37 recherche sur le mot-clé 'Implémentation'

Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation / J. SUHRHEINRICH in Autism, 25-8 (November 2021)  

Public ISBD [article]  inAutism > 25-8 (November 2021) . - p.2291-2304 Titre : Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation Type de document : Texte imprimé et/ou numérique Auteurs : J. SUHRHEINRICH, Auteur ; M. MELGAREJO, Auteur ; B. ROOT, Auteur ; G. A. AARONS, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Article en page(s) : p.2291-2304 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Child  Humans  School Health Services  Schools  Students  education services  implementation  qualitative research Index. décimale : PER Périodiques Résumé : The law requires that schools use evidence-based practices to educate students with autism spectrum disorder. However, these practices are often not used, or are not used correctly in school programs. Understanding barriers and facilitators of use of evidence-based practices in schools will help improve the implementation process. This study uses focus groups to characterize how school-based providers representing urban or rural school districts perceive barriers and facilitators for implementing new practices for students with autism spectrum disorder. Guiding questions include the following: (1) Are contextual factors perceived as barriers or facilitators and how do these vary by district location? and (2) What are the key factors impacting implementation across the Exploration, Preparation, Implementation, and Sustainment phases? Focus group participants (n = 33) were service providers to children with autism spectrum disorder from urban- and rural-located school districts. Several personnel-related themes (attitudes and buy-in, knowledge and skills, staffing, and burnout) were shared by participants representing both urban and rural districts. However, some personnel-related themes and organizational factors were unique to rural or urban districts. For example, themes related to system and organizational factors (leadership approval, support and expectations, district structure, competing priorities, time for effective professional development, litigation and due process, and materials and resources) differed between the district locations. This project serves as an initial step in identifying implementation strategies that may improve the use of evidence-based practices in schools. En ligne : http://dx.doi.org/10.1177/13623613211016729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation [Texte imprimé et/ou numérique] / J. SUHRHEINRICH, Auteur ; M. MELGAREJO, Auteur ; B. ROOT, Auteur ; G. A. AARONS, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - p.2291-2304. Langues : Anglais (eng) in Autism > 25-8 (November 2021) . - p.2291-2304 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Child  Humans  School Health Services  Schools  Students  education services  implementation  qualitative research Index. décimale : PER Périodiques Résumé : The law requires that schools use evidence-based practices to educate students with autism spectrum disorder. However, these practices are often not used, or are not used correctly in school programs. Understanding barriers and facilitators of use of evidence-based practices in schools will help improve the implementation process. This study uses focus groups to characterize how school-based providers representing urban or rural school districts perceive barriers and facilitators for implementing new practices for students with autism spectrum disorder. Guiding questions include the following: (1) Are contextual factors perceived as barriers or facilitators and how do these vary by district location? and (2) What are the key factors impacting implementation across the Exploration, Preparation, Implementation, and Sustainment phases? Focus group participants (n = 33) were service providers to children with autism spectrum disorder from urban- and rural-located school districts. Several personnel-related themes (attitudes and buy-in, knowledge and skills, staffing, and burnout) were shared by participants representing both urban and rural districts. However, some personnel-related themes and organizational factors were unique to rural or urban districts. For example, themes related to system and organizational factors (leadership approval, support and expectations, district structure, competing priorities, time for effective professional development, litigation and due process, and materials and resources) differed between the district locations. This project serves as an initial step in identifying implementation strategies that may improve the use of evidence-based practices in schools. En ligne : http://dx.doi.org/10.1177/13623613211016729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Dissemination and Implementation of Behavioral Treatments for Anxiety in ASD A2 - Kerns, Connor M / Amy DRAHOTA  

