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

Using the LENA® system for children with autism in educational settings: A comparison with human coders / Seungwon CHUNG ; Sarah M. AVENDAÑO ; Joshua B. PLAVNICK ; Julie S. BREHMER ; Amber M. REILLY in Research in Autism Spectrum Disorders, 111 (March 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 111 (March 2024) . - p.102312 Titre : Using the LENA® system for children with autism in educational settings: A comparison with human coders Type de document : texte imprimé Auteurs : Seungwon CHUNG, Auteur ; Sarah M. AVENDAÑO, Auteur ; Joshua B. PLAVNICK, Auteur ; Julie S. BREHMER, Auteur ; Amber M. REILLY, Auteur Article en page(s) : p.102312 Mots-clés : Autism  Children  Language measurement  School settings Index. décimale : PER Périodiques Résumé : Researchers recommend collecting repeated or prolonged natural language samples to supplement direct assessments and anecdotal reports in language studies for autistic children. Several studies have used the Language Environment Analysis® (LENA) system to collect language samples from autistic children. However, there has been little research that investigates the reliability of using the LENA system for autistic children in an educational setting such as a classroom. The current study compared language data disaggregated by the LENA system from 40 autistic children in educational settings with data from human coders. Specifically, we calculated three separate correlational and reliability analyses between the LENA system and human coders. Results showed that although the aggregated coefficients could be interpreted as fair, LENA systems should be used with caution due to high variability between the LENA system and human coders. Implications for future research and limitations are also discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=521 [article] Using the LENA® system for children with autism in educational settings: A comparison with human coders [texte imprimé] / Seungwon CHUNG, Auteur ; Sarah M. AVENDAÑO, Auteur ; Joshua B. PLAVNICK, Auteur ; Julie S. BREHMER, Auteur ; Amber M. REILLY, Auteur . - p.102312. in Research in Autism Spectrum Disorders > 111 (March 2024) . - p.102312 Mots-clés : Autism  Children  Language measurement  School settings Index. décimale : PER Périodiques Résumé : Researchers recommend collecting repeated or prolonged natural language samples to supplement direct assessments and anecdotal reports in language studies for autistic children. Several studies have used the Language Environment Analysis® (LENA) system to collect language samples from autistic children. However, there has been little research that investigates the reliability of using the LENA system for autistic children in an educational setting such as a classroom. The current study compared language data disaggregated by the LENA system from 40 autistic children in educational settings with data from human coders. Specifically, we calculated three separate correlational and reliability analyses between the LENA system and human coders. Results showed that although the aggregated coefficients could be interpreted as fair, LENA systems should be used with caution due to high variability between the LENA system and human coders. Implications for future research and limitations are also discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=521

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