Considerations for effective dissemination of evidence-based early intervention approaches / Sophia R. D’AGOSTINO in Autism, 28-11 (November 2024)  

Public ISBD [article]  inAutism > 28-11 (November 2024) . - p.2943 - 2945 Titre : Considerations for effective dissemination of evidence-based early intervention approaches Type de document : texte imprimé Auteurs : Sophia R. D’AGOSTINO, Auteur ; Kyle M. FROST, Auteur ; Katherine PICKARD, Auteur Article en page(s) : p.2943 - 2945 Langues : Anglais (eng) Mots-clés : dissemination  early childhood  early intervention  naturalistic developmental behavior interventions Index. décimale : PER Périodiques Résumé : Dissemination efforts play an important role in bridging the gap between research and practice. Many evidence-based early intervention programs for young autistic children have yet to be widely disseminated to the early childhood workforce. The purpose of this letter is to discuss how packaging and branding early intervention approaches may facilitate or hinder widespread dissemination to community-based early childhood settings. To disseminate early interventions more effectively, we argue that it will be important to account for factors that are known to impact the widespread uptake within community settings. Lay abstract Dissemination, or the widespread sharing of information, is important for moving research evidence into community practice. Early intervention programs for young autistic children have not yet been widely disseminated to the early childhood workforce. This letter describes factors that may support or prevent dissemination to community-based settings, such as packaging and branding early intervention approaches. We argue that an increased focus on dissemination research is needed. En ligne : https://dx.doi.org/10.1177/13623613241253117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 [article] Considerations for effective dissemination of evidence-based early intervention approaches [texte imprimé] / Sophia R. D’AGOSTINO, Auteur ; Kyle M. FROST, Auteur ; Katherine PICKARD, Auteur . - p.2943 - 2945. Langues : Anglais (eng) in Autism > 28-11 (November 2024) . - p.2943 - 2945 Mots-clés : dissemination  early childhood  early intervention  naturalistic developmental behavior interventions Index. décimale : PER Périodiques Résumé : Dissemination efforts play an important role in bridging the gap between research and practice. Many evidence-based early intervention programs for young autistic children have yet to be widely disseminated to the early childhood workforce. The purpose of this letter is to discuss how packaging and branding early intervention approaches may facilitate or hinder widespread dissemination to community-based early childhood settings. To disseminate early interventions more effectively, we argue that it will be important to account for factors that are known to impact the widespread uptake within community settings. Lay abstract Dissemination, or the widespread sharing of information, is important for moving research evidence into community practice. Early intervention programs for young autistic children have not yet been widely disseminated to the early childhood workforce. This letter describes factors that may support or prevent dissemination to community-based settings, such as packaging and branding early intervention approaches. We argue that an increased focus on dissemination research is needed. En ligne : https://dx.doi.org/10.1177/13623613241253117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537

Correction to: Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training / Sophia R. D’AGOSTINO in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4456-4458 Titre : Correction to: Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training Type de document : texte imprimé Auteurs : Sophia R. D’AGOSTINO, Auteur ; Sarah N. DOUGLAS, Auteur ; Elizabeth HORTON, Auteur Article en page(s) : p.4456-4458 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-021-04877-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Correction to: Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training [texte imprimé] / Sophia R. D’AGOSTINO, Auteur ; Sarah N. DOUGLAS, Auteur ; Elizabeth HORTON, Auteur . - p.4456-4458. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4456-4458 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-021-04877-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training / Sophia R. D’AGOSTINO in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.864-880 Titre : Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training Type de document : texte imprimé Auteurs : Sophia R. D’AGOSTINO, Auteur ; Sarah N. DOUGLAS, Auteur ; Elizabeth HORTON, Auteur Article en page(s) : p.864-880 Langues : Anglais (eng) Mots-clés : Inclusion  Naturalistic developmental behavioral intervention  Preschool  Single-case design  Telehealth Index. décimale : PER Périodiques Résumé : This single-case investigation was designed to evaluate the effects of telehealth training on practitioner implementation of a naturalistic developmental behavioral intervention (NDBI). Six general education preschool practitioners engaged in an intervention with six children with varying disabilities in inclusive classroom settings. The