Public ISBD in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS Titre : Dissemination and Implementation of Behavioral Treatments for Anxiety in ASD A2 - Kerns, Connor M Type de document : Texte imprimé et/ou numérique Auteurs : Amy DRAHOTA, Auteur ; Colby CHLEBOWSKI, Auteur ; Nicole STADNICK, Auteur ; Mary BAKER-ERICZEN, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Année de publication : 2017 Importance : p.231-249 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  evidence-based intervention  ACT SMART Implementation Toolkit  cognitive behavioral therapy  implementation  dissemination Index. décimale : PAR-B PAR-B - Anxiété Résumé : Abstract Anxiety is a common co-occurring condition in ASD that contributes to the complexity of a youth’s clinical presentation, functioning, and service needs. Although there is a rapidly growing body of evidence for the efficacy of cognitive behavioral therapy for anxiety in ASD, there is a well-documented gap between research-based interventions and routine care. This gap illustrates the potential limited public health impact of interventions developed in laboratory settings. In this chapter, we first provide recommendations for the consideration of anxiety intervention developers to accelerate the bidirectional translation between research and routine care. Second, we introduce dissemination and implementation science (and provide a glossary of implementation terms) as an additional method to address this gap by focusing on developing and testing strategies to improve the systematic process of implementing evidence-based interventions (EBIs) in routine care settings. Specifically, research-based implementation frameworks highlight the multiple phases of implementation (initial exploration and adoption through sustained delivery) and the multi-level contexts to be considered during implementation of EBIs in routine care settings (systems, service organizations, providers, children/families). Lastly, we discuss opportunities at each of these levels and phases of implementation to facilitate EBI implementation through the use of the ACT SMART Implementation Toolkit, a comprehensive implementation strategy developed for routine care settings delivering services to individuals with ASD. En ligne : http://dx.doi.org/10.1016/B978-0-12-805122-1.00012-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS Dissemination and Implementation of Behavioral Treatments for Anxiety in ASD A2 - Kerns, Connor M [Texte imprimé et/ou numérique] / Amy DRAHOTA, Auteur ; Colby CHLEBOWSKI, Auteur ; Nicole STADNICK, Auteur ; Mary BAKER-ERICZEN, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - 2017 . - p.231-249. Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  evidence-based intervention  ACT SMART Implementation Toolkit  cognitive behavioral therapy  implementation  dissemination Index. décimale : PAR-B PAR-B - Anxiété Résumé : Abstract Anxiety is a common co-occurring condition in ASD that contributes to the complexity of a youth’s clinical presentation, functioning, and service needs. Although there is a rapidly growing body of evidence for the efficacy of cognitive behavioral therapy for anxiety in ASD, there is a well-documented gap between research-based interventions and routine care. This gap illustrates the potential limited public health impact of interventions developed in laboratory settings. In this chapter, we first provide recommendations for the consideration of anxiety intervention developers to accelerate the bidirectional translation between research and routine care. Second, we introduce dissemination and implementation science (and provide a glossary of implementation terms) as an additional method to address this gap by focusing on developing and testing strategies to improve the systematic process of implementing evidence-based interventions (EBIs) in routine care settings. Specifically, research-based implementation frameworks highlight the multiple phases of implementation (initial exploration and adoption through sustained delivery) and the multi-level contexts to be considered during implementation of EBIs in routine care settings (systems, service organizations, providers, children/families). Lastly, we discuss opportunities at each of these levels and phases of implementation to facilitate EBI implementation through the use of the ACT SMART Implementation Toolkit, a comprehensive implementation strategy developed for routine care settings delivering services to individuals with ASD. En ligne : http://dx.doi.org/10.1016/B978-0-12-805122-1.00012-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300

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Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study / Nathaniel J. WILLIAMS in Autism, 25-4 (May 2021)  

