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28 recherche sur le mot-clé 'Implementation science'




Annual Research Review: The state of implementation science in child psychology and psychiatry: a review and suggestions to advance the field / N. J. WILLIAMS in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)
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Titre : Annual Research Review: The state of implementation science in child psychology and psychiatry: a review and suggestions to advance the field Type de document : Texte imprimé et/ou numérique Auteurs : N. J. WILLIAMS, Auteur ; Rinad S. BEIDAS, Auteur Article en page(s) : p.430-450 Langues : Anglais (eng) Mots-clés : Children adolescents causal theory evidence-based practice implementation science Index. décimale : PER Périodiques Résumé : BACKGROUND: Scientists have developed evidence-based interventions that improve the symptoms and functioning of youth with psychiatric disorders; however, these interventions are rarely used in community settings. Eliminating this research-to-practice gap is the purview of implementation science, the discipline devoted to the study of methods to promote the use of evidence-based practices in routine care. METHODS: We review studies that have tested factors associated with implementation in child psychology and psychiatry, explore applications of social science theories to implementation, and conclude with recommendations to advance implementation science through the development and testing of novel, multilevel, causal theories. RESULTS: During its brief history, implementation science in child psychology and psychiatry has documented the implementation gap in routine care, tested training approaches and found them to be insufficient for behavior change, explored the relationships between variables and implementation outcomes, and initiated randomized controlled trials to test implementation strategies. This research has identified targets related to implementation (e.g., clinician motivation, organizational culture) and demonstrated the feasibility of activating these targets through implementation strategies. However, the dominant methodological approach has been atheoretical and predictive, relying heavily on a set of variables from heuristic frameworks. CONCLUSIONS: Optimizing the implementation of effective treatments in community care for youth with psychiatric disorders is a defining challenge of our time. This review proposes a new direction focused on developing and testing integrated causal theories. We recommend implementation scientists: (a) move from observational studies of implementation barriers and facilitators to trials that include causal theory; (b) identify a core set of implementation determinants; (c) conduct trials of implementation strategies with clear targets, mechanisms, and outcomes; (d) ensure that behaviors that are core to EBPs are clearly defined; and (e) agree upon standard measures. This agenda will help fulfill the promise of evidence-based practice for improving youth behavioral health. En ligne : https://dx.doi.org/10.1111/jcpp.12960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388
in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.430-450[article] Annual Research Review: The state of implementation science in child psychology and psychiatry: a review and suggestions to advance the field [Texte imprimé et/ou numérique] / N. J. WILLIAMS, Auteur ; Rinad S. BEIDAS, Auteur . - p.430-450.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.430-450
Mots-clés : Children adolescents causal theory evidence-based practice implementation science Index. décimale : PER Périodiques Résumé : BACKGROUND: Scientists have developed evidence-based interventions that improve the symptoms and functioning of youth with psychiatric disorders; however, these interventions are rarely used in community settings. Eliminating this research-to-practice gap is the purview of implementation science, the discipline devoted to the study of methods to promote the use of evidence-based practices in routine care. METHODS: We review studies that have tested factors associated with implementation in child psychology and psychiatry, explore applications of social science theories to implementation, and conclude with recommendations to advance implementation science through the development and testing of novel, multilevel, causal theories. RESULTS: During its brief history, implementation science in child psychology and psychiatry has documented the implementation gap in routine care, tested training approaches and found them to be insufficient for behavior change, explored the relationships between variables and implementation outcomes, and initiated randomized controlled trials to test implementation strategies. This research has identified targets related to implementation (e.g., clinician motivation, organizational culture) and demonstrated the feasibility of activating these targets through implementation strategies. However, the dominant methodological approach has been atheoretical and predictive, relying heavily on a set of variables from heuristic frameworks. CONCLUSIONS: Optimizing the implementation of effective treatments in community care for youth with psychiatric disorders is a defining challenge of our time. This review proposes a new direction focused on developing and testing integrated causal theories. We recommend implementation scientists: (a) move from observational studies of implementation barriers and facilitators to trials that include causal theory; (b) identify a core set of implementation determinants; (c) conduct trials of implementation strategies with clear targets, mechanisms, and outcomes; (d) ensure that behaviors that are core to EBPs are clearly defined; and (e) agree upon standard measures. This agenda will help fulfill the promise of evidence-based practice for improving youth behavioral health. En ligne : https://dx.doi.org/10.1111/jcpp.12960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 It's time to close the research to practice gap in autism: The need for implementation science / Brian A. BOYD in Autism, 26-3 (April 2022)
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Titre : It's time to close the research to practice gap in autism: The need for implementation science Type de document : Texte imprimé et/ou numérique Auteurs : Brian A. BOYD, Auteur ; Aubyn C. STAHMER, Auteur ; Samuel L ODOM, Auteur ; Anna WALLISCH, Auteur ; Maya MATHEIS, Auteur Article en page(s) : p.569-574 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Humans Implementation Science Professional Practice Gaps Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613211064422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.569-574[article] It's time to close the research to practice gap in autism: The need for implementation science [Texte imprimé et/ou numérique] / Brian A. BOYD, Auteur ; Aubyn C. STAHMER, Auteur ; Samuel L ODOM, Auteur ; Anna WALLISCH, Auteur ; Maya MATHEIS, Auteur . - p.569-574.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.569-574
Mots-clés : Autism Spectrum Disorder Autistic Disorder Humans Implementation Science Professional Practice Gaps Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613211064422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis / Laura M. JUSTICE in Journal of Autism and Developmental Disorders, 50-5 (May 2020)
