Social validation of evidence-based practices in autism by parents, teachers, and administrators.
J Autism Dev Disord
; 38(4): 678-92, 2008 Apr.
Article
em En
| MEDLINE
| ID: mdl-17924182
ABSTRACT
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.
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Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Pais
/
Transtorno Autístico
/
Comportamento Social
/
Inquéritos e Questionários
/
Docentes
Aspecto:
Determinantes_sociais_saude
Limite:
Child, preschool
/
Humans
Idioma:
En
Revista:
J Autism Dev Disord
Ano de publicação:
2008
Tipo de documento:
Article