Public ISBD [article]  inAutism > 25-4 (May 2021) . - p.982-994 Titre : Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study Type de document : Texte imprimé et/ou numérique Auteurs : Nathaniel J. WILLIAMS, Auteur ; Lindsay FREDERICK, Auteur ; Alix CHING, Auteur ; David MANDELL, Auteur ; Christina KANG-YI, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.982-994 Langues : Anglais (eng) Mots-clés : education services  evidence-based practice  implementation  interventions  leadership  organizational climate  organizational culture  psychosocial/behavioral  conflict of interest. Index. décimale : PER Périodiques Résumé : Schools play a major role in providing services to youth with autism; however, not all schools use evidence-based practices, defined as interventions that are proven to improve youth well-being through rigorous research. School culture and climate are strong predictors of whether or not a school uses evidence-based practices; however, little is known about how principals can create school cultures and climates that support the use of these practices. This study interviewed 32 teachers in elementary schools that implemented three closely related evidence-based practices for youth with autism to better understand how principals create school cultures and climates that support effective services. Analysis of the teachers' responses identified seven strategies principals can use to create school cultures and climates that support the implementation of effective practices for youth with autism. The strategies include the following: (a) support teachers to obtain professional development focused on autism, (b) align performance expectations and evaluations with the needs of students with autism and evidence-based practice delivery, (c) allocate resources to ensure adequate staff, materials, and training are available to implement evidence-based practices, (d) be open and flexible to allow teachers to use the building and resources as needed to meet students' needs, (e) provide direct assistance, feedback, and coaching to troubleshoot challenges or involve outside experts to do so, (f) openly value the work of special education teachers and provide recognition to those who develop expertise in evidence-based practices, and (g) look for opportunities to integrate special and general education teachers and students to foster a truly inclusive climate. En ligne : http://dx.doi.org/10.1177/1362361320974509 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study [Texte imprimé et/ou numérique] / Nathaniel J. WILLIAMS, Auteur ; Lindsay FREDERICK, Auteur ; Alix CHING, Auteur ; David MANDELL, Auteur ; Christina KANG-YI, Auteur ; Jill LOCKE, Auteur . - p.982-994. Langues : Anglais (eng) in Autism > 25-4 (May 2021) . - p.982-994 Mots-clés : education services  evidence-based practice  implementation  interventions  leadership  organizational climate  organizational culture  psychosocial/behavioral  conflict of interest. Index. décimale : PER Périodiques Résumé : Schools play a major role in providing services to youth with autism; however, not all schools use evidence-based practices, defined as interventions that are proven to improve youth well-being through rigorous research. School culture and climate are strong predictors of whether or not a school uses evidence-based practices; however, little is known about how principals can create school cultures and climates that support the use of these practices. This study interviewed 32 teachers in elementary schools that implemented three closely related evidence-based practices for youth with autism to better understand how principals create school cultures and climates that support effective services. Analysis of the teachers' responses identified seven strategies principals can use to create school cultures and climates that support the implementation of effective practices for youth with autism. The strategies include the following: (a) support teachers to obtain professional development focused on autism, (b) align performance expectations and evaluations with the needs of students with autism and evidence-based practice delivery, (c) allocate resources to ensure adequate staff, materials, and training are available to implement evidence-based practices, (d) be open and flexible to allow teachers to use the building and resources as needed to meet students' needs, (e) provide direct assistance, feedback, and coaching to troubleshoot challenges or involve outside experts to do so, (f) openly value the work of special education teachers and provide recognition to those who develop expertise in evidence-based practices, and (g) look for opportunities to integrate special and general education teachers and students to foster a truly inclusive climate. En ligne : http://dx.doi.org/10.1177/1362361320974509 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Examining adaptations necessary to support the implementation of a parent-mediated intervention for children with autism spectrum disorder and moderate feeding problems / Katherine PICKARD in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2434-2445 Titre : Examining adaptations necessary to support the implementation of a parent-mediated intervention for children with autism spectrum disorder and moderate feeding problems Type de document : Texte imprimé et/ou numérique Auteurs : Katherine PICKARD, Auteur ; T Lindsey BURRELL, Auteur ; Susan BRASHER, Auteur ; Derianne BUCKLEY, Auteur ; Scott GILLESPIE, Auteur ; William SHARP, Auteur ; Lawrence SCAHILL, Auteur Article en page(s) : p.2434-2445 Mots-clés : autism spectrum disorders  implementation  nutrition/feeding  parent-mediated intervention  qualitative research Index. décimale : PER Périodiques Résumé : Moderate feeding problems affect many children with autism spectrum disorder and often co-occur with disruptive mealtime behaviors. Although parent-mediated interventions have shown promise to support feeding problems, research has primarily occurred within randomized controlled trials when delivered by highly trained clinicians in specialty clinics. Thus, the alignment of these approaches within community settings is unclear. To address this