Preschool teachers' selection of social communication interventions for children with autism: An application of the theory of planned behavior / Maria L. HUGH in Autism, 26-1 (January 2022)  

Public ISBD [article]  inAutism > 26-1 (January 2022) . - p.188-200 Titre : Preschool teachers' selection of social communication interventions for children with autism: An application of the theory of planned behavior Type de document : texte imprimé Auteurs : Maria L. HUGH, Auteur ; LeAnne D. JOHNSON, Auteur ; Clayton COOK, Auteur Article en page(s) : p.188-200 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  decision-making  early childhood special education  evidence-based practice  implementation science  teachers Index. décimale : PER Périodiques Résumé : Preschool special educators' are more likely to choose an educational practice to teach a young child with autism a social communication skill if they have positive beliefs about it. We asked preschool special educators to read a description of an autistic student and their social communication goal and imagine they were the student's teacher. We then asked them to pick one of five practices to teach the student. We also asked them questions to understand their attitudes about, confidence in their ability to use, and their perception of their coworkers' support of each practice. There are many research-based practices that a teacher could use to help children learn, and preschool teachers often make these decisions for their students. Teachers' beliefs varied in how supportive they were of each practice, and research shows people are more likely to do something that their beliefs support. In this study, they had more supportive beliefs and were more likely to use some practices, like naturalistic intervention, than other practices, like discrete trial teaching. By knowing this, researchers can help teachers use practices that their beliefs support and help change teachers' beliefs to be supportive of a practice they may need to use. En ligne : http://dx.doi.org/10.1177/13623613211024795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Preschool teachers' selection of social communication interventions for children with autism: An application of the theory of planned behavior [texte imprimé] / Maria L. HUGH, Auteur ; LeAnne D. JOHNSON, Auteur ; Clayton COOK, Auteur . - p.188-200. Langues : Anglais (eng) in Autism > 26-1 (January 2022) . - p.188-200 Mots-clés : autism spectrum disorders  decision-making  early childhood special education  evidence-based practice  implementation science  teachers Index. décimale : PER Périodiques Résumé : Preschool special educators' are more likely to choose an educational practice to teach a young child with autism a social communication skill if they have positive beliefs about it. We asked preschool special educators to read a description of an autistic student and their social communication goal and imagine they were the student's teacher. We then asked them to pick one of five practices to teach the student. We also asked them questions to understand their attitudes about, confidence in their ability to use, and their perception of their coworkers' support of each practice. There are many research-based practices that a teacher could use to help children learn, and preschool teachers often make these decisions for their students. Teachers' beliefs varied in how supportive they were of each practice, and research shows people are more likely to do something that their beliefs support. In this study, they had more supportive beliefs and were more likely to use some practices, like naturalistic intervention, than other practices, like discrete trial teaching. By knowing this, researchers can help teachers use practices that their beliefs support and help change teachers' beliefs to be supportive of a practice they may need to use. En ligne : http://dx.doi.org/10.1177/13623613211024795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Researcher-Reported Variables Needed for Translation of Social Communication Evidence-Based Practices for Elementary-Aged Students with Autism / Amber M. REILLY in Journal of Autism and Developmental Disorders, 55-11 (November 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-11 (November 2025) . - p.3914-3927 Titre : Researcher-Reported Variables Needed for Translation of Social Communication Evidence-Based Practices for Elementary-Aged Students with Autism Type de document : texte imprimé Auteurs : Amber M. REILLY, Auteur ; Moon Young Savana BAK, Auteur ; LeAnne D. JOHNSON, Auteur Article en page(s) : p.3914-3927 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Organizations such as the National Clearinghouse on Autism Evidence and Practice have disseminated reports on evidence-based practices (EBPs) for individuals with autism to inform practice. However, some practitioners routinely employ unvalidated interventions more frequently than EBPs, signaling the presence of a research-to-practice gap. The current review investigated the degree to which single-case research studies with social communication outcomes for elementary-aged students with autism included details on variables that may impact the adoption and implementation of EBPs in practice. The results suggest limited reporting of variables that aid decision-making in the adoption and implementation of EBPs. Limited reporting can negatively impact uptake and fidelity and, therefore, student outcomes. Suggestions are made to improve researchers’ reporting of the critical components of EBPs that will facilitate adoption and implementation by practitioners. En ligne : https://doi.org/10.1007/s10803-024-06499-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Researcher-Reported Variables Needed for Translation of Social Communication Evidence-Based Practices for Elementary-Aged Students with Autism [texte imprimé] / Amber M. REILLY, Auteur ; Moon Young Savana BAK, Auteur ; LeAnne D. JOHNSON, Auteur . - p.3914-3927. