4 recherche sur le mot-clé 'Psychosocial Intervention'

A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example / Sarah R. EDMUNDS in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.601-614 Titre : A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. EDMUNDS, Auteur ; Kyle M. FROST, Auteur ; R. Chris SHELDRICK, Auteur ; Alice BRAVO, Auteur ; Diondra STRAITON, Auteur ; Katherine PICKARD, Auteur ; Valerie GRIM, Auteur ; Amy DRAHOTA, Auteur ; Jocelyn KUHN, Auteur ; Gazi AZAD, Auteur ; Anamiguel POMALES RAMOS, Auteur ; Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Lisa V. IBANEZ, Auteur ; Wendy L. STONE, Auteur ; Alice CARTER, Auteur ; Sarabeth BRODER-FINGERT, Auteur Article en page(s) : p.601-614 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  Child, Preschool  Communication  Humans  Imitative Behavior  Parents/psychology  Psychosocial Intervention  autism spectrum disorders  implementation science  intervention fidelity  interventions?psychosocial/behavioral  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Interventions that support social communication include several "components," or parts (e.g. strategies for working with children and families, targeting specific skills). Some of these components may be essential for the intervention to work, while others may be recommended or viewed as helpful but not necessary for the intervention to work. "Recommended" components are often described as "adaptable" because they can be changed to improve fit in different settings where interventions are offered or with different individuals. We need to understand which parts of an intervention are essential (and which are adaptable) when translating interventions from research to community settings, but it is challenging to do this before studying an intervention in the community. This article presents the CORE (COmponents & Rationales for Effectiveness) Fidelity Method-a new method for defining the essential components of evidence-based interventions-and applies it to a case example of Reciprocal Imitation Teaching, an intervention that parents are taught to deliver with their young children with social communication delays. The CORE Fidelity Method involves three steps: (1) gathering information from multiple sources; (2) integrating information from previous research and theory; and (3) drafting a CORE model for ongoing use. The benefits of using the CORE Fidelity Method may include: (1) improving consistency in intervention and research materials to help all providers emphasize the most important skills or strategies; (2) clarifying which parts of the intervention can be adapted; and (3) supporting future research that evaluates which intervention components work and how they work. En ligne : https://dx.doi.org/10.1177/13623613211064431 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4737 [article] A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example [Texte imprimé et/ou numérique] / Sarah R. EDMUNDS, Auteur ; Kyle M. FROST, Auteur ; R. Chris SHELDRICK, Auteur ; Alice BRAVO, Auteur ; Diondra STRAITON, Auteur ; Katherine PICKARD, Auteur ; Valerie GRIM, Auteur ; Amy DRAHOTA, Auteur ; Jocelyn KUHN, Auteur ; Gazi AZAD, Auteur ; Anamiguel POMALES RAMOS, Auteur ; Brooke R. INGERSOLL, Auteur ; Allison L. WAINER, Auteur ; Lisa V. IBANEZ, Auteur ; Wendy L. STONE, Auteur ; Alice CARTER, Auteur ; Sarabeth BRODER-FINGERT, Auteur . - p.601-614. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.601-614 Mots-clés : Autism Spectrum Disorder  Child  Child, Preschool  Communication  Humans  Imitative Behavior  Parents/psychology  Psychosocial Intervention  autism spectrum disorders  implementation science  intervention fidelity  interventions?psychosocial/behavioral  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Interventions that support social communication include several "components," or parts (e.g. strategies for working with children and families, targeting specific skills). Some of these components may be essential for the intervention to work, while others may be recommended or viewed as helpful but not necessary for the intervention to work. "Recommended" components are often described as "adaptable" because they can be changed to improve fit in different settings where interventions are offered or with different individuals. We need to understand which parts of an intervention are essential (and which are adaptable) when translating interventions from research to community settings, but it is challenging to do this before studying an intervention in the community. This article presents the CORE (COmponents & Rationales for Effectiveness) Fidelity Method-a new method for defining the essential components of evidence-based interventions-and applies it to a case example of Reciprocal Imitation Teaching, an intervention that parents are taught to deliver with their young children with social communication delays. The CORE Fidelity Method involves three steps: (1) gathering information from multiple sources; (2) integrating information from previous research and theory; and (3) drafting a CORE model for ongoing use. The benefits of using the CORE Fidelity Method may include: (1) improving consistency in intervention and research materials to help all providers emphasize the most important skills or strategies; (2) clarifying which parts of the intervention can be adapted; and (3) supporting future research that evaluates which intervention components work and how they work. En ligne : https://dx.doi.org/10.1177/13623613211064431 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4737

