27 recherche sur le mot-clé 'Evidence-based practices'

Attitudes towards and organizational support for evidence-based practices: A comparison of education and allied health professionals in autism / Jessica PAYNTER in Research in Autism Spectrum Disorders, 92 (April 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 92 (April 2022) . - 101932 Titre : Attitudes towards and organizational support for evidence-based practices: A comparison of education and allied health professionals in autism Type de document : Texte imprimé et/ou numérique Auteurs : Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur Article en page(s) : 101932 Langues : Anglais (eng) Mots-clés : Evidence-based practices  Empirically supported  Autism  Autism spectrum disorder  Implementation science Index. décimale : PER Périodiques Résumé : Background Evidence-based practices (EBPs) have been developed for clients on the autism spectrum across allied health and education. However, there remains a significant gap between research and practice. We explored the similarities and differences between educators and allied health professionals in two key factors that may link to uptake: individual attitudes and organizational culture support for EBP. Method Allied health (n = 156) and education professionals (n = 95) completed measures of their individual attitudes and perceived organizational support for EBP. Results Moderate levels of support for each were found within both groups. Educators however, showed more positive individual attitudes, whereas allied health professionals showed more positive organizational support toward EBP. Conclusions These results add to the scant literature comparing professions, highlighting discipline differences in attitudes and organizational support across professionals for EBP in autism. These findings highlight the need for targeted knowledge translation approaches as opposed to development of generic models across contexts and disciplines. En ligne : https://doi.org/10.1016/j.rasd.2022.101932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Attitudes towards and organizational support for evidence-based practices: A comparison of education and allied health professionals in autism [Texte imprimé et/ou numérique] / Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur . - 101932. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 92 (April 2022) . - 101932 Mots-clés : Evidence-based practices  Empirically supported  Autism  Autism spectrum disorder  Implementation science Index. décimale : PER Périodiques Résumé : Background Evidence-based practices (EBPs) have been developed for clients on the autism spectrum across allied health and education. However, there remains a significant gap between research and practice. We explored the similarities and differences between educators and allied health professionals in two key factors that may link to uptake: individual attitudes and organizational culture support for EBP. Method Allied health (n = 156) and education professionals (n = 95) completed measures of their individual attitudes and perceived organizational support for EBP. Results Moderate levels of support for each were found within both groups. Educators however, showed more positive individual attitudes, whereas allied health professionals showed more positive organizational support toward EBP. Conclusions These results add to the scant literature comparing professions, highlighting discipline differences in attitudes and organizational support across professionals for EBP in autism. These findings highlight the need for targeted knowledge translation approaches as opposed to development of generic models across contexts and disciplines. En ligne : https://doi.org/10.1016/j.rasd.2022.101932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

