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Pivotal response treatment: A study into the relationship between therapist characteristics and fidelity of implementation / Rianne VERSCHUUR in Autism, 24-2 (February 2020)
[article]
Titre : Pivotal response treatment: A study into the relationship between therapist characteristics and fidelity of implementation Type de document : Texte imprimé et/ou numérique Auteurs : Rianne VERSCHUUR, Auteur ; Bibi HUSKENS, Auteur ; Hubert KORZILIUS, Auteur ; Leonhard BAKKER, Auteur ; Michelle SNIJDER, Auteur ; Robert DIDDEN, Auteur Article en page(s) : p.499-514 Langues : Anglais (eng) Mots-clés : autism spectrum disorder evidence-based practice fidelity of implementation pivotal response treatment therapist characteristics Index. décimale : PER Périodiques Résumé : LAY ABSTRACT: Pivotal response treatment is a naturalistic behavioral intervention that teaches pivotal skills to children with autism spectrum disorder to produce widespread gains in other skills. Although most children with autism spectrum disorder benefit from pivotal response treatment, intervention outcomes vary considerably among children. Fidelity of intervention implementation (i.e. the extent to which an intervention is implemented as intended) may affect intervention outcomes. In this study, we studied the relationship between fidelity of pivotal response treatment implementation and therapist characteristics, such as therapist personality, therapist-child relationship, therapist attitude toward evidence-based practices, and therapist experience. We also explored whether a child's age and autism symptom severity were related to pivotal response treatment fidelity. Participants were 41 pivotal response treatment therapists who videotaped three pivotal response treatment sessions and completed four questionnaires to measure therapist characteristics. This study found that therapists' openness to innovation and their experience with pivotal response treatment predicted fidelity of implementation. Therapist personality, therapist-child relationship, and child characteristics were not related to pivotal response treatment fidelity. The results of this study emphasize that it is important (1) to target therapists' attitudes toward innovation prior to or during training in pivotal response treatment and (2) to provide therapists with ongoing supervision and feedback after training to increase fidelity of implementation and thus to improve intervention outcomes for children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319876213 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415
in Autism > 24-2 (February 2020) . - p.499-514[article] Pivotal response treatment: A study into the relationship between therapist characteristics and fidelity of implementation [Texte imprimé et/ou numérique] / Rianne VERSCHUUR, Auteur ; Bibi HUSKENS, Auteur ; Hubert KORZILIUS, Auteur ; Leonhard BAKKER, Auteur ; Michelle SNIJDER, Auteur ; Robert DIDDEN, Auteur . - p.499-514.
Langues : Anglais (eng)
in Autism > 24-2 (February 2020) . - p.499-514
Mots-clés : autism spectrum disorder evidence-based practice fidelity of implementation pivotal response treatment therapist characteristics Index. décimale : PER Périodiques Résumé : LAY ABSTRACT: Pivotal response treatment is a naturalistic behavioral intervention that teaches pivotal skills to children with autism spectrum disorder to produce widespread gains in other skills. Although most children with autism spectrum disorder benefit from pivotal response treatment, intervention outcomes vary considerably among children. Fidelity of intervention implementation (i.e. the extent to which an intervention is implemented as intended) may affect intervention outcomes. In this study, we studied the relationship between fidelity of pivotal response treatment implementation and therapist characteristics, such as therapist personality, therapist-child relationship, therapist attitude toward evidence-based practices, and therapist experience. We also explored whether a child's age and autism symptom severity were related to pivotal response treatment fidelity. Participants were 41 pivotal response treatment therapists who videotaped three pivotal response treatment sessions and completed four questionnaires to measure therapist characteristics. This study found that therapists' openness to innovation and their experience with pivotal response treatment predicted fidelity of implementation. Therapist personality, therapist-child relationship, and child characteristics were not related to pivotal response treatment fidelity. The results of this study emphasize that it is important (1) to target therapists' attitudes toward innovation prior to or during training in pivotal response treatment and (2) to provide therapists with ongoing supervision and feedback after training to increase fidelity of implementation and thus to improve intervention outcomes for children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319876213 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 Implementation Challenges in Translating Pivotal Response Training into Community Settings / Jessica SUHRHEINRICH in Journal of Autism and Developmental Disorders, 43-12 (December 2013)
[article]
Titre : Implementation Challenges in Translating Pivotal Response Training into Community Settings Type de document : Texte imprimé et/ou numérique Auteurs : Jessica SUHRHEINRICH, Auteur ; Aubyn C. STAHMER, Auteur ; Sarah REED, Auteur ; Laura SCHREIBMAN, Auteur ; Erica REISINGER, Auteur ; David MANDELL, Auteur Article en page(s) : p.2970-2976 Langues : Anglais (eng) Mots-clés : Fidelity of implementation Pivotal response training Translation Special education Index. décimale : PER Périodiques Résumé : Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one such EBP, pivotal response training (PRT). Observational data were gathered from 41 teachers participating in two separate investigations involving PRT. Despite differences in training procedures, teachers demonstrated similarities in areas of strength (clear opportunities/instruction and child choice) and difficulty (turn taking and multiple cues). These findings suggest next steps toward systematic adaptation of PRT for classroom use. The research may serve as a model for the process of adapting EBPs for practice settings. En ligne : http://dx.doi.org/10.1007/s10803-013-1826-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218
in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2970-2976[article] Implementation Challenges in Translating Pivotal Response Training into Community Settings [Texte imprimé et/ou numérique] / Jessica SUHRHEINRICH, Auteur ; Aubyn C. STAHMER, Auteur ; Sarah REED, Auteur ; Laura SCHREIBMAN, Auteur ; Erica REISINGER, Auteur ; David MANDELL, Auteur . - p.2970-2976.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2970-2976
Mots-clés : Fidelity of implementation Pivotal response training Translation Special education Index. décimale : PER Périodiques Résumé : Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one such EBP, pivotal response training (PRT). Observational data were gathered from 41 teachers participating in two separate investigations involving PRT. Despite differences in training procedures, teachers demonstrated similarities in areas of strength (clear opportunities/instruction and child choice) and difficulty (turn taking and multiple cues). These findings suggest next steps toward systematic adaptation of PRT for classroom use. The research may serve as a model for the process of adapting EBPs for practice settings. En ligne : http://dx.doi.org/10.1007/s10803-013-1826-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218