Goal Attainment Scaling as an Outcome Measure in Randomized Controlled Trials of Psychosocial Interventions in Autism / Lisa A. RUBLE in Journal of Autism and Developmental Disorders, 42-9 (September 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1974-1983 Titre : Goal Attainment Scaling as an Outcome Measure in Randomized Controlled Trials of Psychosocial Interventions in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur ; Michael D. TOLAND, Auteur Année de publication : 2012 Article en page(s) : p.1974-1983 Langues : Anglais (eng) Mots-clés : Goal attainment scaling  Outcome measurement  Autism  Randomized controlled trials  Reliability  Psychosocial intervention Index. décimale : PER Périodiques Résumé : Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality. En ligne : http://dx.doi.org/10.1007/s10803-012-1446-7 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1802 [article] Goal Attainment Scaling as an Outcome Measure in Randomized Controlled Trials of Psychosocial Interventions in Autism [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur ; Michael D. TOLAND, Auteur . - 2012 . - p.1974-1983. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1974-1983 Mots-clés : Goal attainment scaling  Outcome measurement  Autism  Randomized controlled trials  Reliability  Psychosocial intervention Index. décimale : PER Périodiques Résumé : Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality. En ligne : http://dx.doi.org/10.1007/s10803-012-1446-7 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1802

Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers / Amy HODGES in Journal of Autism and Developmental Disorders, 52-7 (July 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3230-3245 Titre : Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers Type de document : Texte imprimé et/ou numérique Auteurs : Amy HODGES, Auteur ; Reinie CORDIER, Auteur ; Annette JOOSTEN, Auteur ; Helen M. BOURKE-TAYLOR, Auteur Article en page(s) : p.3230-3245 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Concept Formation  Humans  Schools  Students  Autism  Intervention development  Psychosocial intervention  Theoretical model Index. décimale : PER Périodiques Résumé : Limited interventions exist that support student's school participation. This paper describes a theoretical model of school participation and the iterative process that led to the development of an intervention that aims to improve the school participation of students on the autism spectrum and their typically developing peers. Literature on autism, school participation and intervention research were integrated to develop a theoretical model. Focus groups, a Delphi study, online surveys, and reference group consultation helped to develop and refine the intervention. A novel school-based intervention was developed. The impetus to develop interventions with a strong theoretical rationale is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05362-5 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4773 [article] Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers [Texte imprimé et/ou numérique] / Amy HODGES, Auteur ; Reinie CORDIER, Auteur ; Annette JOOSTEN, Auteur ; Helen M. BOURKE-TAYLOR, Auteur . - p.3230-3245. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3230-3245 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Concept Formation  Humans  Schools  Students  Autism  Intervention development  Psychosocial intervention  Theoretical model Index. décimale : PER Périodiques Résumé : Limited interventions exist that support student's school participation. This paper describes a theoretical model of school participation and the iterative process that led to the development of an intervention that aims to improve the school participation of students on the autism spectrum and their typically developing peers. Literature on autism, school participation and intervention research were integrated to develop a theoretical model. Focus groups, a Delphi study, online surveys, and reference group consultation helped to develop and refine the intervention. A novel school-based intervention was developed. The impetus to develop interventions with a strong theoretical rationale is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05362-5 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4773

