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Parent Education and Training for autism spectrum disorders: Scoping the evidence / J. J. DAWSON-SQUIBB in Autism, 24-1 (January 2020)
[article]
Titre : Parent Education and Training for autism spectrum disorders: Scoping the evidence Type de document : Texte imprimé et/ou numérique Auteurs : J. J. DAWSON-SQUIBB, Auteur ; E. L. DAVIDS, Auteur ; A. J. HARRISON, Auteur ; M. A. MOLONY, Auteur ; P. J. DE VRIES, Auteur Article en page(s) : p.7-25 Langues : Anglais (eng) Mots-clés : Parent Education and Training implementation scoping review Index. décimale : PER Périodiques Résumé : Empowering families of children with autism spectrum disorder through education and training is best practice. A wide range of Parent Education and Training programmes are delivered around the globe, but there is limited knowledge about the characteristics of these programmes, or about the research methods and outcomes used to evaluate them, particularly in countries outside the United States. We, therefore, performed a scoping review of all peer-reviewed Parent Education and Training publications outside the United States. A search was conducted between March and May 2017. Four reviewers extracted data and performed a mixed-methods quality appraisal of publications. Thirty-seven publications representing 32 unique programmes were identified. Publications described a highly diverse range of Parent Education and Training programmes across 20 countries and all continents except South America. The majority were group-based, but varied significantly in goals, modalities and duration. The majority of studies (86.4%) reported positive outcomes in relation to the core study objectives and only two studies reported some negative findings. Quality appraisal rated only 27% of studies to have met all the methodological quality criteria. Implementation factors such as manualisation, fidelity and cost were commented on infrequently. In spite of the clear need for Parent Education and Training programmes, our findings show that the research evidence-base in autism spectrum disorder outside the United States is relatively small, non-representative and in need of methodological quality improvements. En ligne : http://dx.doi.org/10.1177/1362361319841739 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Autism > 24-1 (January 2020) . - p.7-25[article] Parent Education and Training for autism spectrum disorders: Scoping the evidence [Texte imprimé et/ou numérique] / J. J. DAWSON-SQUIBB, Auteur ; E. L. DAVIDS, Auteur ; A. J. HARRISON, Auteur ; M. A. MOLONY, Auteur ; P. J. DE VRIES, Auteur . - p.7-25.
Langues : Anglais (eng)
in Autism > 24-1 (January 2020) . - p.7-25
Mots-clés : Parent Education and Training implementation scoping review Index. décimale : PER Périodiques Résumé : Empowering families of children with autism spectrum disorder through education and training is best practice. A wide range of Parent Education and Training programmes are delivered around the globe, but there is limited knowledge about the characteristics of these programmes, or about the research methods and outcomes used to evaluate them, particularly in countries outside the United States. We, therefore, performed a scoping review of all peer-reviewed Parent Education and Training publications outside the United States. A search was conducted between March and May 2017. Four reviewers extracted data and performed a mixed-methods quality appraisal of publications. Thirty-seven publications representing 32 unique programmes were identified. Publications described a highly diverse range of Parent Education and Training programmes across 20 countries and all continents except South America. The majority were group-based, but varied significantly in goals, modalities and duration. The majority of studies (86.4%) reported positive outcomes in relation to the core study objectives and only two studies reported some negative findings. Quality appraisal rated only 27% of studies to have met all the methodological quality criteria. Implementation factors such as manualisation, fidelity and cost were commented on infrequently. In spite of the clear need for Parent Education and Training programmes, our findings show that the research evidence-base in autism spectrum disorder outside the United States is relatively small, non-representative and in need of methodological quality improvements. En ligne : http://dx.doi.org/10.1177/1362361319841739 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 Developing 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)
[article]
Titre : Developing an Evaluation Framework for Parent Education and Training in Autism Spectrum Disorder: Results of a Multi-stakeholder Process Type de document : Texte imprimé et/ou numérique Auteurs : J. J. DAWSON-SQUIBB, Auteur ; P. J. DE VRIES, Auteur Article en page(s) : p.4468-4481 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Evaluation framework Implementation science Parent education and training Index. décimale : PER Périodiques Résumé : Despite the need for parent education and training programmes in autism spectrum disorder (ASD), there is no generally-accepted evaluation framework to select programmes for different settings. Here we generated an evaluation framework using a multi-stakeholder, implementation science approach. Purposive sampling identified ASD experts, implementation/health systems experts, and parents/carers of individuals with ASD. A consensus-building stakeholder workshop with 14 stakeholders and thematic analysis was used to generate themes and components of the framework. Main themes included 'Outcomes' (parent, child, family and community), 'Processes and Procedures' (accessibility, acceptability, psychological process, and referral pathways) and 'Implementation Landscape' (sustainability, scalability, integration and coordination, and monitoring and evaluation). We propose that the evaluation framework and Evaluation Framework Checklist generated could guide clinicians, researchers and policy-makers. En ligne : http://dx.doi.org/10.1007/s10803-019-04176-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408
in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4468-4481[article] Developing an Evaluation Framework for Parent Education and Training in Autism Spectrum Disorder: Results of a Multi-stakeholder Process [Texte imprimé et/ou numérique] / J. J. DAWSON-SQUIBB, Auteur ; P. J. DE VRIES, Auteur . - p.4468-4481.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4468-4481
Mots-clés : Autism spectrum disorder Evaluation framework Implementation science Parent education and training Index. décimale : PER Périodiques Résumé : Despite the need for parent education and training programmes in autism spectrum disorder (ASD), there is no generally-accepted evaluation framework to select programmes for different settings. Here we generated an evaluation framework using a multi-stakeholder, implementation science approach. Purposive sampling identified ASD experts, implementation/health systems experts, and parents/carers of individuals with ASD. A consensus-building stakeholder workshop with 14 stakeholders and thematic analysis was used to generate themes and components of the framework. Main themes included 'Outcomes' (parent, child, family and community), 'Processes and Procedures' (accessibility, acceptability, psychological process, and referral pathways) and 'Implementation Landscape' (sustainability, scalability, integration and coordination, and monitoring and evaluation). We propose that the evaluation framework and Evaluation Framework Checklist generated could guide clinicians, researchers and policy-makers. En ligne : http://dx.doi.org/10.1007/s10803-019-04176-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408