limitation, this study explored adaptations to a parent-mediated intervention, Managing Eating Aversions and Limited Variety (i.e. MEAL Plan), to enhance its adoption, implementation, and sustainment within community settings, including factors that may support or hinder its translation. Participants were 14 multidisciplinary providers who attended one of the three workgroups that included semi-structured focus groups regarding the fit of MEAL Plan in their practice setting. Thematic analysis was used to determine emergent themes, which fell into the domains of content, contextual considerations, and training needs. Specific themes included the appropriateness MEAL Plan for autistic and non-autistic children, adaptations to MEAL Plan delivery, billing considerations, agency-level support, and the format of ongoing training and consultation. By proactively responding to these factors, it may be possible to enhance the implementation and sustainability of parent-mediated interventions, including MEAL Plan, within community practices that support autistic children.Lay abstractModerate feeding problems and disruptive mealtime behaviors are common in children with autism spectrum disorder. Although parent-mediated interventions are able to support feeding problems in autistic children, most research has occurred within specialty clinics when delivered by highly trained clinicians. Thus, the fit of these interventions within community settings is not clear. To address this limitation, this study explored adaptations to a parent-mediated intervention, Managing Eating Aversions and Limited Variety (i.e. MEAL Plan), to improve its fit and use within community settings. Participants were 14 multidisciplinary providers who attended one of the three intensive workgroups that included focus groups about the fit of MEAL Plan in their practice setting. Qualitative analysis was used to determine the main themes that came up within the focus groups. Specific themes included the appropriateness MEAL Plan for autistic and non-autistic children, how providers might adapt their delivery of MEAL Plan, billing and insurance considerations, administrator support for MEAL Plan, and the content and format of ongoing training and consultation. By proactively considering and responding to these factors, it may be possible to enhance MEAL Plan so that it is better able to be delivered and sustained within community practices that support autistic children. En ligne : http://dx.doi.org/10.1177/13623613231166181 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Examining adaptations necessary to support the implementation of a parent-mediated intervention for children with autism spectrum disorder and moderate feeding problems [Texte imprimé et/ou numérique] / Katherine PICKARD, Auteur ; T Lindsey BURRELL, Auteur ; Susan BRASHER, Auteur ; Derianne BUCKLEY, Auteur ; Scott GILLESPIE, Auteur ; William SHARP, Auteur ; Lawrence SCAHILL, Auteur . - p.2434-2445. in Autism > 27-8 (November 2023) . - p.2434-2445 Mots-clés : autism spectrum disorders  implementation  nutrition/feeding  parent-mediated intervention  qualitative research Index. décimale : PER Périodiques Résumé : Moderate feeding problems affect many children with autism spectrum disorder and often co-occur with disruptive mealtime behaviors. Although parent-mediated interventions have shown promise to support feeding problems, research has primarily occurred within randomized controlled trials when delivered by highly trained clinicians in specialty clinics. Thus, the alignment of these approaches within community settings is unclear. To address this limitation, this study explored adaptations to a parent-mediated intervention, Managing Eating Aversions and Limited Variety (i.e. MEAL Plan), to enhance its adoption, implementation, and sustainment within community settings, including factors that may support or hinder its translation. Participants were 14 multidisciplinary providers who attended one of the three workgroups that included semi-structured focus groups regarding the fit of MEAL Plan in their practice setting. Thematic analysis was used to determine emergent themes, which fell into the domains of content, contextual considerations, and training needs. Specific themes included the appropriateness MEAL Plan for autistic and non-autistic children, adaptations to MEAL Plan delivery, billing considerations, agency-level support, and the format of ongoing training and consultation. By proactively responding to these factors, it may be possible to enhance the implementation and sustainability of parent-mediated interventions, including MEAL Plan, within community practices that support autistic children.Lay abstractModerate feeding problems and disruptive mealtime behaviors are common in children with autism spectrum disorder. Although parent-mediated interventions are able to support feeding problems in autistic children, most research has occurred within specialty clinics when delivered by highly trained clinicians. Thus, the fit of these interventions within community settings is not clear. To address this limitation, this study explored adaptations to a parent-mediated intervention, Managing Eating Aversions and Limited Variety (i.e. MEAL Plan), to improve its fit and use within community settings. Participants were 14 multidisciplinary providers who attended one of the three intensive workgroups that included focus groups about the fit of MEAL Plan in their practice setting. Qualitative analysis was used to determine the main themes that came up within the focus groups. Specific themes included the appropriateness MEAL Plan for autistic and non-autistic children, how providers might adapt their delivery of MEAL Plan, billing and insurance considerations, administrator support for MEAL Plan, and the content and format of ongoing training and consultation. By proactively considering and responding to these factors, it may be possible to enhance MEAL Plan so that it is better able to be delivered and sustained within community practices that support autistic children. En ligne : http://dx.doi.org/10.1177/13623613231166181 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