Predictors of health service use among adolescents and adults with autism and aggression / Melissa PAQUETTE-SMITH in Research in Autism Spectrum Disorders, 68 (December 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 68 (December 2019) . - p.101418 Titre : Predictors of health service use among adolescents and adults with autism and aggression Type de document : Texte imprimé et/ou numérique Auteurs : Melissa PAQUETTE-SMITH, Auteur ; Jonathan A. WEISS, Auteur ; Julie DERGAL, Auteur ; Johanna LAKE, Auteur ; Yona LUNSKY, Auteur Article en page(s) : p.101418 Langues : Anglais (eng) Mots-clés : Health services  Autism  Adolescents  Adults  Psychotropic medication  Psychosocial intervention  Behavioral intervention  Aggression Index. décimale : PER Périodiques Résumé : Background Clinical guidelines recommend that psychosocial interventions be used before medication to manage aggressive behavior in individuals with autism. However, the extent to which a multidisciplinary approach is implemented and the factors that influence service use in this complex population are not well understood. Methods In this study, parents of 182 adolescents and adults with autism and a history of aggression were asked to report on their child’s health service use every two months for a year. Individuals that used services in this time period (N?=?158) were classified into three groups: users of psychotropic medication alone (n?=?28, 17.7%); psychosocial services alone (n?=?33, 20.9%); or users of both (n?=?97, 61.4%). Results Although the majority of the sample (82.3%) received guideline recommended treatment (i.e., psychosocial services or a combination of psychosocial services and psychotropic medication), 17.7% were using psychotropic medication alone. Several enabling variables, including visiting a family physician in the two-months prior to baseline, having higher parental education, and having parents who reported being able to effectively access services predicted using psychosocial services alone or in combination with medication. Predisposing and need variables (i.e., being younger and having no psychiatric disorders) also predicted using psychosocial services compared to medication alone. Conclusions Understanding predictors of service use can help to identify and address barriers that may prevent adults with autism and aggression from accessing guideline recommended care. En ligne : https://doi.org/10.1016/j.rasd.2019.101418 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4079 [article] Predictors of health service use among adolescents and adults with autism and aggression [Texte imprimé et/ou numérique] / Melissa PAQUETTE-SMITH, Auteur ; Jonathan A. WEISS, Auteur ; Julie DERGAL, Auteur ; Johanna LAKE, Auteur ; Yona LUNSKY, Auteur . - p.101418. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 68 (December 2019) . - p.101418 Mots-clés : Health services  Autism  Adolescents  Adults  Psychotropic medication  Psychosocial intervention  Behavioral intervention  Aggression Index. décimale : PER Périodiques Résumé : Background Clinical guidelines recommend that psychosocial interventions be used before medication to manage aggressive behavior in individuals with autism. However, the extent to which a multidisciplinary approach is implemented and the factors that influence service use in this complex population are not well understood. Methods In this study, parents of 182 adolescents and adults with autism and a history of aggression were asked to report on their child’s health service use every two months for a year. Individuals that used services in this time period (N?=?158) were classified into three groups: users of psychotropic medication alone (n?=?28, 17.7%); psychosocial services alone (n?=?33, 20.9%); or users of both (n?=?97, 61.4%). Results Although the majority of the sample (82.3%) received guideline recommended treatment (i.e., psychosocial services or a combination of psychosocial services and psychotropic medication), 17.7% were using psychotropic medication alone. Several enabling variables, including visiting a family physician in the two-months prior to baseline, having higher parental education, and having parents who reported being able to effectively access services predicted using psychosocial services alone or in combination with medication. Predisposing and need variables (i.e., being younger and having no psychiatric disorders) also predicted using psychosocial services compared to medication alone. Conclusions Understanding predictors of service use can help to identify and address barriers that may prevent adults with autism and aggression from accessing guideline recommended care. En ligne : https://doi.org/10.1016/j.rasd.2019.101418 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4079