27 recherche sur le mot-clé 'Training'

Training and Quality Control / Cecilia H. KNIGHT  

Public ISBD in Evidence-Based Treatment for Children with Autism. The CARD Model / Doreen GRANPEESHEH Titre : Training and Quality Control Type de document : Texte imprimé et/ou numérique Auteurs : Cecilia H. KNIGHT, Auteur Année de publication : 2014 Importance : p.445-466 Langues : Anglais (eng) Mots-clés : autism  teaching  training  quality control  quality assurance Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter presents the Center for Autism and Related Disorders (CARD) approach to training and quality control for its clinical staff roles, including therapists, senior therapists, therapist liaisons, and clinical supervisors. Training and quality assurance are provided using a variety of methods, such as eLearning, role-play, feedback, field training, web classes, homework, competencies, practicum, mentorship, clinic meetings, written/oral exams, continuing education (CE) events, and performance evaluations. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00022-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 in Evidence-Based Treatment for Children with Autism. The CARD Model / Doreen GRANPEESHEH Training and Quality Control [Texte imprimé et/ou numérique] / Cecilia H. KNIGHT, Auteur . - 2014 . - p.445-466. Langues : Anglais (eng) Mots-clés : autism  teaching  training  quality control  quality assurance Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter presents the Center for Autism and Related Disorders (CARD) approach to training and quality control for its clinical staff roles, including therapists, senior therapists, therapist liaisons, and clinical supervisors. Training and quality assurance are provided using a variety of methods, such as eLearning, role-play, feedback, field training, web classes, homework, competencies, practicum, mentorship, clinic meetings, written/oral exams, continuing education (CE) events, and performance evaluations. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00022-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300