telehealth training package included a collaborative approach to intervention planning, online training module, video self-evaluation, and performance feedback via videoconferencing. Following telehealth training, practitioners reached criteria for implementation fidelity and increased communication opportunities. Additionally, child participants increased communication behaviors above baseline levels. All behaviors generalized to a different activity context and maintained over time. Social validity was measured and results suggest high levels of acceptability for the telehealth training package. En ligne : http://dx.doi.org/10.1007/s10803-019-04319-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419 [article] Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training [texte imprimé] / Sophia R. D’AGOSTINO, Auteur ; Sarah N. DOUGLAS, Auteur ; Elizabeth HORTON, Auteur . - p.864-880. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.864-880 Mots-clés : Inclusion  Naturalistic developmental behavioral intervention  Preschool  Single-case design  Telehealth Index. décimale : PER Périodiques Résumé : This single-case investigation was designed to evaluate the effects of telehealth training on practitioner implementation of a naturalistic developmental behavioral intervention (NDBI). Six general education preschool practitioners engaged in an intervention with six children with varying disabilities in inclusive classroom settings. The telehealth training package included a collaborative approach to intervention planning, online training module, video self-evaluation, and performance feedback via videoconferencing. Following telehealth training, practitioners reached criteria for implementation fidelity and increased communication opportunities. Additionally, child participants increased communication behaviors above baseline levels. All behaviors generalized to a different activity context and maintained over time. Social validity was measured and results suggest high levels of acceptability for the telehealth training package. En ligne : http://dx.doi.org/10.1007/s10803-019-04319-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419

Teaching Young Children to Make Bids to Play to Peers With Autism Spectrum Disorder / Ana D. DUEÑAS in Focus on Autism and Other Developmental Disabilities, 36-4 (December 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.201-212 Titre : Teaching Young Children to Make Bids to Play to Peers With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Ana D. DUEÑAS, Auteur ; Sophia R. D’AGOSTINO, Auteur ; Joshua B. PLAVNICK, Auteur Article en page(s) : p.201-212 Langues : Anglais (eng) Mots-clés : early childhood inclusion  peer-mediated intervention  video modeling Index. décimale : PER Périodiques Résumé : Peer-mediated intervention (PMI) within the inclusive early childhood setting increases social exposure between children with autism spectrum disorder (ASD) and typically developing peers. However, PMI research to date has provided limited data on the adherence of strategies taught to typically developing peers during training. The present study examined the extent to which a packaged intervention consisting of video modeling (VM) was an effective tool to promote bids to play by typically developing peers to children with ASD during unstructured indoor and outdoor play. A multiple probe across participants design demonstrated that (a) all three typically developing peers learned to invite children with ASD to play after observing video models and (b) children with ASD increased independent responses to initiations with least-to-most prompting from an adult. En ligne : http://dx.doi.org/10.1177/10883576211023326 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Teaching Young Children to Make Bids to Play to Peers With Autism Spectrum Disorder [texte imprimé] / Ana D. DUEÑAS, Auteur ; Sophia R. D’AGOSTINO, Auteur ; Joshua B. PLAVNICK, Auteur . - p.201-212. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.201-212 Mots-clés : early childhood inclusion  peer-mediated intervention  video modeling Index. décimale : PER Périodiques Résumé : Peer-mediated intervention (PMI) within the inclusive early childhood setting increases social exposure between children with autism spectrum disorder (ASD) and typically developing peers. However, PMI research to date has provided limited data on the adherence of strategies taught to typically developing peers during training. The present study examined the extent to which a packaged intervention consisting of video modeling (VM) was an effective tool to promote bids to play by typically developing peers to children with ASD during unstructured indoor and outdoor play. A multiple probe across participants design demonstrated that (a) all three typically developing peers learned to invite children with ASD to play after observing video models and (b) children with ASD increased independent responses to initiations with least-to-most prompting from an adult. En ligne : http://dx.doi.org/10.1177/10883576211023326 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Toward deeper understanding and wide-scale implementation of naturalistic developmental behavioral interventions / Sophia R. D’AGOSTINO in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.253-258 