Annual Research Review: The state of implementation science in child psychology and psychiatry: a review and suggestions to advance the field / N. J. WILLIAMS in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.430-450 Titre : Annual Research Review: The state of implementation science in child psychology and psychiatry: a review and suggestions to advance the field Type de document : Texte imprimé et/ou numérique Auteurs : N. J. WILLIAMS, Auteur ; Rinad S. BEIDAS, Auteur Article en page(s) : p.430-450 Langues : Anglais (eng) Mots-clés : Children  adolescents  causal theory  evidence-based practice  implementation science Index. décimale : PER Périodiques Résumé : BACKGROUND: Scientists have developed evidence-based interventions that improve the symptoms and functioning of youth with psychiatric disorders; however, these interventions are rarely used in community settings. Eliminating this research-to-practice gap is the purview of implementation science, the discipline devoted to the study of methods to promote the use of evidence-based practices in routine care. METHODS: We review studies that have tested factors associated with implementation in child psychology and psychiatry, explore applications of social science theories to implementation, and conclude with recommendations to advance implementation science through the development and testing of novel, multilevel, causal theories. RESULTS: During its brief history, implementation science in child psychology and psychiatry has documented the implementation gap in routine care, tested training approaches and found them to be insufficient for behavior change, explored the relationships between variables and implementation outcomes, and initiated randomized controlled trials to test implementation strategies. This research has identified targets related to implementation (e.g., clinician motivation, organizational culture) and demonstrated the feasibility of activating these targets through implementation strategies. However, the dominant methodological approach has been atheoretical and predictive, relying heavily on a set of variables from heuristic frameworks. CONCLUSIONS: Optimizing the implementation of effective treatments in community care for youth with psychiatric disorders is a defining challenge of our time. This review proposes a new direction focused on developing and testing integrated causal theories. We recommend implementation scientists: (a) move from observational studies of implementation barriers and facilitators to trials that include causal theory; (b) identify a core set of implementation determinants; (c) conduct trials of implementation strategies with clear targets, mechanisms, and outcomes; (d) ensure that behaviors that are core to EBPs are clearly defined; and (e) agree upon standard measures. This agenda will help fulfill the promise of evidence-based practice for improving youth behavioral health. En ligne : https://dx.doi.org/10.1111/jcpp.12960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Annual Research Review: The state of implementation science in child psychology and psychiatry: a review and suggestions to advance the field [Texte imprimé et/ou numérique] / N. J. WILLIAMS, Auteur ; Rinad S. BEIDAS, Auteur . - p.430-450. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.430-450 Mots-clés : Children  adolescents  causal theory  evidence-based practice  implementation science Index. décimale : PER Périodiques Résumé : BACKGROUND: Scientists have developed evidence-based interventions that improve the symptoms and functioning of youth with psychiatric disorders; however, these interventions are rarely used in community settings. Eliminating this research-to-practice gap is the purview of implementation science, the discipline devoted to the study of methods to promote the use of evidence-based practices in routine care. METHODS: We review studies that have tested factors associated with implementation in child psychology and psychiatry, explore applications of social science theories to implementation, and conclude with recommendations to advance implementation science through the development and testing of novel, multilevel, causal theories. RESULTS: During its brief history, implementation science in child psychology and psychiatry has documented the implementation gap in routine care, tested training approaches and found them to be insufficient for behavior change, explored the relationships between variables and implementation outcomes, and initiated randomized controlled trials to test implementation strategies. This research has identified targets related to implementation (e.g., clinician motivation, organizational culture) and demonstrated the feasibility of activating these targets through implementation strategies. However, the dominant methodological approach has been atheoretical and predictive, relying heavily on a set of variables from heuristic frameworks. CONCLUSIONS: Optimizing the implementation of effective treatments in community care for youth with psychiatric disorders is a defining challenge of our time. This review proposes a new direction focused on developing and testing integrated causal theories. We recommend implementation scientists: (a) move from observational studies of implementation barriers and facilitators to trials that include causal theory; (b) identify a core set of implementation determinants; (c) conduct trials of implementation strategies with clear targets, mechanisms, and outcomes; (d) ensure that behaviors that are core to EBPs are clearly defined; and (e) agree upon standard measures. This agenda will help fulfill the promise of evidence-based practice for improving youth behavioral health. En ligne : https://dx.doi.org/10.1111/jcpp.12960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Cultural Adaptation and Translation of Outreach Materials on Autism Spectrum Disorder / Roy R. GRINKER in Journal of Autism and Developmental Disorders, 45-8 (August 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2329-2336 Titre : Cultural Adaptation and Translation of Outreach Materials on Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Roy R. GRINKER, Auteur ; Christina D. KANG-YI, Auteur ; Chloe AHMANN, Auteur ; Rinad S. BEIDAS, Auteur ; Adrienne LAGMAN, Auteur ; David S. MANDELL, Auteur Année de publication : 2015 Article en page(s) : p.2329-2336 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Outreach