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Détail de l'auteur
Auteur J. MCNEILL |
Documents disponibles écrits par cet auteur (1)
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Social Validity and Teachers' Use of Evidence-Based Practices for Autism / J. MCNEILL in Journal of Autism and Developmental Disorders, 49-11 (November 2019)
[article]
Titre : Social Validity and Teachers' Use of Evidence-Based Practices for Autism Type de document : Texte imprimé et/ou numérique Auteurs : J. MCNEILL, Auteur Article en page(s) : p.4585-4594 Langues : Anglais (eng) Mots-clés : Autism Evidence-based practice Intervention Social validity Special education Index. décimale : PER Périodiques Résumé : The autism intervention literature focuses heavily on the concept of evidence-based practice, with less consideration of the acceptability, feasibility, and contextual alignment of interventions in practice. A survey of 130 special educators was conducted to quantify this "social validity" of evidence-based practices and analyze its relationship with knowledge level and frequency of use. Results indicate that knowledge, use, and social validity are tightly-connected and rank the highest for modeling, reinforcement, prompting, and visual supports. Regression analysis suggests that greater knowledge, higher perceived social validity, and a caseload including more students with autism predicts more frequent use of a practice. The results support the vital role that social validity plays in teachers' implementation, with implications for both research and practice. En ligne : http://dx.doi.org/10.1007/s10803-019-04190-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408
in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4585-4594[article] Social Validity and Teachers' Use of Evidence-Based Practices for Autism [Texte imprimé et/ou numérique] / J. MCNEILL, Auteur . - p.4585-4594.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4585-4594
Mots-clés : Autism Evidence-based practice Intervention Social validity Special education Index. décimale : PER Périodiques Résumé : The autism intervention literature focuses heavily on the concept of evidence-based practice, with less consideration of the acceptability, feasibility, and contextual alignment of interventions in practice. A survey of 130 special educators was conducted to quantify this "social validity" of evidence-based practices and analyze its relationship with knowledge level and frequency of use. Results indicate that knowledge, use, and social validity are tightly-connected and rank the highest for modeling, reinforcement, prompting, and visual supports. Regression analysis suggests that greater knowledge, higher perceived social validity, and a caseload including more students with autism predicts more frequent use of a practice. The results support the vital role that social validity plays in teachers' implementation, with implications for both research and practice. En ligne : http://dx.doi.org/10.1007/s10803-019-04190-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408