32 recherche sur le mot-clé 'evidence-based practice'

Evaluating evidence-based practice in light of the boundedness and proximity of outcomes: Capturing the scope of change / Micheal SANDBANK in Autism Research, 14-8 (August 2021)  

Public ISBD [article]  inAutism Research > 14-8 (August 2021) . - p.1536-1542 Titre : Evaluating evidence-based practice in light of the boundedness and proximity of outcomes: Capturing the scope of change Type de document : Texte imprimé et/ou numérique Auteurs : Micheal SANDBANK, Auteur ; J. CHOW, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Tiffany G. WOYNAROSKI, Auteur Article en page(s) : p.1536-1542 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/therapy  Child  Child, Preschool  Early Intervention, Educational  Evidence-Based Practice  Humans  Outcome Assessment, Health Care  autism  children  evidence-based practice  intervention early  outcome assessment Index. décimale : PER Périodiques Résumé : Evidence-based practice (EBP) reviews abound in early childhood autism intervention research. These reviews seek to describe and evaluate the evidence supporting the use of specific educational and clinical practices, but give little attention to evaluating intervention outcomes in terms of the extent to which they reflect change that extends beyond the exact targets and contexts of intervention. We urge consideration of these outcome characteristics, which we refer to as "proximity" and "boundedness," as key criteria in evaluating and describing the scope of change effected by EBPs, and provide an overview and illustration of these concepts as they relate to early childhood autism intervention research. We hope this guidance will assist future researchers in selecting and evaluating intervention outcomes, as well as in making important summative determinations of the evidence base for this population. LAY SUMMARY: Recent reviews have come to somewhat different conclusions regarding the evidence base for interventions geared toward autistic children, perhaps because such reviews vary in the degree to which they consider the types of outcome measures used in past studies testing the effects of treatments. Here, we provide guidance regarding characteristics of outcome measures that research suggests are particularly important to consider when evaluating the extent to which an intervention constitutes "evidence-based practice." En ligne : http://dx.doi.org/10.1002/aur.2527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Evaluating evidence-based practice in light of the boundedness and proximity of outcomes: Capturing the scope of change [Texte imprimé et/ou numérique] / Micheal SANDBANK, Auteur ; J. CHOW, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Tiffany G. WOYNAROSKI, Auteur . - p.1536-1542. Langues : Anglais (eng) in Autism Research > 14-8 (August 2021) . - p.1536-1542 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/therapy  Child  Child, Preschool  Early Intervention, Educational  Evidence-Based Practice  Humans  Outcome Assessment, Health Care  autism  children  evidence-based practice  intervention early  outcome assessment Index. décimale : PER Périodiques Résumé : Evidence-based practice (EBP) reviews abound in early childhood autism intervention research. These reviews seek to describe and evaluate the evidence supporting the use of specific educational and clinical practices, but give little attention to evaluating intervention outcomes in terms of the extent to which they reflect change that extends beyond the exact targets and contexts of intervention. We urge consideration of these outcome characteristics, which we refer to as "proximity" and "boundedness," as key criteria in evaluating and describing the scope of change effected by EBPs, and provide an overview and illustration of these concepts as they relate to early childhood autism intervention research. We hope this guidance will assist future researchers in selecting and evaluating intervention outcomes, as well as in making important summative determinations of the evidence base for this population. LAY SUMMARY: Recent reviews have come to somewhat different conclusions regarding the evidence base for interventions geared toward autistic children, perhaps because such reviews vary in the degree to which they consider the types of outcome measures used in past studies testing the effects of treatments. Here, we provide guidance regarding characteristics of outcome measures that research suggests are particularly important to consider when evaluating the extent to which an intervention constitutes "evidence-based practice." En ligne : http://dx.doi.org/10.1002/aur.2527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

Evidence-Based Practice : Intégration dans e cursus universitaire des orthophonistes/logopédistes / Hélène DELAGE in Rééducation Orthophonique, 276 (Décembre 2018)