materials  Cultural aspects of ASD  Korean-Americans  Ethnic disparities  Translation Index. décimale : PER Périodiques Résumé : In order to connect with families and influence treatment trajectories, outreach materials should address cultural perceptions of the condition, its causes, and post-diagnostic care. This paper describes the cultural adaptation and translation of the Autism Speaks First 100 Days Kit into Korean for the purpose of improving autism spectrum disorder (ASD) diagnosis, assessment, and interventions. The goal of this study is to describe a methodology for future cross-cultural adaptations and translations of outreach materials on ASD, using the Autism Speaks First 100 Days Kit as an exemplar. The research involved two stages of qualitative interviews: unstructured individual and group interviews with 19 Korean child health and education professionals in Queens, NY, followed by structured cultural consensus modeling interviews with 23 Korean mothers, with and without children with ASD, in Queens, NY and the greater Washington, DC area. We conclude that a systematic approach to cultural translation of outreach materials is feasible. Cultural consensus modeling yielded information about numerous barriers to care, had a demonstrable effect on the translation of the kit, and was efficient when employed with coherent segments of a relatively homogeneous population and focused on a single condition. En ligne : http://dx.doi.org/10.1007/s10803-015-2397-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Cultural Adaptation and Translation of Outreach Materials on Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Roy R. GRINKER, Auteur ; Christina D. KANG-YI, Auteur ; Chloe AHMANN, Auteur ; Rinad S. BEIDAS, Auteur ; Adrienne LAGMAN, Auteur ; David S. MANDELL, Auteur . - 2015 . - p.2329-2336. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2329-2336 Mots-clés : Autism spectrum disorder  Outreach materials  Cultural aspects of ASD  Korean-Americans  Ethnic disparities  Translation Index. décimale : PER Périodiques Résumé : In order to connect with families and influence treatment trajectories, outreach materials should address cultural perceptions of the condition, its causes, and post-diagnostic care. This paper describes the cultural adaptation and translation of the Autism Speaks First 100 Days Kit into Korean for the purpose of improving autism spectrum disorder (ASD) diagnosis, assessment, and interventions. The goal of this study is to describe a methodology for future cross-cultural adaptations and translations of outreach materials on ASD, using the Autism Speaks First 100 Days Kit as an exemplar. The research involved two stages of qualitative interviews: unstructured individual and group interviews with 19 Korean child health and education professionals in Queens, NY, followed by structured cultural consensus modeling interviews with 23 Korean mothers, with and without children with ASD, in Queens, NY and the greater Washington, DC area. We conclude that a systematic approach to cultural translation of outreach materials is feasible. Cultural consensus modeling yielded information about numerous barriers to care, had a demonstrable effect on the translation of the kit, and was efficient when employed with coherent segments of a relatively homogeneous population and focused on a single condition. En ligne : http://dx.doi.org/10.1007/s10803-015-2397-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Dismantling the Active Ingredients of an Intervention for Children with Autism / Melanie PELLECCHIA in Journal of Autism and Developmental Disorders, 45-9 (September 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2917-2927 Titre : Dismantling the Active Ingredients of an Intervention for Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Melanie PELLECCHIA, Auteur ; James E. CONNELL, Auteur ; Rinad S. BEIDAS, Auteur ; Ming XIE, Auteur ; Steven C. MARCUS, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.2917-2927 Langues : Anglais (eng) Mots-clés : Treatment packages  Autism  Treatment fidelity  Implementation science Index. décimale : PER Périodiques Résumé : This study evaluated the association of fidelity to each of the components of the Strategies for Teaching based on Autism Research (STAR) program, a comprehensive treatment package for children with autism that includes discrete trial training, pivotal response training, and teaching in functional routines, on outcomes for 191 students ages 5–8 years in a large public school district. Fidelity to all components was relatively low, despite considerable training and support, suggesting the need to develop new implementation strategies. Fidelity to pivotal response training, but not discrete trial training or functional routines, was positively associated with gains in cognitive ability despite low levels of fidelity, and may be an effective intervention choice in under-resourced settings. En ligne : http://dx.doi.org/10.1007/s10803-015-2455-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] Dismantling the Active Ingredients of an Intervention for Children with Autism [Texte imprimé et/ou numérique] / Melanie PELLECCHIA, Auteur ; James E. CONNELL, Auteur ; Rinad S. BEIDAS, Auteur ; Ming XIE, Auteur ; Steven C. MARCUS, Auteur ; David S. MANDELL, Auteur . - p.2917-2927. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2917-2927 Mots-clés : Treatment packages  Autism  Treatment fidelity  Implementation science Index. décimale : PER Périodiques Résumé : This study evaluated the association of fidelity to each of the components of the Strategies for Teaching based on Autism Research (STAR) program, a comprehensive treatment package for children with autism that includes discrete trial training, pivotal response training, and teaching in functional routines, on outcomes for 191 students ages 5–8 years in a large public school district. Fidelity to all components was relatively low, despite considerable training and support, suggesting the need to develop new implementation strategies. Fidelity to pivotal response training, but not discrete trial training or functional routines, was positively associated with gains in cognitive ability despite low levels of fidelity, and may be an effective intervention choice in under-resourced settings. En ligne : http://dx.doi.org/10.1007/s10803-015-2455-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