Titre : Toward deeper understanding and wide-scale implementation of naturalistic developmental behavioral interventions Type de document : texte imprimé Auteurs : Sophia R. D’AGOSTINO, Auteur ; Ana D. DUEÑAS, Auteur ; Alice BRAVO, Auteur ; Kelsie TYSON, Auteur ; Diondra STRAITON, Auteur ; Giovanna L. SALVATORE, Auteur ; Cressida PACIA, Auteur ; Melanie PELLECCHIA, Auteur Article en page(s) : p.253-258 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  early intervention  naturalistic developmental behavioral interventions Index. décimale : PER Périodiques Résumé : Naturalistic Developmental Behavioral Interventions (NDBIs) have a strong and growing evidence base. Yet, NDBIs are not implemented on a wide scale within early intervention programs for children on the autism spectrum. Potential reasons for the slow adoption of NDBIs likely stem from the differing theoretical orientations of behavioral and developmental sciences from which NDBI are derived, and a lack of training, knowledge, and support for implementing NDBIs within the behavior analytic community. In support of efforts to promote wide-scale implementation of NDBIs, we clarify their common features, discuss possible misconceptions, offer reasons why NDBIs should be widely implemented, and provide recommendations to the autism service community, intervention developers, and researchers to improve their dissemination and implementation. Lay Abstract Naturalistic Developmental Behavioral Interventions (NDBIs) are a group of early interventions that use a variety of strategies from applied behavioral and developmental sciences. Although Naturalistic Developmental Behavioral Interventions have been demonstrated effective, Naturalistic Developmental Behavioral Interventions are not implemented on a wide scale within early intervention programs for children on the autism spectrum. Potential reasons likely stem from differing theoretical orientations of developmental and behavioral sciences and practitioners’ lack training, knowledge, and support for implementing Naturalistic Developmental Behavioral Interventions. In support of efforts to promote wide-scale implementation of Naturalistic Developmental Behavioral Interventions, we (1) clarify their common features, (2) discuss possible misconceptions, and (3) offer reasons why Naturalistic Developmental Behavioral Interventions should be widely implemented. We also provide recommendations to the autism service community, intervention developers, and researchers. En ligne : http://dx.doi.org/10.1177/13623613221121427 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Toward deeper understanding and wide-scale implementation of naturalistic developmental behavioral interventions [texte imprimé] / Sophia R. D’AGOSTINO, Auteur ; Ana D. DUEÑAS, Auteur ; Alice BRAVO, Auteur ; Kelsie TYSON, Auteur ; Diondra STRAITON, Auteur ; Giovanna L. SALVATORE, Auteur ; Cressida PACIA, Auteur ; Melanie PELLECCHIA, Auteur . - p.253-258. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.253-258 Mots-clés : autism spectrum disorders  early intervention  naturalistic developmental behavioral interventions Index. décimale : PER Périodiques Résumé : Naturalistic Developmental Behavioral Interventions (NDBIs) have a strong and growing evidence base. Yet, NDBIs are not implemented on a wide scale within early intervention programs for children on the autism spectrum. Potential reasons for the slow adoption of NDBIs likely stem from the differing theoretical orientations of behavioral and developmental sciences from which NDBI are derived, and a lack of training, knowledge, and support for implementing NDBIs within the behavior analytic community. In support of efforts to promote wide-scale implementation of NDBIs, we clarify their common features, discuss possible misconceptions, offer reasons why NDBIs should be widely implemented, and provide recommendations to the autism service community, intervention developers, and researchers to improve their dissemination and implementation. Lay Abstract Naturalistic Developmental Behavioral Interventions (NDBIs) are a group of early interventions that use a variety of strategies from applied behavioral and developmental sciences. Although Naturalistic Developmental Behavioral Interventions have been demonstrated effective, Naturalistic Developmental Behavioral Interventions are not implemented on a wide scale within early intervention programs for children on the autism spectrum. Potential reasons likely stem from differing theoretical orientations of developmental and behavioral sciences and practitioners’ lack training, knowledge, and support for implementing Naturalistic Developmental Behavioral Interventions. In support of efforts to promote wide-scale implementation of Naturalistic Developmental Behavioral Interventions, we (1) clarify their common features, (2) discuss possible misconceptions, and (3) offer reasons why Naturalistic Developmental Behavioral Interventions should be widely implemented. We also provide recommendations to the autism service community, intervention developers, and researchers. En ligne : http://dx.doi.org/10.1177/13623613221121427 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

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