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Exploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention / Stephanie Y. SHIRE in Autism, 26-3 (April 2022)
[article]
Titre : Exploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Terri BARRIAULT, Auteur ; Connie KASARI, Auteur Article en page(s) : p.654-665 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Caregivers Child Child, Preschool Follow-Up Studies Humans Mentoring Ontario Jasper autism spectrum disorders caregiver-mediated community partnered implementation interventions?psychosocial/behavioral joint engagement Index. décimale : PER Périodiques Résumé : The next step for communication interventions for young children with autism include coaching/teaching for caregivers that have been tested in university clinics and testing these interventions in real world systems with early intervention providers who serve children and families in their communities. However, there are few projects that have tested how well the intervention can be transferred to community providers and what types of progress children and caregivers make in these services. This project took place in partnership with a community early intervention agency in the province of Ontario, Canada. The agency provided government-funded public health services. The agency was funded to take part in a pilot program to try out one of four early intervention models that included coaching for caregivers and was designed to support children's social engagement, play, and communication skills. The team decided to test two ways to start the intervention: (a) begin with observation of the practitioner for 4?weeks and then start coached practice with the child and (b) start coaching immediately. The team also tested two ways to support families for 3?months after intervention: (a) group booster sessions and (b) individual visits. The practitioners delivered the intervention well (M=83%), and overall, caregivers and children made significant gains by the end of intervention in both observation?+?coaching and coaching. Attendance for follow-up boosters was variable with fewer families attending groups. More research is needed to test different strategies and roles to individualize interventions for caregivers with a range of goals and learning styles. En ligne : https://dx.doi.org/10.1177/13623613211066132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.654-665[article] Exploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Terri BARRIAULT, Auteur ; Connie KASARI, Auteur . - p.654-665.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.654-665
Mots-clés : Autism Spectrum Disorder Caregivers Child Child, Preschool Follow-Up Studies Humans Mentoring Ontario Jasper autism spectrum disorders caregiver-mediated community partnered implementation interventions?psychosocial/behavioral joint engagement Index. décimale : PER Périodiques Résumé : The next step for communication interventions for young children with autism include coaching/teaching for caregivers that have been tested in university clinics and testing these interventions in real world systems with early intervention providers who serve children and families in their communities. However, there are few projects that have tested how well the intervention can be transferred to community providers and what types of progress children and caregivers make in these services. This project took place in partnership with a community early intervention agency in the province of Ontario, Canada. The agency provided government-funded public health services. The agency was funded to take part in a pilot program to try out one of four early intervention models that included coaching for caregivers and was designed to support children's social engagement, play, and communication skills. The team decided to test two ways to start the intervention: (a) begin with observation of the practitioner for 4?weeks and then start coached practice with the child and (b) start coaching immediately. The team also tested two ways to support families for 3?months after intervention: (a) group booster sessions and (b) individual visits. The practitioners delivered the intervention well (M=83%), and overall, caregivers and children made significant gains by the end of intervention in both observation?+?coaching and coaching. Attendance for follow-up boosters was variable with fewer families attending groups. More research is needed to test different strategies and roles to individualize interventions for caregivers with a range of goals and learning styles. En ligne : https://dx.doi.org/10.1177/13623613211066132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 Sustained Community Implementation of JASPER Intervention with Toddlers with Autism / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 49-5 (May 2019)
[article]
Titre : Sustained Community Implementation of JASPER Intervention with Toddlers with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Y. C. CHANG, Auteur ; Suzanne BRACAGLIA, Auteur ; M. KODJOE, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1863-1875 Langues : Anglais (eng) Mots-clés : Autism Community partnered Implementation Intervention Paraprofessional Sustainability Index. décimale : PER Périodiques Résumé : Intervention research is increasingly conducted in community settings, however it is not clear how well practices are sustained locally or how children progress once external research support is removed. Two school-year cohorts of toddlers with autism (year 1: n = 55, year 2: n = 63) received Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention from teaching assistants (TAs) with external support in year 1 and local, internal support in year 2. TAs sustained intervention strategies with more modest maintenance of high-level skills. Children in both years 1 and 2 made similar gains in initiations of joint attention during independent assessment. Year 1 children made significantly greater play gains. JASPER sustained into year 2, however advancing play may require additional supports. En ligne : http://dx.doi.org/10.1007/s10803-018-03875-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393
in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1863-1875[article] Sustained Community Implementation of JASPER Intervention with Toddlers with Autism [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Y. C. CHANG, Auteur ; Suzanne BRACAGLIA, Auteur ; M. KODJOE, Auteur ; Connie KASARI, Auteur . - p.1863-1875.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1863-1875
Mots-clés : Autism Community partnered Implementation Intervention Paraprofessional Sustainability Index. décimale : PER Périodiques Résumé : Intervention research is increasingly conducted in community settings, however it is not clear how well practices are sustained locally or how children progress once external research support is removed. Two school-year cohorts of toddlers with autism (year 1: n = 55, year 2: n = 63) received Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention from teaching assistants (TAs) with external support in year 1 and local, internal support in year 2. TAs sustained intervention strategies with more modest maintenance of high-level skills. Children in both years 1 and 2 made similar gains in initiations of joint attention during independent assessment. Year 1 children made significantly greater play gains. JASPER sustained into year 2, however advancing play may require additional supports. En ligne : http://dx.doi.org/10.1007/s10803-018-03875-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393