Skip to main content
Mijn bibliotheek
Shop
Nieuws Boeken Tijdschriften Toetsvragen Web-tv Video Audio
Tips voor Mijn BSL
Inloggen

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

THIM Hogeschool voor Fysiotherapie heeft ervoor gezorgd dat je Mijn BSL eenvoudig en snel kunt raadplegen. Je kunt je links eenvoudig registreren. Met deze gegevens kun je thuis, of waar ook ter wereld toegang krijgen tot Mijn BSL. Heb je een vraag, neem dan contact op met helpdesk@thim.nl.

» Andere revante producten voor THIM studenten en medewerkers.

Registreer

Om ook buiten de locaties van THIM, thuis bijvoorbeeld, van Mijn BSL gebruik te kunnen maken, moet je jezelf eenmalig registreren. Dit kan alleen vanaf een computer op een van de locaties van THIM.

Eenmaal geregistreerd kun je thuis of waar ook ter wereld onbeperkt toegang krijgen tot Mijn BSL.

Login

Als u al geregistreerd bent, hoeft u alleen maar in te loggen om onbeperkt toegang te krijgen tot Mijn BSL.

Inloggen
Top
Journal of Autism and Developmental Disorders
Gepubliceerd in:

20-08-2019 | Original Paper

Social Validity and Teachers’ Use of Evidence-Based Practices for Autism

Auteur: Jordan McNeill

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 11/2019

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

Abstract

The autism intervention literature focuses heavily on the concept of evidence-based practice, with less consideration of the acceptability, feasibility, and contextual alignment of interventions in practice. A survey of 130 special educators was conducted to quantify this “social validity” of evidence-based practices and analyze its relationship with knowledge level and frequency of use. Results indicate that knowledge, use, and social validity are tightly-connected and rank the highest for modeling, reinforcement, prompting, and visual supports. Regression analysis suggests that greater knowledge, higher perceived social validity, and a caseload including more students with autism predicts more frequent use of a practice. The results support the vital role that social validity plays in teachers’ implementation, with implications for both research and practice.
vorige artikel Correction to: Early Second Trimester Maternal Serum Steroid‑Related Biomarkers Associated with Autism Spectrum Disorder
volgende artikel Pharmacologic Interventions for Irritability, Aggression, Agitation and Self-Injurious Behavior in Fragile X Syndrome: An Initial Cross-Sectional Analysis
Bijlagen
Alleen toegankelijk voor geautoriseerde gebruikers
Literatuur
Aarons, G. A., Glisson, C., Hoagwood, K., Kelleher, K., Landsverk, J., & Cafri, G. (2010). Psychometric properties and US national norms of the evidence-based practice attitude scale (EBPAS). Psychological Assessment, 22(2), 356–365.CrossRef
Briesch, A. M., Chafouleas, S. M., Neugebauer, S. R., & Riley-Tillman, T. C. (2013). Assessing influences on intervention implementation: Revision of the usage rating profile-intervention. Journal of School Psychology, 51, 81–96.CrossRef
Brock, M. E., & Carter, E. W. (2017). A meta-analysis of educator training to improve implementation of interventions for students with disabilities. Remedial and Special Education, 38(3), 131–144.CrossRef
Brock, M. E., Huber, H. B., Carter, E. W., Juarez, A. P., & Warren, Z. E. (2014). Statewide assessment of professional development needs related to educating students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 29(2), 67–79.CrossRef
Callahan, K., Hughes, H. L., Mehta, S., Toussaint, K. A., Nichols, S. M., Ma, P. S., et al. (2017). Social validity of evidence-based practices and emerging interventions in autism. Focus on Autism and Other Developmental Disabilities, 32(3), 188–197.CrossRef
Carter, S. L. (2010). The social validity manual: A guide to subjective evaluation of behavior interventions. London: Academic Press.
Chafouleas, S. M., Briesch, A. M., Neugebauer, S. R., & Riley-Tillman, T. C. (2011). Usage rating profile—intervention (Revised). Storrs, CT: University of Connecticut.
Combes, B. H., Chang, M., Austin, J. E., & Hayes, D. (2016). The use of evidenced-based practices in the provision of social skills training for students with autism spectrum disorder among school psychologists. Psychology in the Schools, 53(5), 548–563.CrossRef
Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79(2), 135–144.
Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society, & Education, 7(3), 252–263.CrossRef
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys: The tailored design method (4th ed.). Hoboken, NJ: Wiley.
Dingfelder, H. E., & Mandell, D. S. (2011). Bridging the research-to-practice gap in autism intervention: An application of diffusion of innovation theory. Journal of Autism and Developmental Disorders, 41(5), 597–609.CrossRef
Guskey, T. R., & Yoon, K. S. (2009). What works in professional development? Phi Delta Kappan, 90(7), 495–500.CrossRef
Hardin, B. L., & Koppenhaver, D. A. (2016). Flipped professional development: An innovation in response to teacher insights. Journal of Adolescent & Adult Literacy, 60(1), 45–54.CrossRef
Hess, K. L., Michael, A. E., Morrier, J., Juane, A. L., Ae, H., & Ivey, M. L. (2008). Autism treatment survey: Services received by children with autism spectrum disorders in public school classrooms. Journal of Autism and Developmental Disorders, 38, 961–971.CrossRef
Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165–179.
Individuals with Disabilities Education Act, (2004) 20 U.S.C. § 1400.
Joyce, B. R., & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.
Leblanc, L., Richardson, W., & Burns, K. A. (2009). Autism spectrum disorder and the inclusive classroom: Effective training to enhance knowledge of ASD and evidence-based practices. Teacher Education and Special Education, 32(2), 166–179.CrossRef
Nakagawa, S., & Schielzeth, H. (2013). A general and simple method for obtaining R2 from generalized linear mixed-effects models. Methods in Ecology and Evolution, 4(2), 133–142.CrossRef
National Autism Center. (2015). Findings and conclusions: National standards project, phase 2. Randolph, MA: Author
No Child Left Behind Act [NCLB], Pub. L. No. 1425 (2002). 115.
Parsons, S., Charman, T., Faulkner, R., Ragan, J., Wallace, S., & Wittemeyer, K. (2013). Commentary-bridging the research and practice gap in autism: The importance of creating research partnerships with schools. Autism, 17(3), 268–280.CrossRef
Paynter, J., & Keen, D. (2014). Knowledge and use of intervention practices by community-based early intervention service providers. Journal of Autism and Developmental Disorders, 45, 1614–1623.CrossRef
Paynter, J., Sulek, R., Luskin-Saxby, S., Trembath, D., & Keen, D. (2018). Allied health professionals’ knowledge and use of ASD intervention practices. Journal of Autism and Developmental Disorders, 48, 2335–2349.CrossRef
Robinson, L., Bond, C., & Oldfield, J. (2018). A UK and Ireland survey of educational psychologists’ intervention practices for students with autism spectrum disorder. Educational Psychology in Practice, 34(1), 58–72.CrossRef
Sansosti, F. J., & Sansosti, J. M. (2013). Effective school-based service delivery for students with autism spectrum disorders: Where we are and where we need to go. Psychology in the Schools, 50(3), 229–244.CrossRef
Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203–214.CrossRef
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., et al. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951–1966.CrossRef
Metagegevens
Titel
Social Validity and Teachers’ Use of Evidence-Based Practices for Autism
Auteur
Jordan McNeill
Publicatiedatum
20-08-2019
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 11/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-019-04190-y

Andere artikelen Uitgave 11/2019

Religiosity/Spirituality and Mental Health Outcomes in Mothers of Children with Autism Spectrum Disorder: The Mediating Role of Positive Thinking

  • Original Paper

Involvement of Emotional Intelligence in Resilience and Coping in Mothers of Autistic Children

  • Original Paper

The 2-Year Course of Internet Addiction Among a Japanese Adolescent Psychiatric Clinic Sample with Autism Spectrum Disorder and/or Attention-Deficit Hyperactivity Disorder

  • Original Paper

Examining Trajectories of Daily Living Skills over the Preschool Years for Children with Autism Spectrum Disorder

  • Original Paper

Clinical Profile of Autism Spectrum Disorder in a Pediatric Population from Northern Mexico

  • Original Paper

Expression Recognition Difficulty Is Associated with Social But Not Attention-to-Detail Autistic Traits and Reflects Both Alexithymia and Perceptual Difficulty

  • Original Paper