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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)
[article]
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
in Autism > 25-8 (November 2021) . - p.2291-2304[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 Research Review: The effect of school-based suicide prevention on suicidal ideation and suicide attempts and the role of intervention and contextual factors among adolescents: a meta-analysis and meta-regression / Eibhlin H. WALSH in Journal of Child Psychology and Psychiatry, 63-8 (August 2022)
[article]
Titre : Research Review: The effect of school-based suicide prevention on suicidal ideation and suicide attempts and the role of intervention and contextual factors among adolescents: a meta-analysis and meta-regression Type de document : Texte imprimé et/ou numérique Auteurs : Eibhlin H. WALSH, Auteur ; Jennifer MCMAHON, Auteur ; Matthew P. HERRING, Auteur Article en page(s) : p.836-845 Langues : Anglais (eng) Mots-clés : Adolescent Humans Incidence School Health Services Schools Suicidal Ideation Suicide, Attempted/prevention & control Suicidal thoughts and behaviours adolescence meta-analysis post-primary school-based suicide prevention Index. décimale : PER Périodiques Résumé : BACKGROUND: Globally, suicide is the fourth highest cause of adolescent mortality (Suicide: https://www.who.int/news-room/fact-sheets/detail/suicide). The effects of post-primary school-based suicide prevention (PSSP) on adolescent suicidal thoughts and behaviours (STBs) have not been comprehensively synthesised. We aim to estimate the population effect for PSSP interventions on adolescent STBs and explore how intervention effects vary based on intervention and contextual moderators. METHODS: Searches of PsycINFO, Medline, Education Source, ERIC, Web of Science, and the Cochrane Central Register of Controlled Trials identified cluster randomised trials examining the effectiveness of PSSP on adolescent STBs. The Cochrane Risk of Bias tool assessed bias. Crude and adjusted back-transformed odds ratios (ORs) were calculated. Multilevel random-effects models accounted for dependencies of effects. Univariate meta-regression explored variability of intervention and contextual moderators on pooled effects. RESULTS: There were 19 and 12 effects for suicidal ideation (SI) and suicide attempts (SA). Compared with controls, interventions were associated with 13% (OR=0.87, 95%CI [0.78, 0.96]) and 34% (OR=0.66, 95%CI [0.47, 0.91]) lower crude odds reductions for SI and SA, respectively. Effects were similar for adjusted SI (OR = 0.85, 95%CI [0.75, 0.95]) and SA (OR = 0.72, 95%CI [0.59, 0.87]) models. Within-study (0.20-9.10%) and between-study (0-51.20%) heterogeneity ranged for crude and adjusted SA models and SI heterogeneity was 0%. Moderator analyses did not vary SA effects (ps>.05). CONCLUSIONS: This meta-analysis contributes to the PSSP evidence-base by demonstrating that PSSP targeting STBs as both primary intervention outcomes and with other health and well-being outcomes reduced SI and SA among 33,155 adolescents attending 329 schools, compared to controls. The number needed to treat estimates suggests the potential of reducing the incidence of SA and SI in one adolescent by implementing PSSP in 1-2 classrooms, supporting PSSP as a clinically relevant suicide prevention strategy. Although moderator analyses were nonsignificant and contained a small number of trials, larger SA effect sizes support particular effectiveness for interventions of a duration of 1week, involving multiple stakeholders and with a 12-month follow-up. En ligne : http://dx.doi.org/10.1111/jcpp.13598 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Journal of Child Psychology and Psychiatry > 63-8 (August 2022) . - p.836-845[article] Research Review: The effect of school-based suicide prevention on suicidal ideation and suicide attempts and the role of intervention and contextual factors among adolescents: a meta-analysis and meta-regression [Texte imprimé et/ou numérique] / Eibhlin H. WALSH, Auteur ; Jennifer MCMAHON, Auteur ; Matthew P. HERRING, Auteur . - p.836-845.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-8 (August 2022) . - p.836-845
Mots-clés : Adolescent Humans Incidence School Health Services Schools Suicidal Ideation Suicide, Attempted/prevention & control Suicidal thoughts and behaviours adolescence meta-analysis post-primary school-based suicide prevention Index. décimale : PER Périodiques Résumé : BACKGROUND: Globally, suicide is the fourth highest cause of adolescent mortality (Suicide: https://www.who.int/news-room/fact-sheets/detail/suicide). The effects of post-primary school-based suicide prevention (PSSP) on adolescent suicidal thoughts and behaviours (STBs) have not been comprehensively synthesised. We aim to estimate the population effect for PSSP interventions on adolescent STBs and explore how intervention effects vary based on intervention and contextual moderators. METHODS: Searches of PsycINFO, Medline, Education Source, ERIC, Web of Science, and the Cochrane Central Register of Controlled Trials identified cluster randomised trials examining the effectiveness of PSSP on adolescent STBs. The Cochrane Risk of Bias tool assessed bias. Crude and adjusted back-transformed odds ratios (ORs) were calculated. Multilevel random-effects models accounted for dependencies of effects. Univariate meta-regression explored variability of intervention and contextual moderators on pooled effects. RESULTS: There were 19 and 12 effects for suicidal ideation (SI) and suicide attempts (SA). Compared with controls, interventions were associated with 13% (OR=0.87, 95%CI [0.78, 0.96]) and 34% (OR=0.66, 95%CI [0.47, 0.91]) lower crude odds reductions for SI and SA, respectively. Effects were similar for adjusted SI (OR = 0.85, 95%CI [0.75, 0.95]) and SA (OR = 0.72, 95%CI [0.59, 0.87]) models. Within-study (0.20-9.10%) and between-study (0-51.20%) heterogeneity ranged for crude and adjusted SA models and SI heterogeneity was 0%. Moderator analyses did not vary SA effects (ps>.05). CONCLUSIONS: This meta-analysis contributes to the PSSP evidence-base by demonstrating that PSSP targeting STBs as both primary intervention outcomes and with other health and well-being outcomes reduced SI and SA among 33,155 adolescents attending 329 schools, compared to controls. The number needed to treat estimates suggests the potential of reducing the incidence of SA and SI in one adolescent by implementing PSSP in 1-2 classrooms, supporting PSSP as a clinically relevant suicide prevention strategy. Although moderator analyses were nonsignificant and contained a small number of trials, larger SA effect sizes support particular effectiveness for interventions of a duration of 1week, involving multiple stakeholders and with a 12-month follow-up. En ligne : http://dx.doi.org/10.1111/jcpp.13598 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 Factors associated with implementation of a school-based comprehensive program for students with autism / Samuel L ODOM in Autism, 26-3 (April 2022)
[article]
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
in Autism > 26-3 (April 2022) . - p.703-715[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