Does implementing a new intervention disrupt use of existing evidence-based autism interventions? / Melanie PELLECCHIA in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1713-1725 Titre : Does implementing a new intervention disrupt use of existing evidence-based autism interventions? Type de document : Texte imprimé et/ou numérique Auteurs : Melanie PELLECCHIA, Auteur ; Rinad S. BEIDAS, Auteur ; Gwendolyn LAWSON, Auteur ; Nathaniel J. WILLIAMS, Auteur ; Max SEIDMAN, Auteur ; John R. KIMBERLY, Auteur ; Carolyn C. CANNUSCIO, Auteur ; David S MANDELL, Auteur Article en page(s) : p.1713-1725 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder  *computer-assisted intervention  *school-based implementation Index. décimale : PER Périodiques Résumé : Interventions for children with autism spectrum disorder are complex and often are not implemented successfully within schools. When new practices are introduced in schools, they often are layered on top of existing practices, with little attention paid to how introducing new practices affects the use of existing practices. This study evaluated how introducing a computer-assisted intervention, called TeachTown:Basics, affected the use of other evidence-based practices in autism support classrooms. We compared how often teachers reported using a set of evidence-based practices in classrooms that either had access to TeachTown:Basics or did not have the program. We found that teachers who had access to the computer-assisted intervention reported using the other evidence-based practices less often as the school year progressed. Teachers also reported that they liked the computer-assisted intervention, found it easy to use, and that it helped overcome challenges to implementing other evidence-based practices. This is important because the computer-assisted intervention did not improve child outcomes in a previous study and indicates that teachers may use interventions that are appealing and easier to implement, even when they do not have evidence to support their effectiveness. These findings support the idea of interventions' complexity and how well the intervention fits within the classroom affect how teachers use it and highlight the need to develop school-based interventions that both appeal to the practitioner and improve child outcomes. En ligne : http://dx.doi.org/10.1177/1362361320919248 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Does implementing a new intervention disrupt use of existing evidence-based autism interventions? [Texte imprimé et/ou numérique] / Melanie PELLECCHIA, Auteur ; Rinad S. BEIDAS, Auteur ; Gwendolyn LAWSON, Auteur ; Nathaniel J. WILLIAMS, Auteur ; Max SEIDMAN, Auteur ; John R. KIMBERLY, Auteur ; Carolyn C. CANNUSCIO, Auteur ; David S MANDELL, Auteur . - p.1713-1725. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1713-1725 Mots-clés : *autism spectrum disorder  *computer-assisted intervention  *school-based implementation Index. décimale : PER Périodiques Résumé : Interventions for children with autism spectrum disorder are complex and often are not implemented successfully within schools. When new practices are introduced in schools, they often are layered on top of existing practices, with little attention paid to how introducing new practices affects the use of existing practices. This study evaluated how introducing a computer-assisted intervention, called TeachTown:Basics, affected the use of other evidence-based practices in autism support classrooms. We compared how often teachers reported using a set of evidence-based practices in classrooms that either had access to TeachTown:Basics or did not have the program. We found that teachers who had access to the computer-assisted intervention reported using the other evidence-based practices less often as the school year progressed. Teachers also reported that they liked the computer-assisted intervention, found it easy to use, and that it helped overcome challenges to implementing other evidence-based practices. This is important because the computer-assisted intervention did not improve child outcomes in a previous study and indicates that teachers may use interventions that are appealing and easier to implement, even when they do not have evidence to support their effectiveness. These findings support the idea of interventions' complexity and how well the intervention fits within the classroom affect how teachers use it and highlight the need to develop school-based interventions that both appeal to the practitioner and improve child outcomes. En ligne : http://dx.doi.org/10.1177/1362361320919248 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Factors Influencing the Use of Cognitive-Behavioral Therapy with Autistic Adults: A Survey of Community Mental Health Clinicians / B. B. MADDOX in Journal of Autism and Developmental