Correction: The Role of Implementation Climate in Moderating Educator Use of Evidence-Based Practices and Outcomes for Autistic Students / Aubyn C. STAHMER in Journal of Autism and Developmental Disorders, 54-10 (October 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3974-3974 Titre : Correction: The Role of Implementation Climate in Moderating Educator Use of Evidence-Based Practices and Outcomes for Autistic Students Type de document : texte imprimé Auteurs : Aubyn C. STAHMER, Auteur ; Yue YU, Auteur ; Jessica SUHRHEINRICH, Auteur ; Melina MELGAREJO, Auteur ; Patricia SCHETTER, Auteur Article en page(s) : p.3974-3974 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-024-06490-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Correction: The Role of Implementation Climate in Moderating Educator Use of Evidence-Based Practices and Outcomes for Autistic Students [texte imprimé] / Aubyn C. STAHMER, Auteur ; Yue YU, Auteur ; Jessica SUHRHEINRICH, Auteur ; Melina MELGAREJO, Auteur ; Patricia SCHETTER, Auteur . - p.3974-3974. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3974-3974 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-024-06490-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Exploring differences and disparities in school-based services received by students with autism: A systematic review / Jessica SUHRHEINRICH in Research in Autism Spectrum Disorders, 85 (July 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 85 (July 2021) . - 101791 Titre : Exploring differences and disparities in school-based services received by students with autism: A systematic review Type de document : texte imprimé Auteurs : Jessica SUHRHEINRICH, Auteur ; Brittney V. ROOT, Auteur ; Melina MELGAREJO, Auteur ; Kelsey S. DICKSON, Auteur ; Sarah VEJNOSKA, Auteur ; Sarah R. REITH, Auteur Article en page(s) : 101791 Langues : Anglais (eng) Mots-clés : Educational services  Service disparities Index. décimale : PER Périodiques Résumé : Background While disparities in general Autism Spectrum Disorder (ASD) diagnoses and services for the population broadly are often documented, the presence and determinants of differences in the services that students with ASD receive specifically in (or funded by) schools are less studied and understood. Method This systematic review sought to characterize the range of services received by students with ASD in school settings; identify individual, family, and program factors associated with receipt of specific services; and identify relationships between services and individual, family or program factors to reveal potential systematic differences and disparities. Article identification involved Keyword searches in ERIC and PsycINFO, abstract. and full text review. Data extraction included basic publication details, school-based services, factors measured across the services examined, type of analysis, service-related results, and study demographics. Results In total, 487 articles were screened and reviewed, resulting in 36 eligible articles. Only one study (3 %) used mixed methodology, while all others used quantitative methodology (97 %, n = 35). Youth clinical characteristics by service type was the most frequently examined factor by service characteristic (58 %, n = 21), followed by youth demographics with service type (36 %, n = 13), family demographics by service type (33 %, n = 12), and youth clinical characteristics by service attributes (33 %, n = 12). The majority of reviewed studies explored differences by student race/ethnicity. Conclusions This systematic review identifies determinants of disparities for school-based services for ASD. Findings from this review serve as a first step in developing targeted implementation efforts to reduce disparities in school-based ASD services. En ligne : https://doi.org/10.1016/j.rasd.2021.101791 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Exploring differences and disparities in school-based services received by students with autism: A systematic review [texte imprimé] / Jessica SUHRHEINRICH, Auteur ; Brittney V. ROOT, Auteur ; Melina MELGAREJO, Auteur ; Kelsey S. DICKSON, Auteur ; Sarah VEJNOSKA, Auteur ; Sarah R. REITH, Auteur . - 101791. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 85 (July 2021) . - 101791 Mots-clés : Educational services  Service disparities Index. décimale : PER Périodiques Résumé : Background While disparities in general Autism Spectrum Disorder (ASD) diagnoses and services for the population broadly are often documented, the presence and determinants of differences in the services that students with ASD receive specifically in (or funded by) schools are less studied and understood. Method This systematic review sought to characterize the range of services received by students with ASD in school settings; identify individual, family, and program factors associated with receipt of specific services; and identify relationships between services and individual, family or program factors to reveal potential systematic differences and disparities. Article identification involved Keyword searches in ERIC and PsycINFO, abstract. and full text review. Data extraction included basic publication details, school-based services, factors measured across the services examined, type of analysis, service-related results, and study demographics. Results In total, 487 articles were screened and reviewed, resulting in 36 eligible articles. Only one study (3 %) used mixed methodology, while all others used quantitative methodology (97 %, n = 35). Youth clinical characteristics by service type was the most frequently examined factor by service characteristic (58 %, n = 21), followed by youth demographics with service type (36 %, n = 13), family demographics by service type (33 %, n = 12), and youth clinical characteristics by service attributes (33 %, n = 12). The majority of reviewed studies explored differences by student race/ethnicity. Conclusions This systematic review identifies determinants of disparities for school-based services for ASD. Findings from this review serve as a first step in developing targeted implementation