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The impact of implementation support on the use of a social engagement intervention for children with autism in public schools / J. LOCKE in Autism, 23-4 (May 2019)
[article]
Titre : The impact of implementation support on the use of a social engagement intervention for children with autism in public schools Type de document : Texte imprimé et/ou numérique Auteurs : J. LOCKE, Auteur ; W. SHIH, Auteur ; C. D. KANG-YI, Auteur ; J. CARAMANICO, Auteur ; T. SHINGLEDECKER, Auteur ; J. GIBSON, Auteur ; L. FREDERICK, Auteur ; D. S. MANDELL, Auteur Article en page(s) : p.834-845 Langues : Anglais (eng) Mots-clés : autism spectrum disorder implementation school social engagement intervention Index. décimale : PER Périodiques Résumé : Several interventions have demonstrated efficacy in improving social outcomes for children with autism; however, few have been successfully implemented in schools. This study compared two implementation strategies to improve the use of a social engagement intervention for children with autism in public schools. In total, 31 children with autism in grades K-5 and 28 school personnel participated in a randomized controlled trial. Schools were randomized to (1) training in Remaking Recess, a social engagement intervention, or (2) training in Remaking Recess with implementation support. Linear regression with random effects was used to test the intervention effects on implementation fidelity and social outcomes (peer engagement, social network inclusion, and friendship nominations). In both groups, implementation fidelity improved after training but remained low. Children in the Remaking Recess with implementation support condition had significantly higher social network inclusion and received more friendship nominations than children in the Remaking Recess-only condition (p = 0.03). Children in both groups experienced reduced solitary engagement (p < 0.001) and increased joint engagement (p < 0.001). The results suggest that implementation supports may have an effect on outcomes above and beyond the intervention, and that further research is needed into the active intervention mechanisms. En ligne : http://dx.doi.org/10.1177/1362361318787802 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397
in Autism > 23-4 (May 2019) . - p.834-845[article] The impact of implementation support on the use of a social engagement intervention for children with autism in public schools [Texte imprimé et/ou numérique] / J. LOCKE, Auteur ; W. SHIH, Auteur ; C. D. KANG-YI, Auteur ; J. CARAMANICO, Auteur ; T. SHINGLEDECKER, Auteur ; J. GIBSON, Auteur ; L. FREDERICK, Auteur ; D. S. MANDELL, Auteur . - p.834-845.
Langues : Anglais (eng)
in Autism > 23-4 (May 2019) . - p.834-845
Mots-clés : autism spectrum disorder implementation school social engagement intervention Index. décimale : PER Périodiques Résumé : Several interventions have demonstrated efficacy in improving social outcomes for children with autism; however, few have been successfully implemented in schools. This study compared two implementation strategies to improve the use of a social engagement intervention for children with autism in public schools. In total, 31 children with autism in grades K-5 and 28 school personnel participated in a randomized controlled trial. Schools were randomized to (1) training in Remaking Recess, a social engagement intervention, or (2) training in Remaking Recess with implementation support. Linear regression with random effects was used to test the intervention effects on implementation fidelity and social outcomes (peer engagement, social network inclusion, and friendship nominations). In both groups, implementation fidelity improved after training but remained low. Children in the Remaking Recess with implementation support condition had significantly higher social network inclusion and received more friendship nominations than children in the Remaking Recess-only condition (p = 0.03). Children in both groups experienced reduced solitary engagement (p < 0.001) and increased joint engagement (p < 0.001). The results suggest that implementation supports may have an effect on outcomes above and beyond the intervention, and that further research is needed into the active intervention mechanisms. En ligne : http://dx.doi.org/10.1177/1362361318787802 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 Individual and organizational characteristics predicting intervention use for children with autism in schools / Jill LOCKE in Autism, 24-5 (July 2020)
[article]
Titre : Individual and organizational characteristics predicting intervention use for children with autism in schools Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Christina KANG-YI, Auteur ; Lindsay FREDERICK, Auteur ; David S MANDELL, Auteur Article en page(s) : p.1152-1163 Langues : Anglais (eng) Mots-clés : attitudes autism spectrum disorder implementation organizational readiness social engagement intervention conflict of interest. Index. décimale : PER Périodiques Résumé : Several interventions or treatment programs have been shown through research to improve social outcomes for children with autism, but they often are not used in schools. This study examined individual (school personnel) and organizational (school level) factors associated with the use of a research-informed social engagement intervention, Remaking Recess, for children with autism in elementary schools. A total of 28 school personnel from 12 schools in 5 districts in the northeastern United States participated. Schools were randomly assigned to (1) training in Remaking Recess only or (2) training in Remaking Recess with implementation support (tailored strategies to remove barriers to increase use of Remaking Recess). School personnel rated their attitudes about research-informed interventions, organizational readiness (school's readiness to use a research-informed intervention), and fidelity or the degree to which an intervention is used as it was originally designed. Observers rated school personnel's fidelity at baseline (pre-intervention training) and exit (post-intervention training). The results suggest that self-rated fidelity was lower when staff perceived the use of Remaking Recess was required; however, observer-rated fidelity was lower when staff rated Remaking Recess as appealing. In addition, self-rated fidelity was higher when there was a sufficient number of staff, positive individual growth, and organizational adaptability. The results also indicated higher observer-rated fidelity when staff perceived positive influence over their coworkers. The results suggest that both individual (attitudes) and organizational (influence, staffing, growth, adaptability) characteristics may affect implementation success in schools. A collaborative decision-making approach for evidence-based practice use is recommended. En ligne : http://dx.doi.org/10.1177/1362361319895923 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Autism > 24-5 (July 2020) . - p.1152-1163[article] Individual and organizational characteristics predicting intervention use for children with autism in schools [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Christina KANG-YI, Auteur ; Lindsay FREDERICK, Auteur ; David S MANDELL, Auteur . - p.1152-1163.
Langues : Anglais (eng)
in Autism > 24-5 (July 2020) . - p.1152-1163
Mots-clés : attitudes autism spectrum disorder implementation organizational readiness social engagement intervention conflict of interest. Index. décimale : PER Périodiques Résumé : Several interventions or treatment programs have been shown through research to improve social outcomes for children with autism, but they often are not used in schools. This study examined individual (school personnel) and organizational (school level) factors associated with the use of a research-informed social engagement intervention, Remaking Recess, for children with autism in elementary schools. A total of 28 school personnel from 12 schools in 5 districts in the northeastern United States participated. Schools were randomly assigned to (1) training in Remaking Recess only or (2) training in Remaking Recess with implementation support (tailored strategies to remove barriers to increase use of Remaking Recess). School personnel rated their attitudes about research-informed interventions, organizational readiness (school's readiness to use a research-informed intervention), and fidelity or the degree to which an intervention is used as it was originally designed. Observers rated school personnel's fidelity at baseline (pre-intervention training) and exit (post-intervention training). The results suggest that self-rated fidelity was lower when staff perceived the use of Remaking Recess was required; however, observer-rated fidelity was lower when staff rated Remaking Recess as appealing. In addition, self-rated fidelity was higher when there was a sufficient number of staff, positive individual growth, and organizational adaptability. The results also indicated higher observer-rated fidelity when staff perceived positive influence over their coworkers. The results suggest that both individual (attitudes) and organizational (influence, staffing, growth, adaptability) characteristics may affect implementation success in schools. A collaborative decision-making approach for evidence-based practice use is recommended. En ligne : http://dx.doi.org/10.1177/1362361319895923 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426