Iterative redesign of a caregiver-mediated intervention for use in educational settings / Karen BEARSS in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.666-677 Titre : Iterative redesign of a caregiver-mediated intervention for use in educational settings Type de document : Texte imprimé et/ou numérique Auteurs : Karen BEARSS, Auteur ; Daina M. TAGAVI, Auteur ; Aaron R. LYON, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.666-677 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Caregivers  Child  Humans  Parents  Schools  Students  autism spectrum disorders  community involvement  disruptive behavior  implementation  interventions  iterative redesign  usability  Inc., Genial Care, Inc., and Behavioural Solutions, Inc. She also receives  royalties from Oxford University Press and speaker fees from ABAC, Inc. Daina  Tagavi, Aaron Lyon, and Jill Locke declare that they have no conflict of  interest. Index. décimale : PER Périodiques Résumé : Teachers often report concerns about behavior challenges in their students with autism spectrum disorder (ASD) in the school setting. Furthermore, teachers often report that they do not have adequate training in how to manage these challenging behaviors effectively. The RUBI program is an intervention initially developed for parents of children with ASD and co-occurring challenging behavior in clinic settings. The present project used school staff input to systematically redesign RUBI to be used with educators in schools. School staff gave input at multiple stages of development to ensure the adapted intervention was appropriate to use in a school setting. Responses were coded and analyzed to identify strengths and weaknesses of the RUBI manual in schools and adaptations were made accordingly. Scores of how appropriate, possible, likable, and usable RUBI would be in schools rose after the intervention was redesigned. The redesigned RUBIES manual may give school staff the tools they need to manage disruptive behaviors. In addition, collaborating with providers over multiple stages to redesign established interventions for new contexts may be a promising way to help bring research tools to practice in the future. En ligne : https://dx.doi.org/10.1177/13623613211066644 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Iterative redesign of a caregiver-mediated intervention for use in educational settings [Texte imprimé et/ou numérique] / Karen BEARSS, Auteur ; Daina M. TAGAVI, Auteur ; Aaron R. LYON, Auteur ; Jill LOCKE, Auteur . - p.666-677. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.666-677 Mots-clés : Autism Spectrum Disorder/therapy  Caregivers  Child  Humans  Parents  Schools  Students  autism spectrum disorders  community involvement  disruptive behavior  implementation  interventions  iterative redesign  usability  Inc., Genial Care, Inc., and Behavioural Solutions, Inc. She also receives  royalties from Oxford University Press and speaker fees from ABAC, Inc. Daina  Tagavi, Aaron Lyon, and Jill Locke declare that they have no conflict of  interest. Index. décimale : PER Périodiques Résumé : Teachers often report concerns about behavior challenges in their students with autism spectrum disorder (ASD) in the school setting. Furthermore, teachers often report that they do not have adequate training in how to manage these challenging behaviors effectively. The RUBI program is an intervention initially developed for parents of children with ASD and co-occurring challenging behavior in clinic settings. The present project used school staff input to systematically redesign RUBI to be used with educators in schools. School staff gave input at multiple stages of development to ensure the adapted intervention was appropriate to use in a school setting. Responses were coded and analyzed to identify strengths and weaknesses of the RUBI manual in schools and adaptations were made accordingly. Scores of how appropriate, possible, likable, and usable RUBI would be in schools rose after the intervention was redesigned. The redesigned RUBIES manual may give school staff the tools they need to manage disruptive behaviors. In addition, collaborating with providers over multiple stages to redesign established interventions for new contexts may be a promising way to help bring research tools to practice in the future. En ligne : https://dx.doi.org/10.1177/13623613211066644 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Le programme RUBI pour gérer les comportements perturbateurs / Karen BEARSS