Public ISBD [article]  inRééducation Orthophonique > 276 (Décembre 2018) . - p.163-183 Titre : Evidence-Based Practice : Intégration dans e cursus universitaire des orthophonistes/logopédistes Type de document : Texte imprimé et/ou numérique Auteurs : Hélène DELAGE, Auteur ; Cécile PONT, Auteur Article en page(s) : p.163-183 Langues : Français (fre) Mots-clés : Evidence-Based Practice  pratique fondée sur les preuves  I orthophonie/logopédie  pédagogie Index. décimale : PER Périodiques Résumé : L’article introduit brièvement la notion d’Evidence-Based Practice, ou pratique fondée sur les preuves, appliquée à l’orthophonie/logopédie à partir de ses trois pôles: la recherche et la sélection des données [probantes, l’expertise clinique et les préférences/valeurs/situations du patient et de son entourage. Nous approfondissons ensuite notre propos sur l’intégration de cette dimension dans la pédagogie universitaire au sein de la formation des orthophonistes-logopédistes. Peu à peu, cette approche est effectivement introduite dans les formations initiales, le cursus universitaire belge apparaissant comme l’un des précurseurs francophones en la matière (Schelstraete & Maillart, 2012). Dans cet article, nous prenons comme exemple la Maîtrise en Logopédie de l’université de Genève qui a introduit cette dimension dans son cursus en 2012, tant au niveau des enseignements académiques que de la formation clinique. Enfin, l’article présente une vignette clinique abordée selon la perspective EBP et qui illustre le travail d’étudiants de Maîtrise dans la recherche de littérature probante, la création de lignes de base et l’évaluation de l’efficacité de la thérapie proposée. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=375 [article] Evidence-Based Practice : Intégration dans e cursus universitaire des orthophonistes/logopédistes [Texte imprimé et/ou numérique] / Hélène DELAGE, Auteur ; Cécile PONT, Auteur . - p.163-183. Langues : Français (fre) in Rééducation Orthophonique > 276 (Décembre 2018) . - p.163-183 Mots-clés : Evidence-Based Practice  pratique fondée sur les preuves  I orthophonie/logopédie  pédagogie Index. décimale : PER Périodiques Résumé : L’article introduit brièvement la notion d’Evidence-Based Practice, ou pratique fondée sur les preuves, appliquée à l’orthophonie/logopédie à partir de ses trois pôles: la recherche et la sélection des données [probantes, l’expertise clinique et les préférences/valeurs/situations du patient et de son entourage. Nous approfondissons ensuite notre propos sur l’intégration de cette dimension dans la pédagogie universitaire au sein de la formation des orthophonistes-logopédistes. Peu à peu, cette approche est effectivement introduite dans les formations initiales, le cursus universitaire belge apparaissant comme l’un des précurseurs francophones en la matière (Schelstraete & Maillart, 2012). Dans cet article, nous prenons comme exemple la Maîtrise en Logopédie de l’université de Genève qui a introduit cette dimension dans son cursus en 2012, tant au niveau des enseignements académiques que de la formation clinique. Enfin, l’article présente une vignette clinique abordée selon la perspective EBP et qui illustre le travail d’étudiants de Maîtrise dans la recherche de littérature probante, la création de lignes de base et l’évaluation de l’efficacité de la thérapie proposée. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=375

Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study / Nathaniel J. WILLIAMS in Autism, 25-4 (May 2021)  

