Implementing a Positive Behavior Support Program for Young Children with Autism in Public Agencies: A Social Validity Evaluation from Parents, Practitioners, and Administrators / Mélina RIVARD in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.892-906 Titre : Implementing a Positive Behavior Support Program for Young Children with Autism in Public Agencies: A Social Validity Evaluation from Parents, Practitioners, and Administrators Type de document : texte imprimé Auteurs : Mélina RIVARD, Auteur ; Justine GRENIER-MARTIN, Auteur ; Catherine MELLO, Auteur ; Carlos SANCHEZ, Auteur ; Diane MORIN, Auteur ; Jacques FORGET, Auteur ; Christine LEFEBVRE, Auteur ; Zakaria MESTARI, Auteur ; Josquin DUCHAINE, Auteur Article en page(s) : p.892-906 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Challenging behaviors in young children with autism and intellectual disabilities pose significant barriers to learning and inclusion. The Prevent-Teach-Reinforce for Young Children (PTR-YC) program is an evidence-based intervention that addresses these behaviors according to Positive Behavior Intervention Support principles. It is essential to assess the social validity of an intervention, when implemented into a public service system, to ensure sustainability and relevance to stakeholders. The present study aimed to document the social validity of PTR-YC from the point of view of three key informants: parents, practitioners, and administrators. Sixty-one participants were interviewed about their experience with PTR-YC (9 administrators, 31 practitioners, and 20 families). Semi-structured interviews assessed three fundamental components of social validity (Wolf, 1978): (a) social relevance of intervention goals, (b) social appropriateness of intervention procedures, and (c) social importance of intervention effects. Participants’ responses were subjected to thematic analysis. Intervention goals, namely family participation in the clinical process, strategies that focuses on prevention, and teaching alternative adaptive behaviors, were identified as relevant. Participants appreciated the program’s clear, structured, and turnkey clinical process, its parent-practitioner collaboration, and its consistency with practices already in place in the field. Positive instrumental outcomes (e.g., knowledge, competencies, self-efficacy) and ultimate outcomes (e.g., decrease in challenging behavior) of the intervention were reported on children, families, and practitioners. This study represents the first in-depth evaluation of the social validity of PTR-YC in specialized public services for autism and demonstrates its appropriateness for universal implementation in this sector. En ligne : https://doi.org/10.1007/s10803-024-06590-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Implementing a Positive Behavior Support Program for Young Children with Autism in Public Agencies: A Social Validity Evaluation from Parents, Practitioners, and Administrators [texte imprimé] / Mélina RIVARD, Auteur ; Justine GRENIER-MARTIN, Auteur ; Catherine MELLO, Auteur ; Carlos SANCHEZ, Auteur ; Diane MORIN, Auteur ; Jacques FORGET, Auteur ; Christine LEFEBVRE, Auteur ; Zakaria MESTARI, Auteur ; Josquin DUCHAINE, Auteur . - p.892-906. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.892-906 Index. décimale : PER Périodiques Résumé : Challenging behaviors in young children with autism and intellectual disabilities pose significant barriers to learning and inclusion. The Prevent-Teach-Reinforce for Young Children (PTR-YC) program is an evidence-based intervention that addresses these behaviors according to Positive Behavior Intervention Support principles. It is essential to assess the social validity of an intervention, when implemented into a public service system, to ensure sustainability and relevance to stakeholders. The present study aimed to document the social validity of PTR-YC from the point of view of three key informants: parents, practitioners, and administrators. Sixty-one participants were interviewed about their experience with PTR-YC (9 administrators, 31 practitioners, and 20 families). Semi-structured interviews assessed three fundamental components of social validity (Wolf, 1978): (a) social relevance of intervention goals, (b) social appropriateness of intervention procedures, and (c) social importance of intervention effects. Participants’ responses were subjected to thematic analysis. Intervention goals, namely family participation in the clinical process, strategies that focuses on prevention, and teaching alternative adaptive behaviors, were identified as relevant. Participants appreciated the program’s clear, structured, and turnkey clinical process, its parent-practitioner collaboration, and its consistency with practices already in place in the field. Positive instrumental outcomes (e.g., knowledge, competencies, self-efficacy) and ultimate outcomes (e.g., decrease in challenging behavior) of the intervention were reported on children, families, and practitioners. This study represents the first in-depth evaluation of the social validity of PTR-YC in specialized public services for autism and demonstrates its appropriateness for universal implementation in this sector. En ligne : https://doi.org/10.1007/s10803-024-06590-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

---

1 (1 - 1 / 1) Par page : 25 50 100 200