Employing Evidence-Based Practices for Children with Autism in Elementary Schools / Ann M. SAM in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323 Titre : Employing Evidence-Based Practices for Children with Autism in Elementary Schools Type de document : Texte imprimé et/ou numérique Auteurs : Ann M. SAM, Auteur ; Samuel L ODOM, Auteur ; B. TOMASZEWSKI, Auteur ; Y. PERKINS, Auteur ; A. W. COX, Auteur Article en page(s) : p.2308-2323 Langues : Anglais (eng) Mots-clés : Academic Performance/psychology/statistics & numerical data  Autism Spectrum Disorder/psychology  Child  Education, Special/methods  Evidence-Based Practice/methods  Female  Humans  Male  Program Evaluation  Schools  Students/psychology  Autistic students  Elementary schools  Evidence-based practices  Teacher implementation Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. En ligne : http://dx.doi.org/10.1007/s10803-020-04706-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Employing Evidence-Based Practices for Children with Autism in Elementary Schools [Texte imprimé et/ou numérique] / Ann M. SAM, Auteur ; Samuel L ODOM, Auteur ; B. TOMASZEWSKI, Auteur ; Y. PERKINS, Auteur ; A. W. COX, Auteur . - p.2308-2323. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323 Mots-clés : Academic Performance/psychology/statistics & numerical data  Autism Spectrum Disorder/psychology  Child  Education, Special/methods  Evidence-Based Practice/methods  Female  Humans  Male  Program Evaluation  Schools  Students/psychology  Autistic students  Elementary schools  Evidence-based practices  Teacher implementation Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. En ligne : http://dx.doi.org/10.1007/s10803-020-04706-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Knowledge and reported use of evidence-based practices by early intervention professionals working with autistic children in Saudi Arabia / Nouf M. ALATIFI in Research in Autism Spectrum Disorders, 105 (July 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 105 (July 2023) . - 102182 Titre : Knowledge and reported use of evidence-based practices by early intervention professionals working with autistic children in Saudi Arabia Type de document : Texte imprimé et/ou numérique Auteurs : Nouf M. ALATIFI, Auteur ; Kylie M. GRAY, Auteur ; Richard P. HASTINGS, Auteur Article en page(s) : 102182 Langues : Anglais (eng) Mots-clés : Evidence-based practices  Early intervention  Implementation Index. décimale : PER Périodiques Résumé : Background This study examined early intervention professionals' attitudes towards, knowledge and reported use of evidence-based practices for autistic children in Saudi Arabia. Method An online survey was completed by 173 early intervention professionals working directly with autistic children (under the age of six years) in early intervention programs at public and private nursery schools/ day-care centres in all provinces of Saudi Arabia. Results Participants reported greater use of evidence-based practices than emerging and unsupported practices. However, some evidence-based practices (EBPs) were reported to be used infrequently - less than once per week on average. Unsupported practices were also reported to be used more frequently than emerging practices. Participants were more likely to report using EBPs when they had more knowledge of EBPs, they said that they would have a higher level of willingness to use EBPs if it was required by authorities, and the location of their school/centre was a major city. Participants were also more likely to report using emerging practices when they had less knowledge of EBPs and more knowledge of emerging practices. A similar pattern was also found for unsupported practices. The most reported used sources of information on early intervention practices were other teachers, professional development inside the workplace, and general web searches. Research literature was one of the reported least commonly accessed sources of information. Conclusions These results add to the scant Saudi literature investigating autism early intervention practices, highlighting the knowledge and reported use by professionals of these practices. The implications of these findings for the facilitation of knowledge transfer into practice are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102182 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Knowledge and reported use of evidence-based practices by early intervention professionals working with autistic children in Saudi Arabia [Texte imprimé et/ou numérique] / Nouf M. ALATIFI, Auteur ; Kylie M. GRAY, Auteur ; Richard P. HASTINGS, Auteur . - 102182. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102182 Mots-clés : Evidence-based practices  Early intervention  Implementation Index. décimale : PER Périodiques Résumé : Background This study examined early intervention professionals' attitudes towards, knowledge and reported use of evidence-based practices for autistic children in Saudi Arabia. Method An online survey was completed by 173 early intervention professionals working directly with autistic children (under the age of six years) in early intervention programs at public and private nursery schools/ day-care centres in all provinces of Saudi Arabia. Results Participants reported greater use of evidence-based practices than emerging and unsupported practices. However, some evidence-based practices (EBPs) were reported to be used infrequently - less than once per week on average. Unsupported practices were also reported to be used more frequently than emerging practices. Participants were more likely to report using EBPs when they had more knowledge of EBPs, they said that they would have a higher level of willingness to use EBPs if it was required by authorities, and the location of their school/centre was a major city. Participants were also more likely to report using emerging practices when they had less knowledge of EBPs and more knowledge of emerging practices. A similar pattern was also found for unsupported practices. The most reported used sources of information on early intervention practices were other teachers, professional development inside the workplace, and general web searches. Research literature was one of the reported least commonly accessed sources of information. Conclusions These results add to the scant Saudi literature investigating autism early intervention practices, highlighting the knowledge and reported use by professionals of these practices. The implications of these findings for the facilitation of knowledge transfer into practice are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102182 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

