and IEP and Postsecondary Goal Attainment of Students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : L. RUBLE, Auteur ; J. H. MCGREW, Auteur ; V. WONG, Auteur ; Medina ADAMS, Auteur ; Y. YU, Auteur Article en page(s) : p.3231-3243 Langues : Anglais (eng) Mots-clés : ASD transition  Compass  Parent activation  Parent-teacher alliance  Transition planning quality Index. décimale : PER Périodiques Résumé : The school, student and family factors underlying poor postsecondary outcomes of students with autism spectrum disorder (ASD) are not well understood. The potential impact of school [e.g., transition planning quality (TPQ)], family (e.g., parent activation), and student factors (e.g., adaptive functioning) and their interaction (e.g., parent-teacher alliance) on student outcomes were examined. Student IQ and adaptive behavior, TPQ, and alliance correlated with IEP progress, with postsecondary goal attainment generally and with student participation in training/education, specifically. However, only parent activation and student externalizing behavior correlated with employment. Families and students, rather than school personnel, were the primary persons in charge and in control of the implementation of postsecondary plans and required help across multiple coaching sessions to implement plans fully. En ligne : http://dx.doi.org/10.1007/s10803-019-04047-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] A Preliminary Study of Parent Activation, Parent-Teacher Alliance, Transition Planning Quality, and IEP and Postsecondary Goal Attainment of Students with ASD [Texte imprimé et/ou numérique] / L. RUBLE, Auteur ; J. H. MCGREW, Auteur ; V. WONG, Auteur ; Medina ADAMS, Auteur ; Y. YU, Auteur . - p.3231-3243. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3231-3243 Mots-clés : ASD transition  Compass  Parent activation  Parent-teacher alliance  Transition planning quality Index. décimale : PER Périodiques Résumé : The school, student and family factors underlying poor postsecondary outcomes of students with autism spectrum disorder (ASD) are not well understood. The potential impact of school [e.g., transition planning quality (TPQ)], family (e.g., parent activation), and student factors (e.g., adaptive functioning) and their interaction (e.g., parent-teacher alliance) on student outcomes were examined. Student IQ and adaptive behavior, TPQ, and alliance correlated with IEP progress, with postsecondary goal attainment generally and with student participation in training/education, specifically. However, only parent activation and student externalizing behavior correlated with employment. Families and students, rather than school personnel, were the primary persons in charge and in control of the implementation of postsecondary plans and required help across multiple coaching sessions to implement plans fully. En ligne : http://dx.doi.org/10.1007/s10803-019-04047-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder / L. A. RUBLE in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3586-3595 Titre : Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : L. A. RUBLE, Auteur ; J. H. MCGREW, Auteur ; M. TOLAND, Auteur ; Nancy DALRYMPLE, Auteur ; Medina ADAMS, Auteur ; C. SNELL-ROOD, Auteur Article en page(s) : p.3586-3595 Langues : Anglais (eng) Mots-clés : Autism  Compass  IEP outcomes  Rct  Transition Index. décimale : PER Périodiques Résumé : The postsecondary outcomes of individuals with autism spectrum disorder (ASD) are significantly worse than peers with other disabilities. One problem is the lack of empirically-supported transition planning interventions to guide services and help produce better outcomes. We applied an implementation science approach to adapt and modify an evidence-based consultation intervention originally tested with young children called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble et al., The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) and evaluate it for efficacy in a randomized controlled trial for transition-age youth. Results replicated findings with younger students with ASD that IEP outcomes were higher for COMPASS compared to the placebo control group (d = 2.1). Consultant fidelity was high and teacher adherence improved over time, replicating the importance of ongoing teacher coaching. En ligne : http://dx.doi.org/10.1007/s10803-018-3623-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / L. A. RUBLE, Auteur ; J. H. MCGREW, Auteur ; M. TOLAND, Auteur ; Nancy DALRYMPLE, Auteur ; Medina ADAMS, Auteur ; C. SNELL-ROOD, Auteur . - p.3586-3595. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3586-3595 Mots-clés : Autism  Compass  IEP outcomes  Rct  Transition Index. décimale : PER Périodiques Résumé : The postsecondary outcomes of individuals with autism spectrum disorder (ASD) are significantly worse than peers with other disabilities. One problem is the lack of empirically-supported transition planning interventions to guide services and help produce better outcomes. We applied an implementation science approach to adapt and modify an evidence-based consultation intervention originally tested with young children called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble et al., The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) and evaluate it for efficacy in a randomized controlled trial for transition-age youth. Results replicated findings with younger students with ASD that IEP outcomes were higher for COMPASS compared to the placebo control group (d = 2.1). Consultant fidelity was high and teacher adherence improved over time, replicating the importance of ongoing teacher coaching. En ligne : http://dx.doi.org/10.1007/s10803-018-3623-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder / Claire SNELL-ROOD in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1164-1176 Titre : Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Claire SNELL-ROOD, Auteur ; Lisa RUBLE, Auteur ; Harold KLEINERT, Auteur ; John H. MCGREW, Auteur ; Medina ADAMS, Auteur ; Alexis RODGERS, Auteur ; Jaye ODOM, Auteur ; Wing Hang WONG, Auteur ; Yue YU, Auteur Article en page(s) : p.1164-1176 Langues : Anglais (eng) Mots-clés : Compass  Epis  autism spectrum disorder  implementation science  stakeholders  transition planning Index. décimale : PER Périodiques Résumé : Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by an implementation science framework that takes into account the multiple factors that influence transition outcomes, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth with autism spectrum disorder access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N?=?40). Participants described how core tenets of the individualized education planning process were not reliably implemented: planning was described by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services specified in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse stakeholder perspectives illuminate the need for implementation efforts to target the provider, organizational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319894827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder [Texte imprimé et/ou numérique] / Claire SNELL-ROOD, Auteur ; Lisa RUBLE, Auteur ; Harold KLEINERT, Auteur ; John H. MCGREW, Auteur ; Medina ADAMS, Auteur ; Alexis RODGERS, Auteur ; Jaye ODOM, Auteur ; Wing Hang WONG, Auteur ; Yue YU, Auteur . - p.1164-1176. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1164-1176 Mots-clés : Compass  Epis  autism spectrum disorder  implementation science  stakeholders  transition planning Index. décimale : PER Périodiques Résumé : Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by an implementation science framework that takes into account the multiple factors that influence transition outcomes, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth with autism spectrum disorder access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N?=?40). Participants described how core tenets of the individualized education planning process were not reliably implemented: planning was described by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services specified in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse stakeholder perspectives illuminate the need for implementation efforts to target the provider, organizational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319894827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

---

1 (1 - 3 / 3)