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Training New Instructors to Implement Discrete Trial Teaching Strategies With Children With Autism in a Community-Based Intervention Program / Andrew DOWNS in Focus on Autism and Other Developmental Disabilities, 28-4 (December 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.212-221 Titre : Training New Instructors to Implement Discrete Trial Teaching Strategies With Children With Autism in a Community-Based Intervention Program Type de document : Texte imprimé et/ou numérique Auteurs : Andrew DOWNS, Auteur ; Robyn Conley DOWNS, Auteur Année de publication : 2013 Article en page(s) : p.212-221 Langues : Anglais (eng) Mots-clés : training  discrete trial teaching  supervision  preschools Index. décimale : PER Périodiques Résumé : The effects of training and supervision on instructor knowledge and performance of discrete trial teaching (DTT) within three domains (DTT Technical Skills; Work Session Preparation/Conclusion; and Student Engagement/Management) were examined in this study. Eight undergraduate student instructors received an 8-hr training in DTT and support skills accompanied by a pre- and post-test of knowledge. The instructors then taught a variety of skills to six students with autism in a community-based preschool, where instructor competence was tracked and performance feedback provided using the Discrete Trial Teaching Competency Checklist for Instructors. Competence in all three domains improved over time with performance feedback. However, significant variability was observed within and between instructors, and performance in some areas remained below optimal levels even with regular supervision and performance feedback. Implications for training and supervising instructors to implement DTT with children with autism in community-based settings are discussed. En ligne : http://dx.doi.org/10.1177/1088357612465120 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Training New Instructors to Implement Discrete Trial Teaching Strategies With Children With Autism in a Community-Based Intervention Program [Texte imprimé et/ou numérique] / Andrew DOWNS, Auteur ; Robyn Conley DOWNS, Auteur . - 2013 . - p.212-221. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.212-221 Mots-clés : training  discrete trial teaching  supervision  preschools Index. décimale : PER Périodiques Résumé : The effects of training and supervision on instructor knowledge and performance of discrete trial teaching (DTT) within three domains (DTT Technical Skills; Work Session Preparation/Conclusion; and Student Engagement/Management) were examined in this study. Eight undergraduate student instructors received an 8-hr training in DTT and support skills accompanied by a pre- and post-test of knowledge. The instructors then taught a variety of skills to six students with autism in a community-based preschool, where instructor competence was tracked and performance feedback provided using the Discrete Trial Teaching Competency Checklist for Instructors. Competence in all three domains improved over time with performance feedback. However, significant variability was observed within and between instructors, and performance in some areas remained below optimal levels even with regular supervision and performance feedback. Implications for training and supervising instructors to implement DTT with children with autism in community-based settings are discussed. En ligne : http://dx.doi.org/10.1177/1088357612465120 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Training Paraprofessionals to Improve Socialization in Students with ASD / Robert L. KOEGEL in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2197-2208 Titre : Training Paraprofessionals to Improve Socialization in Students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Robert L. KOEGEL, Auteur ; Sunny KIM, Auteur ; Lynn KERN KOEGEL, Auteur Article en page(s) : p.2197-2208 Langues : Anglais (eng) Mots-clés : Paraprofessional  Training  Autism  Socialization  School Index. décimale : PER Périodiques Résumé : An important line of research relates to whether school personnel, such as paraprofessionals, who are present during unstructured social periods, such as lunch-recess, could successfully implement interventions to improve socialization between students with ASD and their typical peers in a group setting. Therefore, within the context of a multiple baseline across participants design, we assessed whether training paraprofessionals to provide social interventions would enhance social development in students with ASD in a group setting. Results showed that paraprofessionals who were not providing any social opportunities during baseline were able to meet fidelity of implementation following a brief training. Consequently, the children with ASD increased their levels of engagement and rates of initiation with typically developing peers following intervention. Implications for training paraprofessionals to implement effective social interventions for students with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2094-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Training Paraprofessionals to Improve Socialization in Students with ASD [Texte imprimé et/ou numérique] / Robert L. KOEGEL, Auteur ; Sunny KIM, Auteur ; Lynn KERN KOEGEL, Auteur . - p.2197-2208. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2197-2208 Mots-clés : Paraprofessional  Training  Autism  Socialization  School Index. décimale : PER Périodiques Résumé : An important line of research relates to whether school personnel, such as paraprofessionals, who are present during unstructured social periods, such as lunch-recess, could successfully implement interventions to improve socialization between students with ASD and their typical peers in a group setting. Therefore, within the context of a multiple baseline across participants design, we assessed whether training paraprofessionals to provide social interventions would enhance social development in students with ASD in a group setting. Results showed that paraprofessionals who were not providing any social opportunities during baseline were able to meet fidelity of implementation following a brief training. Consequently, the children with ASD increased their levels of engagement and rates of initiation with typically developing peers following intervention. Implications for training paraprofessionals to implement effective social interventions for students with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2094-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Training Physical Therapists in Early ASD Screening / Ayelet BEN-SASSON in Journal of Autism and Developmental Disorders, 48-11 (November 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-11 (November 2018) . - p.3926-3938 Titre : Training Physical Therapists in Early ASD Screening Type de document : Texte imprimé et/ou numérique Auteurs : Ayelet BEN-SASSON, Auteur ; Osnat ATUN-EINY, Auteur ; G. YAHAV-JONAS, Auteur ; S. LEV-ON, Auteur ; T. GEV, Auteur Article en page(s) : p.3926-3938 Langues : Anglais (eng) Mots-clés : Asd  Early screening  Healthcare providers  Knowledge  Physical therapy  Self-efficacy  Training Index. décimale : PER Périodiques Résumé : Physical therapists (PTs) are often one of the first professionals to evaluate children at risk. To examine the effect of an early screening training on pediatric PTs': (1) knowledge of autism spectrum disorder (ASD), (2) clinical self-efficacy, and (3) identification of markers. Twenty-six PTs participated in a 2-day "Early ASD Screening" workshop. The ASD Knowledge and Self-Efficacy Questionnaire, and video case study analysis were completed pre- and post-training. Changes following training were significant for ASD knowledge related to etiology and learning performance, early signs, risk factors, and clinical self-efficacy. Rating the videoed case study after the training, was significantly more accurate than it was before. Training PTs is important for enhancing early identification of ASD. En ligne : http://dx.doi.org/10.1007/s10803-018-3668-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 [article] Training Physical Therapists in Early ASD Screening [Texte imprimé et/ou numérique] / Ayelet BEN-SASSON, Auteur ; Osnat ATUN-EINY, Auteur ; G. YAHAV-JONAS, Auteur ; S. LEV-ON, Auteur ; T. GEV, Auteur . - p.3926-3938. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-11 (November 2018) . - p.3926-3938 Mots-clés : Asd  Early screening  Healthcare providers  Knowledge  Physical therapy  Self-efficacy  Training Index. décimale : PER Périodiques Résumé : Physical therapists (PTs) are often one of the first professionals to evaluate children at risk. To examine the effect of an early screening training on pediatric PTs': (1) knowledge of autism spectrum disorder (ASD), (2) clinical self-efficacy, and (3) identification of markers. Twenty-six PTs participated in a 2-day "Early ASD Screening" workshop. The ASD Knowledge and Self-Efficacy Questionnaire, and video case study analysis were completed pre- and post-training. Changes following training were significant for ASD knowledge related to etiology and learning performance, early signs, risk factors, and clinical self-efficacy. Rating the videoed case study after the training, was significantly more accurate than it was before. Training PTs is important for enhancing early identification of ASD. En ligne : http://dx.doi.org/10.1007/s10803-018-3668-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370