Disorders, 49-11 (November 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4421-4428 Titre : Factors Influencing the Use of Cognitive-Behavioral Therapy with Autistic Adults: A Survey of Community Mental Health Clinicians Type de document : Texte imprimé et/ou numérique Auteurs : B. B. MADDOX, Auteur ; S. R. CRABBE, Auteur ; J. M. FISHMAN, Auteur ; Rinad S. BEIDAS, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; J. S. MILLER, Auteur ; C. NICOLAIDIS, Auteur ; D. S. MANDELL, Auteur Article en page(s) : p.4421-4428 Langues : Anglais (eng) Mots-clés : Adults  Autism spectrum disorder  Cognitive-behavioral therapy  Community mental health  Implementation science  Theory of planned behavior Index. décimale : PER Périodiques Résumé : Cognitive-behavioral therapy (CBT) can improve anxiety and depression in autistic adults, but few autistic adults receive this treatment. We examined factors that may influence clinicians' use of CBT with autistic adults. One hundred clinicians completed an online survey. Clinicians reported stronger intentions (p = .001), more favorable attitudes (p < .001), greater normative pressure (p < .001), and higher self-efficacy (p < .001) to start CBT with non-autistic adults than with autistic adults. The only significant predictor of intentions to begin CBT with clients with anxiety or depression was clinicians' attitudes (p < .001), with more favorable attitudes predicting stronger intentions. These findings are valuable for designing effective, tailored implementation strategies to increase clinicians' adoption of CBT for autistic adults. En ligne : http://dx.doi.org/10.1007/s10803-019-04156-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] Factors Influencing the Use of Cognitive-Behavioral Therapy with Autistic Adults: A Survey of Community Mental Health Clinicians [Texte imprimé et/ou numérique] / B. B. MADDOX, Auteur ; S. R. CRABBE, Auteur ; J. M. FISHMAN, Auteur ; Rinad S. BEIDAS, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; J. S. MILLER, Auteur ; C. NICOLAIDIS, Auteur ; D. S. MANDELL, Auteur . - p.4421-4428. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4421-4428 Mots-clés : Adults  Autism spectrum disorder  Cognitive-behavioral therapy  Community mental health  Implementation science  Theory of planned behavior Index. décimale : PER Périodiques Résumé : Cognitive-behavioral therapy (CBT) can improve anxiety and depression in autistic adults, but few autistic adults receive this treatment. We examined factors that may influence clinicians' use of CBT with autistic adults. One hundred clinicians completed an online survey. Clinicians reported stronger intentions (p = .001), more favorable attitudes (p < .001), greater normative pressure (p < .001), and higher self-efficacy (p < .001) to start CBT with non-autistic adults than with autistic adults. The only significant predictor of intentions to begin CBT with clients with anxiety or depression was clinicians' attitudes (p < .001), with more favorable attitudes predicting stronger intentions. These findings are valuable for designing effective, tailored implementation strategies to increase clinicians' adoption of CBT for autistic adults. En ligne : http://dx.doi.org/10.1007/s10803-019-04156-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

"I wouldn't know where to start": Perspectives from clinicians, agency leaders, and autistic adults on improving community mental health services for autistic adults / Brenna B MADDOX in Autism, 24-4 (May 2020)  

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Media Use and Children's Perceptions of Societal Threat and Personal Vulnerability / Jonathan S. COMER in Journal of Clinical Child & Adolescent Psychology, 37-3 (July-September 2008)  

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A multi-constituent qualitative examination of facilitators and barriers to caregiver coaching for autistic children in publicly funded early intervention / Jordan ALBRIGHT in Autism, 29-1 (January 2025)  

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Pebbles, rocks, and boulders: The implementation of a school-based social engagement intervention for children with autism / Jill LOCKE in Autism, 21-8 (November 2017)  

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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)  

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Trajectories of Evidence Based Treatment for School Children with Autism: What's the Right Level for the Implementation? / Victor LUSHIN in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

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Who gets coached? A qualitative inquiry into community clinicians' decisions to use caregiver coaching / Liza TOMCZUK in Autism, 26-3 (April 2022)  

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