Leadership profiles associated with the implementation of behavioral health evidence-based practices for autism spectrum disorder in schools / N. A. STADNICK in Autism, 23-8 (November 2019)  

Public ISBD [article]  inAutism > 23-8 (November 2019) . - p.1957-1968 Titre : Leadership profiles associated with the implementation of behavioral health evidence-based practices for autism spectrum disorder in schools Type de document : Texte imprimé et/ou numérique Auteurs : N. A. STADNICK, Auteur ; R. D. MEZA, Auteur ; J. SUHRHEINRICH, Auteur ; G. A. AARONS, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; A. R. LYON, Auteur ; D. S. MANDELL, Auteur ; J. LOCKE, Auteur Article en page(s) : p.1957-1968 Langues : Anglais (eng) Mots-clés : EPIS framework  autism spectrum disorder  evidence-based practices  implementation science  leadership  principal  schools Index. décimale : PER Périodiques Résumé : Implementation of evidence-based practice (EBP) for autism spectrum disorder (ASD) in the education system is a public health priority. Leadership is a critical driver of EBP implementation but little is known about the types of leadership behaviors exhibited by school leaders and how this influences the context of EBP implementation, particularly for students with ASD. The objectives of this study were to determine (1) the leadership profiles of principals involved in EBP implementation for students with ASD and (2) how these leadership profiles related to school characteristics and implementation climate. The Exploration, Preparation, Implementation, Sustainment (EPIS) framework was used to guide the design and analysis of this study. Participants (n = 296) included principals, teachers, and classroom support staff. They provided demographic information and completed the Multifactor Leadership Questionnaire and Implementation Climate Scale. Using latent profile analysis, a three-pattern solution was identified: Disengaged (6% of sample), Undifferentiated (23% of sample), and Optimal (71% of sample). Principals in schools with higher proportions of students with an individualized education program were more likely to be classified as Undifferentiated than Optimal. The Optimal group was associated with more positive implementation climate than the Undifferentiated or Disengaged groups. Findings suggest that leadership behaviors rated by principals and their staff involved in implementation of common autism EBPs can be meaningfully clustered into three discernible profiles that are shaped by organizational context and linked to strategic implementation climate. Our study findings have implications for leadership training and service delivery in schools by underscoring the critical nature of school leadership during implementation of EBPs for children with autism and the interplay between specific leadership behaviors and strategic implementation climate. En ligne : http://dx.doi.org/10.1177/1362361319834398 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Leadership profiles associated with the implementation of behavioral health evidence-based practices for autism spectrum disorder in schools [Texte imprimé et/ou numérique] / N. A. STADNICK, Auteur ; R. D. MEZA, Auteur ; J. SUHRHEINRICH, Auteur ; G. A. AARONS, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; A. R. LYON, Auteur ; D. S. MANDELL, Auteur ; J. LOCKE, Auteur . - p.1957-1968. Langues : Anglais (eng) in Autism > 23-8 (November 2019) . - p.1957-1968 Mots-clés : EPIS framework  autism spectrum disorder  evidence-based practices  implementation science  leadership  principal  schools Index. décimale : PER Périodiques Résumé : Implementation of evidence-based practice (EBP) for autism spectrum disorder (ASD) in the education system is a public health priority. Leadership is a critical driver of EBP implementation but little is known about the types of leadership behaviors exhibited by school leaders and how this influences the context of EBP implementation, particularly for students with ASD. The objectives of this study were to determine (1) the leadership profiles of principals involved in EBP implementation for students with ASD and (2) how these leadership profiles related to school characteristics and implementation climate. The Exploration, Preparation, Implementation, Sustainment (EPIS) framework was used to guide the design and analysis of this study. Participants (n = 296) included principals, teachers, and classroom support staff. They provided demographic information and completed the Multifactor Leadership Questionnaire and Implementation Climate Scale. Using latent profile analysis, a three-pattern solution was identified: Disengaged (6% of sample), Undifferentiated (23% of sample), and Optimal (71% of sample). Principals in schools with higher proportions of students with an individualized education program were more likely to be classified as Undifferentiated than Optimal. The Optimal group was associated with more positive implementation climate than the Undifferentiated or Disengaged groups. Findings suggest that leadership behaviors rated by principals and their staff involved in implementation of common autism EBPs can be meaningfully clustered into three discernible profiles that are shaped by organizational context and linked to strategic implementation climate. Our study findings have implications for leadership training and service delivery in schools by underscoring the critical nature of school leadership during implementation of EBPs for children with autism and the interplay between specific leadership behaviors and strategic implementation climate. En ligne : http://dx.doi.org/10.1177/1362361319834398 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

