Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS).
To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. Modular Approach to Autism Programing for Sc...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 51; no. 1; pp. 193 - 212 |
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| Autores principales: | , , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
2021
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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=148114438&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 148114438 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: 2021 vid: 51 iid: 1 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 148114438 143900678 148114438 148114438 10.1007/s10803-020-04532-1 148114438 ppf: 193 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS). aug: au: Anderson, Cynthia M. Iovannone, Rose Smith, Tristram Levato, Lynne Martin, Ryan Cavanaugh, Brenna Hochheimer, Sam Wang, Hongyue Iadarola, Suzannah affil: May Institute, 41 Pacella Park Drive, 02368, Randolph, MA, USA sug: subj: Autism Spectrum Disorder Conceptual Framework Schools Students with Disabilities Human Pilot Studies Implementation Science ab: To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. Modular Approach to Autism Programing for Schools (MAAPS) is a framework for implementation of evidence-based interventions in school settings that is designed to address these barriers. The development and initial evaluation of MAAPS was conducted using an implementation-science framework and results indicate that MAAPS is aligned with needs and resources available in schools, that it had excellent social validity, and that there is good evidence that MAAPS is effective for addressing core and associated features of autism in educational settings. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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