3 recherche sur le mot-clé 'intervention fidelity'

Parent resolution of diagnosis and intervention fidelity in a parent-delivered intervention for pre-school children with autism: A mixed methods study / Paula GROGAN in Research in Autism Spectrum Disorders, 101 (March 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 101 (March 2023) . - 102102 Titre : Parent resolution of diagnosis and intervention fidelity in a parent-delivered intervention for pre-school children with autism: A mixed methods study Type de document : Texte imprimé et/ou numérique Auteurs : Paula GROGAN, Auteur ; Maya YAARI, Auteur ; Rachel JELLETT, Auteur ; Katy UNWIN, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : 102102 Langues : Anglais (eng) Mots-clés : Autism  ASD  Early intervention  Intervention fidelity  Resolution of diagnosis Index. décimale : PER Périodiques Résumé : Background There is growing interest in parent-delivered interventions (PDI) for children with autism. Treatment fidelity has been associated with child outcomes in PDI but little is known about what impacts fidelity. One factor not previously examined is parents’ resolution to the autism diagnosis which involves adjusting expectations about the child and sensitively responding to their cues, strengths and needs. Relatively little is known about resolution in the context of autism but there is evidence of an association between resolution and parent wellbeing. Method The study adopted a mixed methods approach to examine whether there is an association between PDI fidelity and parent resolution to diagnosis, and whether resolution is associated with parent wellbeing. Parents of 31 preschool children diagnosed with autism who attended up to 12 Parent-delivered Early Start Denver Model (P-ESDM) coaching sessions participated in the study. A thematic analysis of parent interviews was also undertaken to identify themes raised by resolved and unresolved parents in interviews. Results There was no difference in overall mean fidelity scores between resolved and unresolved parents. Those classified as resolved had lower depression scores and parenting stress scores than parents classified as unresolved. The qualitative analysis revealed that parents’ perceptions of their child’s progress and their hopes for the future appeared to distinguish resolved and unresolved parents. Conclusions Findings suggest that parent wellbeing and child progress may predict resolution which was not related to parent treatment fidelity in this study. Parent wellbeing and resolution status should be assessed at entry to PDI. En ligne : https://doi.org/10.1016/j.rasd.2023.102102 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492 [article] Parent resolution of diagnosis and intervention fidelity in a parent-delivered intervention for pre-school children with autism: A mixed methods study [Texte imprimé et/ou numérique] / Paula GROGAN, Auteur ; Maya YAARI, Auteur ; Rachel JELLETT, Auteur ; Katy UNWIN, Auteur ; Cheryl DISSANAYAKE, Auteur . - 102102. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 101 (March 2023) . - 102102 Mots-clés : Autism  ASD  Early intervention  Intervention fidelity  Resolution of diagnosis Index. décimale : PER Périodiques Résumé : Background There is growing interest in parent-delivered interventions (PDI) for children with autism. Treatment fidelity has been associated with child outcomes in PDI but little is known about what impacts fidelity. One factor not previously examined is parents’ resolution to the autism diagnosis which involves adjusting expectations about the child and sensitively responding to their cues, strengths and needs. Relatively little is known about resolution in the context of autism but there is evidence of an association between resolution and parent wellbeing. Method The study adopted a mixed methods approach to examine whether there is an association between PDI fidelity and parent resolution to diagnosis, and whether resolution is associated with parent wellbeing. Parents of 31 preschool children diagnosed with autism who attended up to 12 Parent-delivered Early Start Denver Model (P-ESDM) coaching sessions participated in the study. A thematic analysis of parent interviews was also undertaken to identify themes raised by resolved and unresolved parents in interviews. Results There was no difference in overall mean fidelity scores between resolved and unresolved parents. Those classified as resolved had lower depression scores and parenting stress scores than parents classified as unresolved. The qualitative analysis revealed that parents’ perceptions of their child’s progress and their hopes for the future appeared to distinguish resolved and unresolved parents. Conclusions Findings suggest that parent wellbeing and child progress may predict resolution which was not related to parent treatment fidelity in this study. Parent wellbeing and resolution status should be assessed at entry to PDI. En ligne : https://doi.org/10.1016/j.rasd.2023.102102 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492

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 : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [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 : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

ASD intervention research in real world contexts: Refining single case designs / Kim BULKELEY in Research in Autism Spectrum Disorders, 7-10 (October 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-10 (October 2013) . - p.1257-1264 Titre : ASD intervention research in real world contexts: Refining single case designs Type de document : Texte imprimé et/ou numérique Auteurs : Kim BULKELEY, Auteur ; Anita BUNDY, Auteur ; Jacqueline ROBERTS, Auteur ; Stewart L. EINFELD, Auteur Article en page(s) : p.1257-1264 Langues : Anglais (eng) Mots-clés : Autism  Social validity  Repeated measures  Individualized intervention  Outcome measurement  Intervention fidelity Index. décimale : PER Périodiques Résumé : There is a pressing need for intervention research that reflects real world practice to support evidence-based decision making for families, professionals and administrators who support children with ASD. Some of the challenges confronting intervention research are explored, with solutions offered based on single case design methodology. Challenges with single case designs are also outlined and contemporary solutions that are applicable in real world contexts are illustrated in a study by the authors. Research utilizing these strategies may assist with facilitating practitioners to engage in practice-based research to bridge the research to practice gap in intervention with young children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 [article] ASD intervention research in real world contexts: Refining single case designs [Texte imprimé et/ou numérique] / Kim BULKELEY, Auteur ; Anita BUNDY, Auteur ; Jacqueline ROBERTS, Auteur ; Stewart L. EINFELD, Auteur . - p.1257-1264. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-10 (October 2013) . - p.1257-1264 Mots-clés : Autism  Social validity  Repeated measures  Individualized intervention  Outcome measurement  Intervention fidelity Index. décimale : PER Périodiques Résumé : There is a pressing need for intervention research that reflects real world practice to support evidence-based decision making for families, professionals and administrators who support children with ASD. Some of the challenges confronting intervention research are explored, with solutions offered based on single case design methodology. Challenges with single case designs are also outlined and contemporary solutions that are applicable in real world contexts are illustrated in a study by the authors. Research utilizing these strategies may assist with facilitating practitioners to engage in practice-based research to bridge the research to practice gap in intervention with young children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212