Public ISBD [article]  inAutism > 25-4 (May 2021) . - p.982-994 Titre : Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study Type de document : Texte imprimé et/ou numérique Auteurs : Nathaniel J. WILLIAMS, Auteur ; Lindsay FREDERICK, Auteur ; Alix CHING, Auteur ; David MANDELL, Auteur ; Christina KANG-YI, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.982-994 Langues : Anglais (eng) Mots-clés : education services  evidence-based practice  implementation  interventions  leadership  organizational climate  organizational culture  psychosocial/behavioral  conflict of interest. Index. décimale : PER Périodiques Résumé : Schools play a major role in providing services to youth with autism; however, not all schools use evidence-based practices, defined as interventions that are proven to improve youth well-being through rigorous research. School culture and climate are strong predictors of whether or not a school uses evidence-based practices; however, little is known about how principals can create school cultures and climates that support the use of these practices. This study interviewed 32 teachers in elementary schools that implemented three closely related evidence-based practices for youth with autism to better understand how principals create school cultures and climates that support effective services. Analysis of the teachers' responses identified seven strategies principals can use to create school cultures and climates that support the implementation of effective practices for youth with autism. The strategies include the following: (a) support teachers to obtain professional development focused on autism, (b) align performance expectations and evaluations with the needs of students with autism and evidence-based practice delivery, (c) allocate resources to ensure adequate staff, materials, and training are available to implement evidence-based practices, (d) be open and flexible to allow teachers to use the building and resources as needed to meet students' needs, (e) provide direct assistance, feedback, and coaching to troubleshoot challenges or involve outside experts to do so, (f) openly value the work of special education teachers and provide recognition to those who develop expertise in evidence-based practices, and (g) look for opportunities to integrate special and general education teachers and students to foster a truly inclusive climate. En ligne : http://dx.doi.org/10.1177/1362361320974509 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study [Texte imprimé et/ou numérique] / Nathaniel J. WILLIAMS, Auteur ; Lindsay FREDERICK, Auteur ; Alix CHING, Auteur ; David MANDELL, Auteur ; Christina KANG-YI, Auteur ; Jill LOCKE, Auteur . - p.982-994. Langues : Anglais (eng) in Autism > 25-4 (May 2021) . - p.982-994 Mots-clés : education services  evidence-based practice  implementation  interventions  leadership  organizational climate  organizational culture  psychosocial/behavioral  conflict of interest. Index. décimale : PER Périodiques Résumé : Schools play a major role in providing services to youth with autism; however, not all schools use evidence-based practices, defined as interventions that are proven to improve youth well-being through rigorous research. School culture and climate are strong predictors of whether or not a school uses evidence-based practices; however, little is known about how principals can create school cultures and climates that support the use of these practices. This study interviewed 32 teachers in elementary schools that implemented three closely related evidence-based practices for youth with autism to better understand how principals create school cultures and climates that support effective services. Analysis of the teachers' responses identified seven strategies principals can use to create school cultures and climates that support the implementation of effective practices for youth with autism. The strategies include the following: (a) support teachers to obtain professional development focused on autism, (b) align performance expectations and evaluations with the needs of students with autism and evidence-based practice delivery, (c) allocate resources to ensure adequate staff, materials, and training are available to implement evidence-based practices, (d) be open and flexible to allow teachers to use the building and resources as needed to meet students' needs, (e) provide direct assistance, feedback, and coaching to troubleshoot challenges or involve outside experts to do so, (f) openly value the work of special education teachers and provide recognition to those who develop expertise in evidence-based practices, and (g) look for opportunities to integrate special and general education teachers and students to foster a truly inclusive climate. En ligne : http://dx.doi.org/10.1177/1362361320974509 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice / Jenny R. ROOT in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.275-284 Titre : Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice Type de document : Texte imprimé et/ou numérique Auteurs : Jenny R. ROOT, Auteur ; Bradley S. STEVENSON, Auteur ; Luann Ley DAVIS, Auteur ; Jennifer GEDDES-HALL, Auteur ; David W. TEST, Auteur Article en page(s) : p.275-284 Langues : Anglais (eng) Mots-clés : Technology  Academics  Autism  Evidence-based practice Index. décimale : PER Périodiques Résumé : Computer-assisted instruction (CAI) is growing in popularity and has demonstrated positive effects for students with disabilities, including those with autism spectrum disorder (ASD). In this review, criteria for group experimental and single case studies were used to determine quality (Horner et al., Exceptional Children 71:165–179, 2005; Gersten et al., Exceptional Children 71:149–164, 2005; National Technical Assistance Center on Transition Center 2015). Included studies of high and adequate quality were further analyzed in terms of content, context, and specific instructional practices. Based on the NTACT criteria, this systematic review has established CAI as an evidence-based practice for teaching academics to students with ASD with support from 10 single-case and two group design studies of high or adequate quality. Suggestions for future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2947-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice [Texte imprimé et/ou numérique] / Jenny R. ROOT, Auteur ; Bradley S. STEVENSON, Auteur ; Luann Ley DAVIS, Auteur ; Jennifer GEDDES-HALL, Auteur ; David W. TEST, Auteur . - p.275-284. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.275-284 Mots-clés : Technology  Academics  Autism  Evidence-based practice Index. décimale : PER Périodiques Résumé : Computer-assisted instruction (CAI) is growing in popularity and has demonstrated positive effects for students with disabilities, including those with autism spectrum disorder (ASD). In this review, criteria for group experimental and single case studies were used to determine quality (Horner et al., Exceptional Children 71:165–179, 2005; Gersten et al., Exceptional Children 71:149–164, 2005; National Technical Assistance Center on Transition Center 2015). Included studies of high and adequate quality were further analyzed in terms of content, context, and specific instructional practices. Based on the NTACT criteria, this systematic review has established CAI as an evidence-based practice for teaching academics to students with ASD with support from 10 single-case and two group design studies of high or adequate quality. Suggestions for future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2947-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

