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2 recherche sur le mot-clé 'treatment effectiveness evaluation'
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Interventions in schools for children with autism spectrum disorder: Methods and recommendations / Connie KASARI in Autism, 17-3 (May 2013)
[article]
Titre : Interventions in schools for children with autism spectrum disorder: Methods and recommendations Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Tristram SMITH, Auteur Article en page(s) : p.254-267 Langues : Anglais (eng) Mots-clés : autism implementation science intervention school-based intervention treatment effectiveness evaluation Index. décimale : PER Périodiques Résumé : Although researchers have identified many promising teaching strategies and intervention programs for children with autism spectrum disorder, research on implementation of these interventions in school settings has lagged. Barriers to implementation include incompletely developed interventions, limited evidence of their utility in promoting long-term and meaningful change, and poor fit with school environments. To overcome these barriers, interventions need to be detailed in manuals that identify key components yet allow for flexibility, and studies need to evaluate long-term, real-life outcomes. Innovative research strategies also may be important, particularly carrying out research on new interventions in school settings from the outset, conducting partial effectiveness trials in which study personnel administer interventions in school settings, using community-partnered participatory research approaches, and redesigning interventions in a modular format. En ligne : http://dx.doi.org/10.1177/1362361312470496 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200
in Autism > 17-3 (May 2013) . - p.254-267[article] Interventions in schools for children with autism spectrum disorder: Methods and recommendations [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Tristram SMITH, Auteur . - p.254-267.
Langues : Anglais (eng)
in Autism > 17-3 (May 2013) . - p.254-267
Mots-clés : autism implementation science intervention school-based intervention treatment effectiveness evaluation Index. décimale : PER Périodiques Résumé : Although researchers have identified many promising teaching strategies and intervention programs for children with autism spectrum disorder, research on implementation of these interventions in school settings has lagged. Barriers to implementation include incompletely developed interventions, limited evidence of their utility in promoting long-term and meaningful change, and poor fit with school environments. To overcome these barriers, interventions need to be detailed in manuals that identify key components yet allow for flexibility, and studies need to evaluate long-term, real-life outcomes. Innovative research strategies also may be important, particularly carrying out research on new interventions in school settings from the outset, conducting partial effectiveness trials in which study personnel administer interventions in school settings, using community-partnered participatory research approaches, and redesigning interventions in a modular format. En ligne : http://dx.doi.org/10.1177/1362361312470496 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 A Preliminary Randomized Controlled Trial of Two Social Skills Interventions for Youth With High-Functioning Autism Spectrum Disorders / Matthew D. LERNER in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012)
[article]
Titre : A Preliminary Randomized Controlled Trial of Two Social Skills Interventions for Youth With High-Functioning Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Matthew D. LERNER, Auteur ; Amori Yee MIKAMI, Auteur Année de publication : 2012 Article en page(s) : p.147-157 Langues : Anglais (eng) Mots-clés : high-functioning autism social skills intervention randomized-controlled trial treatment effectiveness evaluation psychotherapy research Index. décimale : PER Périodiques Résumé : This study examined the effects of two social skills interventions, Sociodramatic Affective Relational Intervention (SDARI) and Skillstreaming, to compare their treatment mechanisms, social performance- and knowledge-training. A total of 13 youth with autism spectrum disorders were randomly assigned to 4 weeks of 1-day/week SDARI or Skillstreaming. Groups were matched on parent and child demographics, and intervention staff training. Participants were assessed on social behavior during treatment sessions, peer sociometrics, staff-reported social skills, and parent-reported social skill generalization. Results indicated that both groups increased in reciprocated friendship nominations and staff-reported social skills. Relative to Skillstreaming participants, SDARI participants liked and interacted more with each other after a single session. However, Skillstreaming participants increased in peer liking and interaction over the course of the intervention; SDARI participants decreased slightly. Parents reported no change in social functioning at home. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612450613 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179
in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.147-157[article] A Preliminary Randomized Controlled Trial of Two Social Skills Interventions for Youth With High-Functioning Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Matthew D. LERNER, Auteur ; Amori Yee MIKAMI, Auteur . - 2012 . - p.147-157.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.147-157
Mots-clés : high-functioning autism social skills intervention randomized-controlled trial treatment effectiveness evaluation psychotherapy research Index. décimale : PER Périodiques Résumé : This study examined the effects of two social skills interventions, Sociodramatic Affective Relational Intervention (SDARI) and Skillstreaming, to compare their treatment mechanisms, social performance- and knowledge-training. A total of 13 youth with autism spectrum disorders were randomly assigned to 4 weeks of 1-day/week SDARI or Skillstreaming. Groups were matched on parent and child demographics, and intervention staff training. Participants were assessed on social behavior during treatment sessions, peer sociometrics, staff-reported social skills, and parent-reported social skill generalization. Results indicated that both groups increased in reciprocated friendship nominations and staff-reported social skills. Relative to Skillstreaming participants, SDARI participants liked and interacted more with each other after a single session. However, Skillstreaming participants increased in peer liking and interaction over the course of the intervention; SDARI participants decreased slightly. Parents reported no change in social functioning at home. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612450613 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179