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Journal of Autism and Developmental Disorders
Gepubliceerd in:

03-12-2019 | Original Paper

Trajectories of Evidence Based Treatment for School Children with Autism: What’s the Right Level for the Implementation?

Auteurs: Victor Lushin, David Mandell, Rinad Beidas, Steven Marcus, Heather Nuske, Victor Kaploun, Max Seidman, Daphney Gaston, Jill Locke

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 3/2020

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Abstract

Evidence-based practices (EBP) for children with autism are under-used in special-education schools. No research compared child-level versus teacher-level influences on EBP use, which could guide implementation strategies. We derived longitudinal profiles of EBP receipt by children (N = 234) in 69 autism-support classrooms, over an academic year. We compared overall impacts of child-level and teacher-level factors on profile membership. Most children received little EBP throughout the year; however substantial subgroups received increasing, and decreasing, doses of EBP. Child-level and teacher-level factors contributed about equally to profile membership. Children’s autism symptoms and verbal ability, teachers’ EBP skills, training/experience, classroom support, class size, and implementation leadership climate predicted profile membership. Early identification of treatment profiles could facilitate targeted implementation strategies increasing EBP use.
vorige artikel Inclusive Preschool Practitioners’ Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training
volgende artikel The Profiles and Correlates of Psychopathology in Adolescents and Adults with Williams, Fragile X and Prader–Willi Syndromes
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Metagegevens
Titel
Trajectories of Evidence Based Treatment for School Children with Autism: What’s the Right Level for the Implementation?
Auteurs
Victor Lushin
David Mandell
Rinad Beidas
Steven Marcus
Heather Nuske
Victor Kaploun
Max Seidman
Daphney Gaston
Jill Locke
Publicatiedatum
03-12-2019
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 3/2020
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-019-04304-6

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