A framework of evidence-based practice for digital support, co-developed with and for the autism community / Vanessa ZERVOGIANNI in Autism, 24-6 (August 2020)  

Public ISBD [article]  inAutism > 24-6 (August 2020) . - p.1411-1422 Titre : A framework of evidence-based practice for digital support, co-developed with and for the autism community Type de document : Texte imprimé et/ou numérique Auteurs : Vanessa ZERVOGIANNI, Auteur ; Sue FLETCHER-WATSON, Auteur ; Gerardo HERRERA, Auteur ; Matthew GOODWIN, Auteur ; Patricia PÉREZ-FUSTER, Auteur ; Mark BROSNAN, Auteur ; Ouriel GRYNSZPAN, Auteur Article en page(s) : p.1411-1422 Langues : Anglais (eng) Mots-clés : Delphi study  autism  co-development  digital support  evidence-based practice Index. décimale : PER Périodiques Résumé : Digital supports are any type of technologies that have been intentionally developed to improve daily living in some way. A wide array of digital supports (such as apps) have been developed for the autism community specifically, but there is little or no evidence of whether they work or not. This study sought to identify what types of evidence the autistic community valued and wanted to see provided to enable an informed choice to be made regarding digital supports. A consensus was developed between autistic people and their families, practitioners (such as therapists and teachers) as well as researchers, to identify the core aspects of evidence that everyone agreed were useful. In all, 27 people reached agreement on three categories for which evidence is required: reliability, engagement and the effectiveness of the technology. Consensus was also reached on four key sources of evidence for these three categories: hands-on experience, academic sources, expert views and online reviews. The resulting framework allows for any technology to be evaluated for the level of evidence identifying how effective it is. The framework can be used by autistic people, their families, practitioners and researchers to ensure that decisions concerning the provision of support for autistic people is informed by evidence, that is, 'evidence-based practice'. En ligne : http://dx.doi.org/10.1177/1362361319898331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 [article] A framework of evidence-based practice for digital support, co-developed with and for the autism community [Texte imprimé et/ou numérique] / Vanessa ZERVOGIANNI, Auteur ; Sue FLETCHER-WATSON, Auteur ; Gerardo HERRERA, Auteur ; Matthew GOODWIN, Auteur ; Patricia PÉREZ-FUSTER, Auteur ; Mark BROSNAN, Auteur ; Ouriel GRYNSZPAN, Auteur . - p.1411-1422. Langues : Anglais (eng) in Autism > 24-6 (August 2020) . - p.1411-1422 Mots-clés : Delphi study  autism  co-development  digital support  evidence-based practice Index. décimale : PER Périodiques Résumé : Digital supports are any type of technologies that have been intentionally developed to improve daily living in some way. A wide array of digital supports (such as apps) have been developed for the autism community specifically, but there is little or no evidence of whether they work or not. This study sought to identify what types of evidence the autistic community valued and wanted to see provided to enable an informed choice to be made regarding digital supports. A consensus was developed between autistic people and their families, practitioners (such as therapists and teachers) as well as researchers, to identify the core aspects of evidence that everyone agreed were useful. In all, 27 people reached agreement on three categories for which evidence is required: reliability, engagement and the effectiveness of the technology. Consensus was also reached on four key sources of evidence for these three categories: hands-on experience, academic sources, expert views and online reviews. The resulting framework allows for any technology to be evaluated for the level of evidence identifying how effective it is. The framework can be used by autistic people, their families, practitioners and researchers to ensure that decisions concerning the provision of support for autistic people is informed by evidence, that is, 'evidence-based practice'. En ligne : http://dx.doi.org/10.1177/1362361319898331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

Training Community Mental Health Therapists to Deliver a Package of Evidence-Based Practice Strategies for School-Age Children with Autism Spectrum Disorders: A Pilot Study / Lauren BROOKMAN-FRAZEE in Journal of Autism and Developmental Disorders, 42-8 (August 2012)  

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Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review / Connie S. WONG in Journal of Autism and Developmental Disorders, 45-7 (July 2015)  

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Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review / K. HUME in Journal of Autism and Developmental Disorders, 51-11 (November 2021)  

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Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder / Jaclyn M. DYNIA in Research in Autism Spectrum Disorders, 77 (September 2020)  

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Social Validity and Teachers' Use of Evidence-Based Practices for Autism / J. MCNEILL in Journal of Autism and Developmental Disorders, 49-11 (November 2019)  

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