Public ISBD Titre : Le programme RUBI pour gérer les comportements perturbateurs : Enfants TSA et troubles du comportement : manuel du clinicien Type de document : Texte imprimé et/ou numérique Auteurs : Karen BEARSS, Auteur ; Cynthia JOHNSON, Auteur ; Benjamin L. HANDEN, Auteur ; Eric BUTTER, Auteur ; Luc LECAVALIER, Auteur ; Tristram SMITH, Auteur ; Lawrence SCAHILL, Auteur ; Jérôme Alain LAPASSET, Adaptateur ; Marie-Maude GEOFFRAY, Adaptateur Mention d'édition : 2023 Editeur : Bruxelles [Belgique] : De Boeck Année de publication : 2023 Collection : Apprendre & réapprendre Importance : 239 p. Format : 17,0 cm × 24,0 cm × 1,4 cm ISBN/ISSN/EAN : 978-2-8073-5119-6 Note générale : Bibliogr. Langues : Français (fre) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : Un programme complet d'accompagnement des parents pour répondre aux comportements perturbateurs des enfants TSA ou présentant des troubles du comportement. Structuré autour d'objectifs, d'une méthode d'analyse appliquée du comportement et de scripts détaillés, le programme RUBI aide les parents à donner une réponse adaptée aux comportements perturbateurs des enfants TSA ou des enfants présentant des troubles du comportement. Ce livre contient : le manuel du clinicien, avec 11 sessions de base ; de nombreux outils pratiques (fiches de contrôle, formulaires d'observation et d'évolution, plus de soutien comportemental) ; un manuel d'exercice pour les parents (en complément numérique) ; des sessions supplémentaires portant sur des aspects comportementaux spécifiques (en complément numérique) ; des vidéos à partir desquelles travailler les habiletés enseignées. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=502 Le programme RUBI pour gérer les comportements perturbateurs : Enfants TSA et troubles du comportement : manuel du clinicien [Texte imprimé et/ou numérique] / Karen BEARSS, Auteur ; Cynthia JOHNSON, Auteur ; Benjamin L. HANDEN, Auteur ; Eric BUTTER, Auteur ; Luc LECAVALIER, Auteur ; Tristram SMITH, Auteur ; Lawrence SCAHILL, Auteur ; Jérôme Alain LAPASSET, Adaptateur ; Marie-Maude GEOFFRAY, Adaptateur  . -  2023 . - Bruxelles [Belgique] : De Boeck, 2023 . - 239 p. ; 17,0 cm × 24,0 cm × 1,4 cm. - (Apprendre & réapprendre) . ISBN : 978-2-8073-5119-6 Bibliogr. Langues : Français (fre) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : Un programme complet d'accompagnement des parents pour répondre aux comportements perturbateurs des enfants TSA ou présentant des troubles du comportement. Structuré autour d'objectifs, d'une méthode d'analyse appliquée du comportement et de scripts détaillés, le programme RUBI aide les parents à donner une réponse adaptée aux comportements perturbateurs des enfants TSA ou des enfants présentant des troubles du comportement. Ce livre contient : le manuel du clinicien, avec 11 sessions de base ; de nombreux outils pratiques (fiches de contrôle, formulaires d'observation et d'évolution, plus de soutien comportemental) ; un manuel d'exercice pour les parents (en complément numérique) ; des sessions supplémentaires portant sur des aspects comportementaux spécifiques (en complément numérique) ; des vidéos à partir desquelles travailler les habiletés enseignées. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=502

Exemplaires (2)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0006685	APP-A BEA	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Disponible
DOC0006683	APP-A BEA	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Disponible

Les abonnés qui ont emprunté ce document ont également emprunté :

Les enfants et leurs compétences sociales	KOOJIMAN, Anne
Droit des personnes handicapées. 2021	FRICOTTE, Lisiane
L'autisme, comprendre et agir dans une perspective psychoéducative	POULIN, Marie-Hélène
Aider son enfant autiste : 50 fiches pour le soutenir et l'accompagner	DE HEMPTINNE, Delphine
Enseigner les habiletés sociales aux enfants avec autisme avec la méthode GACS	LIRATNI, Mehdi
L'aspinaute	BRESSON, Laura

