6 recherche sur le mot-clé 'personnel preparation'

Personnel Preparation Practices in ASD: A Follow-Up Analysis of Contemporary Practices / Gena P. BARNHILL in Focus on Autism and Other Developmental Disabilities, 29-1 (March 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-1 (March 2014) . - p.39-49 Titre : Personnel Preparation Practices in ASD: A Follow-Up Analysis of Contemporary Practices Type de document : Texte imprimé et/ou numérique Auteurs : Gena P. BARNHILL, Auteur ; Bianca SUMUTKA, Auteur ; Edward A. POLLOWAY, Auteur ; Eunjoo LEE, Auteur Article en page(s) : p.39-49 Langues : Anglais (eng) Mots-clés : personnel preparation  teachers  autism spectrum disorders  evidence-based practices Index. décimale : PER Périodiques Résumé : The increased attention given to the implementation of personnel preparation programs in the field of autism spectrum disorders (ASD) has directly paralleled the significant increase in the number of students identified with ASD. For this study, we sought to analyze key aspects of programs for professionals who work with students with ASD. In addition to a detailed analysis of multiple demographic characteristics related to these programs (e.g., length of time program offered, level of higher education at which the program is offered, number of courses within a program, field experiences, online options), a critical focus in the research was assessing the reliance on evidence-based practices by these training programs. We also examined characteristics and practices relevant to the training of behavior analysts through the Behavior Analyst Certification Board’s (BACB) approved coursework. En ligne : http://foa.sagepub.com/cgi/content/abstract/29/1/39 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 [article] Personnel Preparation Practices in ASD: A Follow-Up Analysis of Contemporary Practices [Texte imprimé et/ou numérique] / Gena P. BARNHILL, Auteur ; Bianca SUMUTKA, Auteur ; Edward A. POLLOWAY, Auteur ; Eunjoo LEE, Auteur . - p.39-49. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-1 (March 2014) . - p.39-49 Mots-clés : personnel preparation  teachers  autism spectrum disorders  evidence-based practices Index. décimale : PER Périodiques Résumé : The increased attention given to the implementation of personnel preparation programs in the field of autism spectrum disorders (ASD) has directly paralleled the significant increase in the number of students identified with ASD. For this study, we sought to analyze key aspects of programs for professionals who work with students with ASD. In addition to a detailed analysis of multiple demographic characteristics related to these programs (e.g., length of time program offered, level of higher education at which the program is offered, number of courses within a program, field experiences, online options), a critical focus in the research was assessing the reliance on evidence-based practices by these training programs. We also examined characteristics and practices relevant to the training of behavior analysts through the Behavior Analyst Certification Board’s (BACB) approved coursework. En ligne : http://foa.sagepub.com/cgi/content/abstract/29/1/39 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

A Survey of Personnel Preparation Practices in Autism Spectrum Disorders / Gena P. BARNHILL in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.75-86 Titre : A Survey of Personnel Preparation Practices in Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Gena P. BARNHILL, Auteur ; Edward A. POLLOWAY, Auteur ; Bianca M. SUMUTKA, Auteur Année de publication : 2011 Article en page(s) : p.75-86 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  personnel preparation  qualified teachers Index. décimale : PER Périodiques Résumé : Researchers indicate that special education is grappling with many issues and challenges that point to the need to examine the nature and type of personnel preparation for educators working with individuals with autism spectrum disorders (ASD). The purpose of this study was to survey teacher educators at colleges and universities to (a) determine the prevalence of programs training teachers in this area; (b) identify the nature of the autism-specific coursework and programs currently being offered (e.g., the motivation for developing these courses, the number of such courses offered); and (c) ascertain the topics included in ASD coursework and the depth at which these topics are addressed. Survey forms were mailed to personnel at 184 institutions of higher education (IHEs) in 43 states; responses were received from faculty members at 87 IHEs in 34 states. Current patterns in personnel preparation are discussed and followed by recommendations for future action. En ligne : http://dx.doi.org/10.1177/1088357610378292 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 [article] A Survey of Personnel Preparation Practices in Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Gena P. BARNHILL, Auteur ; Edward A. POLLOWAY, Auteur ; Bianca M. SUMUTKA, Auteur . - 2011 . - p.75-86. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.75-86 Mots-clés : autism spectrum disorders  personnel preparation  qualified teachers Index. décimale : PER Périodiques Résumé : Researchers indicate that special education is grappling with many issues and challenges that point to the need to examine the nature and type of personnel preparation for educators working with individuals with autism spectrum disorders (ASD). The purpose of this study was to survey teacher educators at colleges and universities to (a) determine the prevalence of programs training teachers in this area; (b) identify the nature of the autism-specific coursework and programs currently being offered (e.g., the motivation for developing these courses, the number of such courses offered); and (c) ascertain the topics included in ASD coursework and the depth at which these topics are addressed. Survey forms were mailed to personnel at 184 institutions of higher education (IHEs) in 43 states; responses were received from faculty members at 87 IHEs in 34 states. Current patterns in personnel preparation are discussed and followed by recommendations for future action. En ligne : http://dx.doi.org/10.1177/1088357610378292 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127

