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 et/ou numérique Auteurs : Victor LUSHIN, Auteur ; Steven 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 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 et/ou numérique] / Victor LUSHIN, Auteur ; Steven 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 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

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