An Exploration of Law Enforcement Officers' Training Needs and Interactions with Individuals with Autism Spectrum Disorder / Kirsten S. RAILEY in Journal of Autism and Developmental Disorders, 50-1 (January 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.101-117 Titre : An Exploration of Law Enforcement Officers' Training Needs and Interactions with Individuals with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kirsten S. RAILEY, Auteur ; Joy BOWERS-CAMPBELL, Auteur ; Abigail M. A. LOVE, Auteur ; Jonathan M. CAMPBELL, Auteur Article en page(s) : p.101-117 Langues : Anglais (eng) Mots-clés : Autism  Grounded theory  Interactions  Knowledge  Law enforcement  Police officer  Training Index. décimale : PER Périodiques Résumé : Semi-structured interviews were employed to (a) characterize LEOs' knowledge of ASD, (b) understand interactions between LEOs and individuals with ASD, and (c) identify training needs to prepare LEOs for interactions with the ASD community. Researchers utilized a constructivist grounded theory approach to analyze data from 17 participants: (a) six LEOs, (b) six adults with ASD, and (c) five caregivers. Common themes included the (a) potential for misinterpretations of behavior of individuals with ASD; (b) helpfulness of an identification system/symbol for ASD; (c) need for interactive, mandatory training unique to LEOs' needs; and, (d) importance of building community connections between LEOs and individuals with ASD. Findings are discussed within the context of previous research related to law enforcement and ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04227-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] An Exploration of Law Enforcement Officers' Training Needs and Interactions with Individuals with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kirsten S. RAILEY, Auteur ; Joy BOWERS-CAMPBELL, Auteur ; Abigail M. A. LOVE, Auteur ; Jonathan M. CAMPBELL, Auteur . - p.101-117. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.101-117 Mots-clés : Autism  Grounded theory  Interactions  Knowledge  Law enforcement  Police officer  Training Index. décimale : PER Périodiques Résumé : Semi-structured interviews were employed to (a) characterize LEOs' knowledge of ASD, (b) understand interactions between LEOs and individuals with ASD, and (c) identify training needs to prepare LEOs for interactions with the ASD community. Researchers utilized a constructivist grounded theory approach to analyze data from 17 participants: (a) six LEOs, (b) six adults with ASD, and (c) five caregivers. Common themes included the (a) potential for misinterpretations of behavior of individuals with ASD; (b) helpfulness of an identification system/symbol for ASD; (c) need for interactive, mandatory training unique to LEOs' needs; and, (d) importance of building community connections between LEOs and individuals with ASD. Findings are discussed within the context of previous research related to law enforcement and ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04227-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

"Education would be step number one": Community mental health clinicians'training and support needs to treat anxiety in autistic youth / Grace Lee SIMMONS ; Julia HEINLY ; Daylin DELGADO ; Whitney S. SHEPHERD ; Lauren BROOKMAN-FRAZEE ; Eric A. STORCH ; Brenna B. MADDOX in Research in Autism Spectrum Disorders, 117 (September 2024)  

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Efficacy of Social Story Intervention in Training Toothbrushing Skills Among Special-Care Children With and Without Autism / Ni ZHOU in Autism Research, 13-4 (April 2020)  

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Formative Evaluation of an ABA Outreach Training Program for Parents of Children With Autism in Remote Areas / Linda HEITZMAN-POWELL in Focus on Autism and Other Developmental Disabilities, 29-1 (March 2014)  

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Law Enforcement Officers' Preparation for Calls Involving Autism: Prior Experiences and Response to Training / Lauren GARDNER in Journal of Autism and Developmental Disorders, 50-12 (December 2020)  

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A Preliminary Examination of the Impact of Working Memory Training on Syntax and Processing Speed in Children with ASD / Hélène DELAGE in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

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