efforts to reduce disparities in school-based ASD services. En ligne : https://doi.org/10.1016/j.rasd.2021.101791 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Exploring Organizational Differences in Perceptions of Implementation Climate and Leadership in Schools: A Mixed Methods Study of Autism EBP Implementation / Melina MELGAREJO in Focus on Autism and Other Developmental Disabilities, 38-1 (March 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.17-31 Titre : Exploring Organizational Differences in Perceptions of Implementation Climate and Leadership in Schools: A Mixed Methods Study of Autism EBP Implementation Type de document : texte imprimé Auteurs : Melina MELGAREJO, Auteur ; Allison S. NAHMIAS, Auteur ; Jessica SUHRHEINRICH, Auteur ; Patricia SCHETTER, Auteur ; Michelle DEAN, Auteur ; Tana HOLT, Auteur ; Jennica LI, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : p.17-31 Langues : Anglais (eng) Mots-clés : autism,implementation climate,implementation leadership,evidence-based practices Index. décimale : PER Périodiques Résumé : Public programs have been charged with implementation of evidence-based practices (EBPs) to improve outcomes for children with autism. However, research indicates that scale-up of EBPs poses challenges. This study identifies perceived variables linked to effective statewide scale-up of EBPs in special education by exploring implementation climate and leadership across special education organization types (e.g., schools, districts, and regional consortiums). A simultaneous QUAL + QUAN mixed methods design was employed with the primary function of convergence and triangulation. Data were drawn from focus groups with 30 special educators and a statewide survey completed by 656 school personnel in one U.S. state. In general, perceptions of implementation climate and leadership are weak in special education organizations, with strengths at regional levels focused on special education and increased challenges at the school and district levels. Implications for practice and future research are identified. En ligne : https://doi.org/10.1177/10883576221140149 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Exploring Organizational Differences in Perceptions of Implementation Climate and Leadership in Schools: A Mixed Methods Study of Autism EBP Implementation [texte imprimé] / Melina MELGAREJO, Auteur ; Allison S. NAHMIAS, Auteur ; Jessica SUHRHEINRICH, Auteur ; Patricia SCHETTER, Auteur ; Michelle DEAN, Auteur ; Tana HOLT, Auteur ; Jennica LI, Auteur ; Aubyn C. STAHMER, Auteur . - p.17-31. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.17-31 Mots-clés : autism,implementation climate,implementation leadership,evidence-based practices Index. décimale : PER Périodiques Résumé : Public programs have been charged with implementation of evidence-based practices (EBPs) to improve outcomes for children with autism. However, research indicates that scale-up of EBPs poses challenges. This study identifies perceived variables linked to effective statewide scale-up of EBPs in special education by exploring implementation climate and leadership across special education organization types (e.g., schools, districts, and regional consortiums). A simultaneous QUAL + QUAN mixed methods design was employed with the primary function of convergence and triangulation. Data were drawn from focus groups with 30 special educators and a statewide survey completed by 656 school personnel in one U.S. state. In general, perceptions of implementation climate and leadership are weak in special education organizations, with strengths at regional levels focused on special education and increased challenges at the school and district levels. Implications for practice and future research are identified. En ligne : https://doi.org/10.1177/10883576221140149 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation / Jessica SUHRHEINRICH in Autism, 25-8 (November 2021)  

Public ISBD [article]  inAutism > 25-8 (November 2021) . - p.2291-2304 Titre : Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation Type de document : texte imprimé Auteurs : Jessica SUHRHEINRICH, Auteur ; Melina MELGAREJO, Auteur ; Brittney ROOT, Auteur ; Gregory A. AARONS, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Article en page(s) : p.2291-2304 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Child  Humans  School Health Services  Schools  Students  education services  implementation  qualitative research Index. décimale : PER Périodiques Résumé : The law requires that schools use evidence-based practices to educate students with autism spectrum disorder. However, these practices are often not used, or are not used correctly in school programs. Understanding barriers and facilitators of use of evidence-based practices in schools will help improve the implementation process. This study uses focus groups to characterize how school-based providers representing urban or rural school districts perceive barriers and facilitators for implementing new practices for students with autism spectrum disorder. Guiding questions include the following: (1) Are contextual factors perceived as barriers or facilitators and how do these vary by district location and (2) What are the key factors impacting implementation across the Exploration, Preparation, Implementation, and Sustainment phases? Focus group participants (n = 33) were service providers to children with autism spectrum disorder from urban- and rural-located school districts. Several personnel-related themes (attitudes and buy-in, knowledge and skills, staffing, and burnout) were shared by participants representing both urban and rural districts. However, some personnel-related themes and organizational factors were unique to rural or urban districts. For example, themes related to system and organizational factors (leadership approval, support and expectations, district structure, competing priorities, time for effective professional development, litigation and due process, and materials and resources) differed between the district locations. This project serves as an initial step in