Speech-Language Pathologist and Parent Perspectives on Speech-Language Pathology Services for Children With Autism Spectrum Disorders / Brenda L. BEVERLY in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.121-132 Titre : Speech-Language Pathologist and Parent Perspectives on Speech-Language Pathology Services for Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Brenda L. BEVERLY, Auteur ; L. Amanda MATHEWS, Auteur Année de publication : 2021 Article en page(s) : p.121-132 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  speech-language pathology  language  personnel preparation  parent Index. décimale : PER Périodiques Résumé : Many speech-language pathologists (SLPs) are underprepared to serve children with autism spectrum disorders (ASDs), despite a growing need and increased expectation for ASD expertise. To understand this practice gap, 60 SLPs and 26 parents of children with ASDs were surveyed regarding SLP knowledge and competency. Of concern was that only about 50% of SLPs correctly identified ASD defining criteria. Respondents rated eight SLP practices as Important to Very Important, but SLPs reported being only Somewhat Competent to Competent. The parents? rating of SLP competency was significantly lower than parental ratings of importance for one educational practice, use of nonstandardized assessment and observational methods. Also, parents rated the development of the Individualized Education Program significantly higher in importance than SLPs rated it. Findings varied for ASD specialty subgroups. Results support socially valid improvements in preparation for SLPs on the frontlines of assessment, treatment, and development of health and educational systems for children with ASDs. En ligne : https://doi.org/10.1177/1088357620954380 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Speech-Language Pathologist and Parent Perspectives on Speech-Language Pathology Services for Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Brenda L. BEVERLY, Auteur ; L. Amanda MATHEWS, Auteur . - 2021 . - p.121-132. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.121-132 Mots-clés : autism spectrum disorders  speech-language pathology  language  personnel preparation  parent Index. décimale : PER Périodiques Résumé : Many speech-language pathologists (SLPs) are underprepared to serve children with autism spectrum disorders (ASDs), despite a growing need and increased expectation for ASD expertise. To understand this practice gap, 60 SLPs and 26 parents of children with ASDs were surveyed regarding SLP knowledge and competency. Of concern was that only about 50% of SLPs correctly identified ASD defining criteria. Respondents rated eight SLP practices as Important to Very Important, but SLPs reported being only Somewhat Competent to Competent. The parents? rating of SLP competency was significantly lower than parental ratings of importance for one educational practice, use of nonstandardized assessment and observational methods. Also, parents rated the development of the Individualized Education Program significantly higher in importance than SLPs rated it. Findings varied for ASD specialty subgroups. Results support socially valid improvements in preparation for SLPs on the frontlines of assessment, treatment, and development of health and educational systems for children with ASDs. En ligne : https://doi.org/10.1177/1088357620954380 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities / Matthew E. BROCK in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.153-164 Titre : Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Matthew E. BROCK, Auteur ; Mary A. BARCZAK, Auteur ; Scott A. DUEKER, Auteur Article en page(s) : p.153-164 Mots-clés : paraprofessionals  severe disabilities  performance feedback  observational learning  personnel preparation Index. décimale : PER Périodiques Résumé : Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient. En ligne : https://doi.org/10.1177/1088357620902492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities [Texte imprimé et/ou numérique] / Matthew E. BROCK, Auteur ; Mary A. BARCZAK, Auteur ; Scott A. DUEKER, Auteur . - p.153-164. in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.153-164 Mots-clés : paraprofessionals  severe disabilities  performance feedback  observational learning  personnel preparation Index. décimale : PER Périodiques Résumé : Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient. En ligne : https://doi.org/10.1177/1088357620902492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism / LeAnne JOHNSON ; Angel FETTIG in Focus on Autism and Other Developmental Disabilities, 39-3 (September 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.150-162 Titre : Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : LeAnne JOHNSON, Auteur ; Angel FETTIG, Auteur Article en page(s) : p.150-162 Langues : Anglais (eng) Mots-clés : preschool  age  autism spectrum disorders  educational  evidence-based  practices  special education  personnel preparation Index. décimale : PER Périodiques Résumé : Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 U.S. ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity, training, and use of many EBPs (e.g., modeling, reinforcement), while other EBPs remain minimally used despite high familiarity (video modeling; 23.4%). Some teachers reported not using EBPs they had been trained in. Overall, teachers reported some familiarity and use of LVPs (m = 20.47, 0%-50.64%) and minimal training (preservice = 1.6%-33.33%). Research should explore exposure and other possible explanations of the limited use of effective practices. En ligne : https://dx.doi.org/10.1177/10883576241232898 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism [Texte imprimé et/ou numérique] / LeAnne JOHNSON, Auteur ; Angel FETTIG, Auteur . - p.150-162. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.150-162 Mots-clés : preschool  age  autism spectrum disorders  educational  evidence-based  practices  special education  personnel preparation Index. décimale : PER Périodiques Résumé : Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 U.S. ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity, training, and use of many EBPs (e.g., modeling, reinforcement), while other EBPs remain minimally used despite high familiarity (video modeling; 23.4%). Some teachers reported not using EBPs they had been trained in. Overall, teachers reported some familiarity and use of LVPs (m = 20.47, 0%-50.64%) and minimal training (preservice = 1.6%-33.33%). Research should explore exposure and other possible explanations of the limited use of effective practices. En ligne : https://dx.doi.org/10.1177/10883576241232898 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

A Systematic Review of Law Enforcement Training Related to Autism Spectrum Disorder / Kirsten S. RAILEY in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)  

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