Developing Feasible and Effective School-Based Interventions for Children With ASD.
Despite an emphasis on identifying evidence-based practices among researchers and using evidence-based practices among professionals in the field of education, there are still problems with uptake and implementation in real-world settings. This lack of diffusion of practices is evident in educationa...
| Publicado en: | Journal of Early Intervention Vol. 37; no. 1; pp. 23 - 44 |
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| Autores principales: | , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Mar2015
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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=108887690&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 108887690 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10538151 0VW jtl: Journal of Early Intervention issn: 10538151 maglogo: N pubinfo: dt: Mar2015 vid: 37 iid: 1 pid: 20732 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 108887690 108887690 108887690 10.1177/1053815115588827 108887690 ppf: 23 ppct: 21 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Developing Feasible and Effective School-Based Interventions for Children With ASD. aug: au: Dykstra Steinbrenner, Jessica R. Watson, Linda R. Boyd, Brian A. Wilson, Kaitlyn P. Crais, Elizabeth R. Baranek, Grace T. Flippin, Michelle Flagler, Sally affil: University of North Carolina at Chapel Hill, USA sug: subj: School Health Services Administration Autism Spectrum Disorder Therapy Social Skills Training In Infancy and Childhood Communication Skills Training In Infancy and Childhood Human Case Studies Funding Source Child Play Therapy Treatment Outcomes Program Evaluation Focus Groups Feedback Teaching Methods Observational Methods Semi-Structured Interview Questionnaires Quasi-Experimental Studies Descriptive Statistics Analysis of Variance Mann-Whitney U Test Pretest-Posttest Design Clinical Assessment Tools Scales Language Tests Program Development Early Intervention Child: 6-12 years ab: Despite an emphasis on identifying evidence-based practices among researchers and using evidence-based practices among professionals in the field of education, there are still problems with uptake and implementation in real-world settings. This lack of diffusion of practices is evident in educational programming for children with autism spectrum disorder (ASD). One solution is to use an iterative process to develop interventions in which researchers work in collaboration with the end users to test and refine interventions. However, there are very few guidelines for developing feasible and effective interventions through these iterative processes. This article provides a description of the iterative process used to develop the Advancing Social-Communication and Play (ASAP) intervention, a supplemental program designed for public preschool classrooms serving students with ASD, and examples of how data from the sequence of iterative design studies shaped the intervention development. The research team offers guidelines for other researchers looking to engage in intervention development using an iterative process in the context of partnerships with end users, including suggestions for planning and executing an intervention development grant. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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