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Implementation fidelity and common elements of high quality teaching sequences for students with autism spectrum disorder in COMPASS / Lisa A. RUBLE in Research in Autism Spectrum Disorders, 71 (March 2020)
[article]
Titre : Implementation fidelity and common elements of high quality teaching sequences for students with autism spectrum disorder in COMPASS Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; Abigail M. A. LOVE, Auteur ; Venus WONG, Auteur ; Jennifer L. GRISHAM-BROWN, Auteur ; John H. MCGREW, Auteur Article en page(s) : p.101493 Langues : Anglais (eng) Mots-clés : Autism COMPASS Common elements Evidence based practice Teacher coaching Teaching quality Theoretically informed Implementation fidelity research to practice Index. décimale : PER Périodiques Résumé : Background Evidence-based educational instruction includes teaching elements common across different approaches as well as specific elements of the chosen evidence-based practice. We were interested in evaluating the use and impact of common elements of teaching. Specifically, we adopted a model of elements of high quality teaching sequences and developed and tested an instructional quality index to capture evidence-based features within teaching sequences (Grisham-Brown & Ruble, 2014). Method The current investigation examined 29 special education teachers who received a consultation intervention called the Collaborative Model for Promoting Competence and Success (Ruble, Dalrymple, & McGrew, 2012; Ruble, McGrew, & Toland, 2012) that results in personalized teaching plans for young students with ASD and embeds elements of evidence-based teacher coaching of self-reflection and performance-based feedback. We analyzed the teaching plans to understand which of the common elements were present, and if teachers demonstrated improved performance after coaching. Results Analysis of the use of common elements during the first and fourth coaching session demonstrated that all teachers showed improvement. Most importantly, the use of common elements correlated with student goal attainment outcomes. Conclusions These results suggest that common elements of teaching sequences which we view as core features of teaching quality, can be improved as a result of coaching, and most importantly, are associated with students’ educational outcomes. En ligne : https://doi.org/10.1016/j.rasd.2019.101493 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416
in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101493[article] Implementation fidelity and common elements of high quality teaching sequences for students with autism spectrum disorder in COMPASS [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; Abigail M. A. LOVE, Auteur ; Venus WONG, Auteur ; Jennifer L. GRISHAM-BROWN, Auteur ; John H. MCGREW, Auteur . - p.101493.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101493
Mots-clés : Autism COMPASS Common elements Evidence based practice Teacher coaching Teaching quality Theoretically informed Implementation fidelity research to practice Index. décimale : PER Périodiques Résumé : Background Evidence-based educational instruction includes teaching elements common across different approaches as well as specific elements of the chosen evidence-based practice. We were interested in evaluating the use and impact of common elements of teaching. Specifically, we adopted a model of elements of high quality teaching sequences and developed and tested an instructional quality index to capture evidence-based features within teaching sequences (Grisham-Brown & Ruble, 2014). Method The current investigation examined 29 special education teachers who received a consultation intervention called the Collaborative Model for Promoting Competence and Success (Ruble, Dalrymple, & McGrew, 2012; Ruble, McGrew, & Toland, 2012) that results in personalized teaching plans for young students with ASD and embeds elements of evidence-based teacher coaching of self-reflection and performance-based feedback. We analyzed the teaching plans to understand which of the common elements were present, and if teachers demonstrated improved performance after coaching. Results Analysis of the use of common elements during the first and fourth coaching session demonstrated that all teachers showed improvement. Most importantly, the use of common elements correlated with student goal attainment outcomes. Conclusions These results suggest that common elements of teaching sequences which we view as core features of teaching quality, can be improved as a result of coaching, and most importantly, are associated with students’ educational outcomes. En ligne : https://doi.org/10.1016/j.rasd.2019.101493 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 Cognitive behavior therapy to treat anxiety among children with autism spectrum disorders: A systematic review / Karen R. KESTER in Research in Autism Spectrum Disorders, 52 (August 2018)
[article]
Titre : Cognitive behavior therapy to treat anxiety among children with autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Karen R. KESTER, Auteur ; Joseph M. LUCYSHYN, Auteur Article en page(s) : p.37-50 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Anxiety Cognitive behavior therapy Empirically supported treatment Evidence based practice Systematic review Index. décimale : PER Périodiques Résumé : Background Children with an autism spectrum disorder (ASD) are at risk for developing co-morbid mental health disorders, with anxiety being the most common. Anxiety symptoms significantly interfere with a child's ability to participate in school and community settings. Over the past 17 years, there has been an increase in empirical evidence of Cognitive Behavioral Therapy (CBT) as a treatment for anxiety in children with ASD. The purpose of this systematic review was to evaluate this body of research to determine whether CBT could be classified as an empirically supported treatment (EST) for this population. A secondary purpose was to identify the extent to which schools have been involved in this line of research. Method A systematic review of group comparison and single case research was conducted. Each study was evaluated using quality indicators recommended by the Council for Exceptional Children (CEC), including an evaluation of study effects. Information regarding school involvement was also extracted. Results A total of 30 studies were included in the analysis. Results indicated that modified CBT interventions for children with ASD met CEC criteria for an EST. Among the studies evaluated, only two (6%) involved a school setting in which educators participated in the intervention. Conclusion The results of this review offer empirically support for modified CBT for children with autism as an EST. Findings also indicate that little research has included the school context when implementing CBT treatments for children with autism and anxiety. Implications for dissemination and future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2018.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368
in Research in Autism Spectrum Disorders > 52 (August 2018) . - p.37-50[article] Cognitive behavior therapy to treat anxiety among children with autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Karen R. KESTER, Auteur ; Joseph M. LUCYSHYN, Auteur . - p.37-50.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 52 (August 2018) . - p.37-50
Mots-clés : Autism spectrum disorders Anxiety Cognitive behavior therapy Empirically supported treatment Evidence based practice Systematic review Index. décimale : PER Périodiques Résumé : Background Children with an autism spectrum disorder (ASD) are at risk for developing co-morbid mental health disorders, with anxiety being the most common. Anxiety symptoms significantly interfere with a child's ability to participate in school and community settings. Over the past 17 years, there has been an increase in empirical evidence of Cognitive Behavioral Therapy (CBT) as a treatment for anxiety in children with ASD. The purpose of this systematic review was to evaluate this body of research to determine whether CBT could be classified as an empirically supported treatment (EST) for this population. A secondary purpose was to identify the extent to which schools have been involved in this line of research. Method A systematic review of group comparison and single case research was conducted. Each study was evaluated using quality indicators recommended by the Council for Exceptional Children (CEC), including an evaluation of study effects. Information regarding school involvement was also extracted. Results A total of 30 studies were included in the analysis. Results indicated that modified CBT interventions for children with ASD met CEC criteria for an EST. Among the studies evaluated, only two (6%) involved a school setting in which educators participated in the intervention. Conclusion The results of this review offer empirically support for modified CBT for children with autism as an EST. Findings also indicate that little research has included the school context when implementing CBT treatments for children with autism and anxiety. Implications for dissemination and future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2018.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368