[article]
| Titre : |
The role of staffing and classroom characteristics on preschool teachers' use of one-to-one intervention with children with autism |
| Type de document : |
texte imprimé |
| Auteurs : |
Victor LUSHIN, Auteur ; Steven C. MARCUS, Auteur ; Daphney GASTON, Auteur ; Rinad S. BEIDAS, Auteur ; Ashlee LAMSON, Auteur ; Ilene GOY, Auteur ; Irina GODINA, Auteur ; Joanne REES, Auteur ; Rebecca RIVERA, Auteur ; David S. MANDELL, Auteur |
| Article en page(s) : |
p.2035-2045 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
*autism *evidence-based practices *preschool special education |
| Index. décimale : |
PER Périodiques |
| Résumé : |
For preschool children with autism, individual (one-to-one) behavioral interventions are among the best-tested treatments. However, they are rarely used in special education preschools. We observed formally and informally delivered one-to-one behavioral interventions use by classroom staff (n = 51) in 12 classrooms across three special education preschools for children with autism, aged 3-6 years, in a major US city. We estimated the associations between one-to-one intervention use and classroom characteristics including staff-student ratio, professional role composition, and frequency of challenging child behaviors. As a whole, the factors we examined were considerably important for both formally and informally delivered one-to-one interventions. The number of individually assigned personal care aides in the classroom was negatively associated with the use of formally delivered one-to-one intervention. Classroom challenging behavior was positively associated with use of formally delivered one-to-one interventions. Interventionist's professional roles and the number of children in the class were most important for the use of informally delivered interventions. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff. |
| En ligne : |
http://dx.doi.org/10.1177/1362361320932726 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 |
in Autism > 24-8 (November 2020) . - p.2035-2045
[article] The role of staffing and classroom characteristics on preschool teachers' use of one-to-one intervention with children with autism [texte imprimé] / Victor LUSHIN, Auteur ; Steven C. MARCUS, Auteur ; Daphney GASTON, Auteur ; Rinad S. BEIDAS, Auteur ; Ashlee LAMSON, Auteur ; Ilene GOY, Auteur ; Irina GODINA, Auteur ; Joanne REES, Auteur ; Rebecca RIVERA, Auteur ; David S. MANDELL, Auteur . - p.2035-2045. Langues : Anglais ( eng) in Autism > 24-8 (November 2020) . - p.2035-2045
| Mots-clés : |
*autism *evidence-based practices *preschool special education |
| Index. décimale : |
PER Périodiques |
| Résumé : |
For preschool children with autism, individual (one-to-one) behavioral interventions are among the best-tested treatments. However, they are rarely used in special education preschools. We observed formally and informally delivered one-to-one behavioral interventions use by classroom staff (n = 51) in 12 classrooms across three special education preschools for children with autism, aged 3-6 years, in a major US city. We estimated the associations between one-to-one intervention use and classroom characteristics including staff-student ratio, professional role composition, and frequency of challenging child behaviors. As a whole, the factors we examined were considerably important for both formally and informally delivered one-to-one interventions. The number of individually assigned personal care aides in the classroom was negatively associated with the use of formally delivered one-to-one intervention. Classroom challenging behavior was positively associated with use of formally delivered one-to-one interventions. Interventionist's professional roles and the number of children in the class were most important for the use of informally delivered interventions. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff. |
| En ligne : |
http://dx.doi.org/10.1177/1362361320932726 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 |
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Faire une suggestion Affiner la rechercheThe importance of characterizing intervention for individuals with autism in Autism, 20-4 (May 2016)
