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Iterative redesign of a caregiver-mediated intervention for use in educational settings / Karen BEARSS in Autism, 26-3 (April 2022)
[article]
Titre : Iterative redesign of a caregiver-mediated intervention for use in educational settings Type de document : Texte imprimé et/ou numérique Auteurs : Karen BEARSS, Auteur ; Daina M. TAGAVI, Auteur ; Aaron R. LYON, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.666-677 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Caregivers Child Humans Parents Schools Students autism spectrum disorders community involvement disruptive behavior implementation interventions iterative redesign usability Inc., Genial Care, Inc., and Behavioural Solutions, Inc. She also receives royalties from Oxford University Press and speaker fees from ABAC, Inc. Daina Tagavi, Aaron Lyon, and Jill Locke declare that they have no conflict of interest. Index. décimale : PER Périodiques Résumé : Teachers often report concerns about behavior challenges in their students with autism spectrum disorder (ASD) in the school setting. Furthermore, teachers often report that they do not have adequate training in how to manage these challenging behaviors effectively. The RUBI program is an intervention initially developed for parents of children with ASD and co-occurring challenging behavior in clinic settings. The present project used school staff input to systematically redesign RUBI to be used with educators in schools. School staff gave input at multiple stages of development to ensure the adapted intervention was appropriate to use in a school setting. Responses were coded and analyzed to identify strengths and weaknesses of the RUBI manual in schools and adaptations were made accordingly. Scores of how appropriate, possible, likable, and usable RUBI would be in schools rose after the intervention was redesigned. The redesigned RUBIES manual may give school staff the tools they need to manage disruptive behaviors. In addition, collaborating with providers over multiple stages to redesign established interventions for new contexts may be a promising way to help bring research tools to practice in the future. En ligne : https://dx.doi.org/10.1177/13623613211066644 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.666-677[article] Iterative redesign of a caregiver-mediated intervention for use in educational settings [Texte imprimé et/ou numérique] / Karen BEARSS, Auteur ; Daina M. TAGAVI, Auteur ; Aaron R. LYON, Auteur ; Jill LOCKE, Auteur . - p.666-677.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.666-677
Mots-clés : Autism Spectrum Disorder/therapy Caregivers Child Humans Parents Schools Students autism spectrum disorders community involvement disruptive behavior implementation interventions iterative redesign usability Inc., Genial Care, Inc., and Behavioural Solutions, Inc. She also receives royalties from Oxford University Press and speaker fees from ABAC, Inc. Daina Tagavi, Aaron Lyon, and Jill Locke declare that they have no conflict of interest. Index. décimale : PER Périodiques Résumé : Teachers often report concerns about behavior challenges in their students with autism spectrum disorder (ASD) in the school setting. Furthermore, teachers often report that they do not have adequate training in how to manage these challenging behaviors effectively. The RUBI program is an intervention initially developed for parents of children with ASD and co-occurring challenging behavior in clinic settings. The present project used school staff input to systematically redesign RUBI to be used with educators in schools. School staff gave input at multiple stages of development to ensure the adapted intervention was appropriate to use in a school setting. Responses were coded and analyzed to identify strengths and weaknesses of the RUBI manual in schools and adaptations were made accordingly. Scores of how appropriate, possible, likable, and usable RUBI would be in schools rose after the intervention was redesigned. The redesigned RUBIES manual may give school staff the tools they need to manage disruptive behaviors. In addition, collaborating with providers over multiple stages to redesign established interventions for new contexts may be a promising way to help bring research tools to practice in the future. En ligne : https://dx.doi.org/10.1177/13623613211066644 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 Social validity of telepractice in families with children with autism / Gabriel MARTÍNEZ-RICO ; Margarita CAÑADAS ; Rómulo J. GONZÁLEZ-GARCÍA in Research in Autism Spectrum Disorders, 110 (February 2024)
[article]
Titre : Social validity of telepractice in families with children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Gabriel MARTÍNEZ-RICO, Auteur ; Margarita CAÑADAS, Auteur ; Rómulo J. GONZÁLEZ-GARCÍA, Auteur Article en page(s) : p.102295 Mots-clés : Autism Telepractice Social validity Service characteristics Usefulness Usability Index. décimale : PER Périodiques Résumé : This research evaluates the social validity (SV) of Telepractice as an intervention modality in families with children with ASD. The study analyzed the SV perceived by families according to the characteristics of the intervention and service delivery. A total of 168 Spanish families with a child with ASD or developmental delay at risk for ASD receiving support services from 45 centers in 44 cities around Spain. Structural equation modeling was used to study the impact of service characteristics on families? perception of SV of telepractice in terms of effectiveness, feasibility, usefulness, caregiver confidence and competence, and future intentions. Results showed that families with children with ASD had an overall positive social validity of telepractice. Videoconference combined with phone calls and email was the modality with higher social validity scores, and the perceived technology skills was directly related to SV scores. Families receiving multiple telepractice sessions per week during longer periods of time tend to show a more passive role and lower perceptions of social validity. Implications for practice are presented, such as weekly videoconferencing sessions with an active family role in order to allow specialists observe the family's interactions with the child, monitor progress, and build caregiver capacity. En ligne : https://doi.org/10.1016/j.rasd.2023.102295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520
in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102295[article] Social validity of telepractice in families with children with autism [Texte imprimé et/ou numérique] / Gabriel MARTÍNEZ-RICO, Auteur ; Margarita CAÑADAS, Auteur ; Rómulo J. GONZÁLEZ-GARCÍA, Auteur . - p.102295.
in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102295
Mots-clés : Autism Telepractice Social validity Service characteristics Usefulness Usability Index. décimale : PER Périodiques Résumé : This research evaluates the social validity (SV) of Telepractice as an intervention modality in families with children with ASD. The study analyzed the SV perceived by families according to the characteristics of the intervention and service delivery. A total of 168 Spanish families with a child with ASD or developmental delay at risk for ASD receiving support services from 45 centers in 44 cities around Spain. Structural equation modeling was used to study the impact of service characteristics on families? perception of SV of telepractice in terms of effectiveness, feasibility, usefulness, caregiver confidence and competence, and future intentions. Results showed that families with children with ASD had an overall positive social validity of telepractice. Videoconference combined with phone calls and email was the modality with higher social validity scores, and the perceived technology skills was directly related to SV scores. Families receiving multiple telepractice sessions per week during longer periods of time tend to show a more passive role and lower perceptions of social validity. Implications for practice are presented, such as weekly videoconferencing sessions with an active family role in order to allow specialists observe the family's interactions with the child, monitor progress, and build caregiver capacity. En ligne : https://doi.org/10.1016/j.rasd.2023.102295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520