Short report: Examining race, ethnicity, sex, and gender among autistic youth and their educators who participated in school-based research / Olivia LINKOUS in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2675-2681 Titre : Short report: Examining race, ethnicity, sex, and gender among autistic youth and their educators who participated in school-based research Type de document : Texte imprimé et/ou numérique Auteurs : Olivia LINKOUS, Auteur ; Katherine SOON, Auteur ; James D. LEE, Auteur ; Adora DU, Auteur ; Wendy SHIH, Auteur ; Karen BEARSS, Auteur ; Connie KASARI, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.2675-2681 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  educators  racial/ethnic minoritized youth  school-based research Index. décimale : PER Périodiques Résumé : Racial/ethnic minoritized youth are underrepresented in autism research. Documented inequities in accessibility to and utilization of autism-specific services highlight the importance of better understanding for whom and under what conditions autism evidence-based practices (EBPs) work. This report examines the race, ethnicity, sex, and gender of school-based autism research participants (e.g. educators, students), given schools are the most common setting in which autistic youth receive services in the United States (US). Data across 14?years of research, for eight school-based studies in the US, showed that while most teachers identified as non-Hispanic White, over half of the youth sampled identified as being of a racial/ethnic minoritized background. Findings provide insights into who is being served in school-based autism research and how school partnerships may increase diversity among autism research participants and offer a means of reducing existing barriers. Researchers should continue to utilize schools to reach diverse populations and consider how demographic characteristics of school staff affect EBP effectiveness. Researchers should continue to better understand the impact of the EBP, provider, and setting on outcomes. Lay abstract Schools are the main provider of behavioral health services in the United States (US). Conducting research in schools may help increase access for autistic youth, but there is limited research about who participates in school-based autism research. The researchers examined data spanning 14?years of participation in school-based autism research. All data were collected in the US. Researchers found that in this sample, more than half of the youth identified as racial/ethnic minoritized (REM) youth. However, demographics of sampled youth were significantly different than expected, based on publicly available school-based population demographics. More youth identified as White non-Hispanic than would be expected in those schools. Majority of the sampled educators also identified as White non-Hispanic. High percentages of autistic REM youth suggest school-based autism research may be an effective way of providing services to more diverse populations. However, sampled schools were also not representative of a US national sample, with sampled schools having fewer White non-Hispanic youth than would be expected from US national statistics. Complexity around representation of schools sampled and demographics of service environments suggests a need for more research. En ligne : https://dx.doi.org/10.1177/13623613241262144 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Short report: Examining race, ethnicity, sex, and gender among autistic youth and their educators who participated in school-based research [Texte imprimé et/ou numérique] / Olivia LINKOUS, Auteur ; Katherine SOON, Auteur ; James D. LEE, Auteur ; Adora DU, Auteur ; Wendy SHIH, Auteur ; Karen BEARSS, Auteur ; Connie KASARI, Auteur ; Jill LOCKE, Auteur . - p.2675-2681. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2675-2681 Mots-clés : autism spectrum disorder  educators  racial/ethnic minoritized youth  school-based research Index. décimale : PER Périodiques Résumé : Racial/ethnic minoritized youth are underrepresented in autism research. Documented inequities in accessibility to and utilization of autism-specific services highlight the importance of better understanding for whom and under what conditions autism evidence-based practices (EBPs) work. This report examines the race, ethnicity, sex, and gender of school-based autism research participants (e.g. educators, students), given schools are the most common setting in which autistic youth receive services in the United States (US). Data across 14?years of research, for eight school-based studies in the US, showed that while most teachers identified as non-Hispanic White, over half of the youth sampled identified as being of a racial/ethnic minoritized background. Findings provide insights into who is being served in school-based autism research and how school partnerships may increase diversity among autism research participants and offer a means of reducing existing barriers. Researchers should continue to utilize schools to reach diverse populations and consider how demographic characteristics of school staff affect EBP effectiveness. Researchers should continue to better understand the impact of the EBP, provider, and setting on outcomes. Lay abstract Schools are the main provider of behavioral health services in the United States (US). Conducting research in schools may help increase access for autistic youth, but there is limited research about who participates in school-based autism research. The researchers examined data spanning 14?years of participation in school-based autism research. All data were collected in the US. Researchers found that in this sample, more than half of the youth identified as racial/ethnic minoritized (REM) youth. However, demographics of sampled youth were significantly different than expected, based on publicly available school-based population demographics. More youth identified as White non-Hispanic than would be expected in those schools. Majority of the sampled educators also identified as White non-Hispanic. High percentages of autistic REM youth suggest school-based autism research may be an effective way of providing services to more diverse populations. However, sampled schools were also not representative of a US national sample, with sampled schools having fewer White non-Hispanic youth than would be expected from US national statistics. Complexity around representation of schools sampled and demographics of service environments suggests a need for more research. En ligne : https://dx.doi.org/10.1177/13623613241262144 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

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