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-11 (November 2025) . - p.3914-3927 Index. décimale : PER Périodiques Résumé : Organizations such as the National Clearinghouse on Autism Evidence and Practice have disseminated reports on evidence-based practices (EBPs) for individuals with autism to inform practice. However, some practitioners routinely employ unvalidated interventions more frequently than EBPs, signaling the presence of a research-to-practice gap. The current review investigated the degree to which single-case research studies with social communication outcomes for elementary-aged students with autism included details on variables that may impact the adoption and implementation of EBPs in practice. The results suggest limited reporting of variables that aid decision-making in the adoption and implementation of EBPs. Limited reporting can negatively impact uptake and fidelity and, therefore, student outcomes. Suggestions are made to improve researchers’ reporting of the critical components of EBPs that will facilitate adoption and implementation by practitioners. En ligne : https://doi.org/10.1007/s10803-024-06499-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Siblings and social interaction development of individuals with ASD: A systematic review / Moon Young Savana BAK ; LeAnne D. JOHNSON ; Lalinne S. BELL ; Natalie G. DUMAS in Research in Autism Spectrum Disorders, 109 (November 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 109 (November 2023) . - 102280 Titre : Siblings and social interaction development of individuals with ASD: A systematic review Type de document : texte imprimé Auteurs : Moon Young Savana BAK, Auteur ; LeAnne D. JOHNSON, Auteur ; Lalinne S. BELL, Auteur ; Natalie G. DUMAS, Auteur Article en page(s) : 102280 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Siblings  Social interaction Index. décimale : PER Périodiques Résumé : Sibling relationships may play a unique role in the social development of individuals with autism spectrum disorder (ASD). Research suggests that the involvement of siblings within focused intervention contexts can be beneficial for the social skills improvement of individuals with ASD. However, compared to research focusing on the impact of individuals with ASD on their siblings, there is relatively little research about the influence of siblings on the social interaction development of individuals with ASD. As an important exploratory step, this systematic review aims to summarize existing literature that investigated siblings relative to the development of social interactions of individuals with ASD. A total of 105 studies were included in this review regarding social interaction development of siblings and individuals with ASD, and a subset of 24 studies that focused on the influence of siblings on individuals with ASD were further analyzed. The results suggested that the majority of included studies (77.14%) focused on the social interaction outcomes of the siblings rather than individuals with ASD with variability regarding studies' variables of interest. Implications and future directions are also discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 [article] Siblings and social interaction development of individuals with ASD: A systematic review [texte imprimé] / Moon Young Savana BAK, Auteur ; LeAnne D. JOHNSON, Auteur ; Lalinne S. BELL, Auteur ; Natalie G. DUMAS, Auteur . - 102280. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 109 (November 2023) . - 102280 Mots-clés : Autism spectrum disorder  Siblings  Social interaction Index. décimale : PER Périodiques Résumé : Sibling relationships may play a unique role in the social development of individuals with autism spectrum disorder (ASD). Research suggests that the involvement of siblings within focused intervention contexts can be beneficial for the social skills improvement of individuals with ASD. However, compared to research focusing on the impact of individuals with ASD on their siblings, there is relatively little research about the influence of siblings on the social interaction development of individuals with ASD. As an important exploratory step, this systematic review aims to summarize existing literature that investigated siblings relative to the development of social interactions of individuals with ASD. A total of 105 studies were included in this review regarding social interaction development of siblings and individuals with ASD, and a subset of 24 studies that focused on the influence of siblings on individuals with ASD were further analyzed. The results suggested that the majority of included studies (77.14%) focused on the social interaction outcomes of the siblings rather than individuals with ASD with variability regarding studies' variables of interest. Implications and future directions are also discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518

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