Evidence-Based Behavioral Interventions for Repetitive Behaviors in Autism / Brian A. BOYD in Journal of Autism and Developmental Disorders, 42-6 (June 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1236-1248 Titre : Evidence-Based Behavioral Interventions for Repetitive Behaviors in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Brian A. BOYD, Auteur ; Stephen G. MCDONOUGH, Auteur ; James W. BODFISH, Auteur Année de publication : 2012 Article en page(s) : p.1236-1248 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Evidence-based practices  Repetitive behaviors Index. décimale : PER Périodiques Résumé : Restricted and repetitive behaviors (RRBs) are a core symptom of autism spectrum disorders (ASD). There has been an increased research emphasis on repetitive behaviors; however, this research primarily has focused on phenomenology and mechanisms. Thus, the knowledge base on interventions is lagging behind other areas of research. The literature suggests there are evidence-based practices to treat “lower order” RRBs in ASD (e.g., stereotypies); yet, there is a lack of a focused program of intervention research for “higher order” behaviors (e.g., insistence on sameness). This paper will (a) discuss barriers to intervention development for RRBs; (b) review evidence-based interventions to treat RRBs in ASD, with a focus on higher order behaviors; and (c) conclude with recommendations for practice and research. En ligne : http://dx.doi.org/10.1007/s10803-011-1284-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=157 [article] Evidence-Based Behavioral Interventions for Repetitive Behaviors in Autism [Texte imprimé et/ou numérique] / Brian A. BOYD, Auteur ; Stephen G. MCDONOUGH, Auteur ; James W. BODFISH, Auteur . - 2012 . - p.1236-1248. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1236-1248 Mots-clés : Autism spectrum disorders  Evidence-based practices  Repetitive behaviors Index. décimale : PER Périodiques Résumé : Restricted and repetitive behaviors (RRBs) are a core symptom of autism spectrum disorders (ASD). There has been an increased research emphasis on repetitive behaviors; however, this research primarily has focused on phenomenology and mechanisms. Thus, the knowledge base on interventions is lagging behind other areas of research. The literature suggests there are evidence-based practices to treat “lower order” RRBs in ASD (e.g., stereotypies); yet, there is a lack of a focused program of intervention research for “higher order” behaviors (e.g., insistence on sameness). This paper will (a) discuss barriers to intervention development for RRBs; (b) review evidence-based interventions to treat RRBs in ASD, with a focus on higher order behaviors; and (c) conclude with recommendations for practice and research. En ligne : http://dx.doi.org/10.1007/s10803-011-1284-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=157

Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders / Victoria KNIGHT in Journal of Autism and Developmental Disorders, 45-1 (January 2015)  

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What does it mean for an autism intervention to be evidence-based? / Giacomo VIVANTI in Autism Research, 15-10 (October 2022)  

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An Examination of Education Professionals’ Beliefs About Causes of Autism and Their Perceptions of Practices / Veronica P. FLEURY in Focus on Autism and Other Developmental Disabilities, 37-3 (September 2022)  

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Brief report: Caregiver perceptions of autism practices / Veronica P. FLEURY in Research in Autism Spectrum Disorders, 76 (August 2020)  

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Personnel Preparation Practices in ASD: A Follow-Up Analysis of Contemporary Practices / Gena P. BARNHILL in Focus on Autism and Other Developmental Disabilities, 29-1 (March 2014)  

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