Factors associated with implementation of a school-based comprehensive program for students with autism / Samuel L ODOM in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.703-715 Titre : Factors associated with implementation of a school-based comprehensive program for students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Samuel L ODOM, Auteur ; Ann M. SAM, Auteur ; Brianne TOMASZEWSKI, Auteur Article en page(s) : p.703-715 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Educational Personnel  Humans  School Health Services  Schools  Students  autism  comprehensive program  education services  implementation  interventions  psychosocial/behavioral Index. décimale : PER Périodiques Résumé : The purpose of this study was to identify influences on the implementation of a school-based, comprehensive program for autistic students. Influences from the community context, from within the school organization, and from features of the intervention itself were examined. The study took place in 39 elementary schools in a southeastern state in the United States. Transformational leadership style of the building principal, percentage of white students at the school (which was proposed as a broader community socioeconomic variable), and adequacy of coaching were all associated with implementation. En ligne : https://dx.doi.org/10.1177/13623613211070340 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Factors associated with implementation of a school-based comprehensive program for students with autism [Texte imprimé et/ou numérique] / Samuel L ODOM, Auteur ; Ann M. SAM, Auteur ; Brianne TOMASZEWSKI, Auteur . - p.703-715. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.703-715 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Educational Personnel  Humans  School Health Services  Schools  Students  autism  comprehensive program  education services  implementation  interventions  psychosocial/behavioral Index. décimale : PER Périodiques Résumé : The purpose of this study was to identify influences on the implementation of a school-based, comprehensive program for autistic students. Influences from the community context, from within the school organization, and from features of the intervention itself were examined. The study took place in 39 elementary schools in a southeastern state in the United States. Transformational leadership style of the building principal, percentage of white students at the school (which was proposed as a broader community socioeconomic variable), and adequacy of coaching were all associated with implementation. En ligne : https://dx.doi.org/10.1177/13623613211070340 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Hybrid implementation model of community-partnered early intervention for toddlers with autism: a randomized trial / Stephanie Y. SHIRE in Journal of Child Psychology and Psychiatry, 58-5 (May 2017)  

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Sustained Community Implementation of JASPER Intervention with Toddlers with Autism / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 49-5 (May 2019)  

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The impact of implementation support on the use of a social engagement intervention for children with autism in public schools / J. LOCKE in Autism, 23-4 (May 2019)  

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The implementation of the screening tool for autism in toddlers in Part C early intervention programs: An 18-month follow-up / Daina M. TAGAVI in Autism, 27-1 (January 2023)  

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Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools / Jill LOCKE in Research in Autism Spectrum Disorders, 62 (June 2019)  

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