Early Interventionists’ Knowledge of Evidence-Based Practices for Autism / Cindy GEVARTER in Focus on Autism and Other Developmental Disabilities, 37-4 (December 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.203-214 Titre : Early Interventionists’ Knowledge of Evidence-Based Practices for Autism Type de document : Texte imprimé et/ou numérique Auteurs : Cindy GEVARTER, Auteur ; Mariah G. SICILIANO, Auteur ; Erin STONE, Auteur Article en page(s) : p.203-214 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This online survey study examined early intervention providers? knowledge and training needs surrounding evidence-based practices for autism spectrum disorder (ASD). The researchers analyzed data from 87 early intervention providers (speech-language pathologists and developmental specialists) in a rural Southwestern U.S. state. The survey included both quantitative (i.e., rating and multiple-choice questions) and qualitative (open-ended) components. Survey sections included demographics, self-ratings of knowledge of evidence-based practices/self-reported training needs and barriers to working with children with ASD, and directly assessed knowledge of evidence-based practices. Findings support specific knowledge gaps and training needs (e.g., practices for addressing challenging behaviors, strategies for working with children with limited communication skills) and suggest developmental specialists who provided special instruction services may have greater training needs than speech-language pathologists. Findings have important implications for professional development and training programs for early intervention providers. En ligne : https://doi.org/10.1177/10883576221099895 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Early Interventionists’ Knowledge of Evidence-Based Practices for Autism [Texte imprimé et/ou numérique] / Cindy GEVARTER, Auteur ; Mariah G. SICILIANO, Auteur ; Erin STONE, Auteur . - p.203-214. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.203-214 Index. décimale : PER Périodiques Résumé : This online survey study examined early intervention providers? knowledge and training needs surrounding evidence-based practices for autism spectrum disorder (ASD). The researchers analyzed data from 87 early intervention providers (speech-language pathologists and developmental specialists) in a rural Southwestern U.S. state. The survey included both quantitative (i.e., rating and multiple-choice questions) and qualitative (open-ended) components. Survey sections included demographics, self-ratings of knowledge of evidence-based practices/self-reported training needs and barriers to working with children with ASD, and directly assessed knowledge of evidence-based practices. Findings support specific knowledge gaps and training needs (e.g., practices for addressing challenging behaviors, strategies for working with children with limited communication skills) and suggest developmental specialists who provided special instruction services may have greater training needs than speech-language pathologists. Findings have important implications for professional development and training programs for early intervention providers. En ligne : https://doi.org/10.1177/10883576221099895 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

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