Social validation of evidence-based practices in autism by parents, teachers, and administrators.
Relatively little attention has been devoted to the social validation of potentially effective autism interventions. Thus, it is often difficult to identify and implement evidence-based practices, and programming is often inadequate. The authors identified autism intervention components with reporte...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 38; no. 4; pp. 678 - 693 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Apr2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105733595&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105733595 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Apr2008 vid: 38 iid: 4 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 105733595 105733595 2009880366 10.1007/s10803-007-0434-9 NLM17924182 105733595 ppf: 678 ppct: 15 formats: fmt: @attributes: type: P tig: atl: Social validation of evidence-based practices in autism by parents, teachers, and administrators. aug: au: Callahan K Henson RK Cowan AK affil: Department of Educational Psychology, University of North Texas, P.O. Box 311335, Denton, TX, 76203-1335, USA, Callahan@unt.edu. sug: subj: Autism Spectrum Disorder Therapy Professional Practice, Evidence-Based Program Evaluation School Health Services Coefficient alpha Descriptive Statistics Education, Special Effect Size Female Funding Source Male Narratives Evaluation Parents Post Hoc Analysis School Administrators Southwestern United States Teachers Test-Retest Reliability Validation Studies Human Female Male ab: Relatively little attention has been devoted to the social validation of potentially effective autism interventions. Thus, it is often difficult to identify and implement evidence-based practices, and programming is often inadequate. The authors identified autism intervention components with reported effectiveness for school settings. The results of a social validation survey completed by parents, teachers, and administrators indicate strong, consistent support for program components falling within five functional areas: (a) individualized programming, (b) data collection, (c) the use of empirically-based strategies, (d) active collaboration, and (e) a focus on long-term outcomes. These socially validated interventions can be used to evaluate existing autism curricula and develop training for professionals, parents, and students in order to improve public school autism programs. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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