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Titre : Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Laura M. JUSTICE, Auteur ; Jing CHEN, Auteur ; Hui JIANG, Auteur ; Sherine TAMBYRAJA, Auteur ; Jessica LOGAN, Auteur Article en page(s) : p.1668-1682 Langues : Anglais (eng) Mots-clés : Book-reading Caregiver interventions Early literacy Implementation science Language impairment Index. décimale : PER Périodiques Résumé : This study examined implementation of an evidence-based home reading program by caregivers of children with language impairment. Caregivers received materials and supports to read with their children for 15 weeks, four times weekly; in total, 128 caregivers were enrolled. Survival analysis showed that 55% of caregivers completed the program, and the majority of dropouts did so early in the intervention. Mulitnominal logistic regression results showed that dropout was associated with household income, child literacy skills, and receipt of behavior-change techniques by caregivers, especially financial incentives (50 cents per book reading). Results may advance the science of implementation in the area of early childhood disability and could provide suggestions to improve caregivers' effectiveness in implementing interventions to their children. En ligne : http://dx.doi.org/10.1007/s10803-019-03925-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422
in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1668-1682[article] Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis [Texte imprimé et/ou numérique] / Laura M. JUSTICE, Auteur ; Jing CHEN, Auteur ; Hui JIANG, Auteur ; Sherine TAMBYRAJA, Auteur ; Jessica LOGAN, Auteur . - p.1668-1682.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1668-1682
Mots-clés : Book-reading Caregiver interventions Early literacy Implementation science Language impairment Index. décimale : PER Périodiques Résumé : This study examined implementation of an evidence-based home reading program by caregivers of children with language impairment. Caregivers received materials and supports to read with their children for 15 weeks, four times weekly; in total, 128 caregivers were enrolled. Survival analysis showed that 55% of caregivers completed the program, and the majority of dropouts did so early in the intervention. Mulitnominal logistic regression results showed that dropout was associated with household income, child literacy skills, and receipt of behavior-change techniques by caregivers, especially financial incentives (50 cents per book reading). Results may advance the science of implementation in the area of early childhood disability and could provide suggestions to improve caregivers' effectiveness in implementing interventions to their children. En ligne : http://dx.doi.org/10.1007/s10803-019-03925-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder / Claire SNELL-ROOD in Autism, 24-5 (July 2020)
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Titre : Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Claire SNELL-ROOD, Auteur ; Lisa RUBLE, Auteur ; Harold KLEINERT, Auteur ; John H. MCGREW, Auteur ; Medina ADAMS, Auteur ; Alexis RODGERS, Auteur ; Jaye ODOM, Auteur ; Wing Hang WONG, Auteur ; Yue YU, Auteur Article en page(s) : p.1164-1176 Langues : Anglais (eng) Mots-clés : Compass Epis autism spectrum disorder implementation science stakeholders transition planning Index. décimale : PER Périodiques Résumé : Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by an implementation science framework that takes into account the multiple factors that influence transition outcomes, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth with autism spectrum disorder access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N?=?40). Participants described how core tenets of the individualized education planning process were not reliably implemented: planning was described by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services specified in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse stakeholder perspectives illuminate the need for implementation efforts to target the provider, organizational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319894827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Autism > 24-5 (July 2020) . - p.1164-1176[article] Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder [Texte imprimé et/ou numérique] / Claire SNELL-ROOD, Auteur ; Lisa RUBLE, Auteur ; Harold KLEINERT, Auteur ; John H. MCGREW, Auteur ; Medina ADAMS, Auteur ; Alexis RODGERS, Auteur ; Jaye ODOM, Auteur ; Wing Hang WONG, Auteur ; Yue YU, Auteur . - p.1164-1176.
Langues : Anglais (eng)
in Autism > 24-5 (July 2020) . - p.1164-1176
Mots-clés : Compass Epis autism spectrum disorder implementation science stakeholders transition planning Index. décimale : PER Périodiques Résumé : Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by an implementation science framework that takes into account the multiple factors that influence transition outcomes, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth with autism spectrum disorder access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N?=?40). Participants described how core tenets of the individualized education planning process were not reliably implemented: planning was described by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services specified in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse stakeholder perspectives illuminate the need for implementation efforts to target the provider, organizational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319894827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 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)
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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
in Autism > 23-8 (November 2019) . - p.1957-1968[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 Practice-driven research for statewide scale up: Implementation outcomes of the California Autism Professional Training and Information Network / Jessica SUHRHEINRICH in Autism, 26-3 (April 2022)
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PermalinkThe implementation of reciprocal imitation training in a Part C early intervention setting: A stepped-wedge pragmatic trial / L. V. IBANEZ in Autism Research, 14-8 (August 2021)
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PermalinkThe long and winding road: Pathways from basic research to implementation and evaluation / Sheree L. TOTH ; Catherine CERULLI ; Jody Todd MANLY in Development and Psychopathology, 36-5 (December 2024)
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PermalinkDeveloping an Evaluation Framework for Parent Education and Training in Autism Spectrum Disorder: Results of a Multi-stakeholder Process / J. J. DAWSON-SQUIBB in Journal of Autism and Developmental Disorders, 49-11 (November 2019)
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PermalinkPerceptions of implementing facing your fears in hospital and community organizations / Laura BERLANDA in Research in Autism Spectrum Disorders, 80 (February 2021)
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