identifying implementation strategies that may improve the use of evidence-based practices in schools. En ligne : http://dx.doi.org/10.1177/13623613211016729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation [texte imprimé] / Jessica SUHRHEINRICH, Auteur ; Melina MELGAREJO, Auteur ; Brittney ROOT, Auteur ; Gregory A. AARONS, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - p.2291-2304. Langues : Anglais (eng) in Autism > 25-8 (November 2021) . - p.2291-2304 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Child  Humans  School Health Services  Schools  Students  education services  implementation  qualitative research Index. décimale : PER Périodiques Résumé : The law requires that schools use evidence-based practices to educate students with autism spectrum disorder. However, these practices are often not used, or are not used correctly in school programs. Understanding barriers and facilitators of use of evidence-based practices in schools will help improve the implementation process. This study uses focus groups to characterize how school-based providers representing urban or rural school districts perceive barriers and facilitators for implementing new practices for students with autism spectrum disorder. Guiding questions include the following: (1) Are contextual factors perceived as barriers or facilitators and how do these vary by district location and (2) What are the key factors impacting implementation across the Exploration, Preparation, Implementation, and Sustainment phases? Focus group participants (n = 33) were service providers to children with autism spectrum disorder from urban- and rural-located school districts. Several personnel-related themes (attitudes and buy-in, knowledge and skills, staffing, and burnout) were shared by participants representing both urban and rural districts. However, some personnel-related themes and organizational factors were unique to rural or urban districts. For example, themes related to system and organizational factors (leadership approval, support and expectations, district structure, competing priorities, time for effective professional development, litigation and due process, and materials and resources) differed between the district locations. This project serves as an initial step in identifying implementation strategies that may improve the use of evidence-based practices in schools. En ligne : http://dx.doi.org/10.1177/13623613211016729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Practice-driven research for statewide scale up: Implementation outcomes of the California Autism Professional Training and Information Network / Jessica SUHRHEINRICH in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.727-736 Titre : Practice-driven research for statewide scale up: Implementation outcomes of the California Autism Professional Training and Information Network Type de document : texte imprimé Auteurs : Jessica SUHRHEINRICH, Auteur ; Allison S. NAHMIAS, Auteur ; Yue YU, Auteur ; Melina MELGAREJO, Auteur ; Patricia SCHETTER, Auteur ; Tana HOLT, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : p.727-736 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/therapy  California  Evidence-Based Practice  Humans  Information Services  education services  implementation science  professional development  scale up Index. décimale : PER Périodiques Résumé : Supporting use of evidence-based practice in public service programs for autistic individuals is critical. The California Autism Professional Training and Information Network (CAPTAIN) brings together best practices from intervention and implementation research to support scale up of autism services. The current study was designed to evaluate the impact of CAPTAIN on provider-level outcomes including attitude toward, knowledge, fidelity, and use of autism EBPs and overall classroom quality. Overall, results indicated variability across measures, with some significant differences between CAPTAIN-trained and non-CAPTAIN-trained providers. These preliminary findings show promise for the efficacy of the CAPTAIN model to increase dissemination and implementation of EBP at the classroom level. En ligne : https://dx.doi.org/10.1177/13623613211068224 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Practice-driven research for statewide scale up: Implementation outcomes of the California Autism Professional Training and Information Network [texte imprimé] / Jessica SUHRHEINRICH, Auteur ; Allison S. NAHMIAS, Auteur ; Yue YU, Auteur ; Melina MELGAREJO, Auteur ; Patricia SCHETTER, Auteur ; Tana HOLT, Auteur ; Aubyn C. STAHMER, Auteur . - p.727-736. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.727-736 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/therapy  California  Evidence-Based Practice  Humans  Information Services  education services  implementation science  professional development  scale up Index. décimale : PER Périodiques Résumé : Supporting use of evidence-based practice in public service programs for autistic individuals is critical. The California Autism Professional Training and Information Network (CAPTAIN) brings together best practices from intervention and implementation research to support scale up of autism services. The current study was designed to evaluate the impact of CAPTAIN on provider-level outcomes including attitude toward, knowledge, fidelity, and use of autism EBPs and overall classroom quality. Overall, results indicated variability across measures, with some significant differences between CAPTAIN-trained and non-CAPTAIN-trained providers. These preliminary findings show promise for the efficacy of the CAPTAIN model to increase dissemination and implementation of EBP at the classroom level. En ligne : https://dx.doi.org/10.1177/13623613211068224 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

The Role of Implementation Climate in Moderating Educator Use of Evidence-Based Practices and Outcomes for Autistic Students / Aubyn C. STAHMER in Journal of Autism and Developmental Disorders, 55-9 (September 2025)  

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