Trajectories of Evidence Based Treatment for School Children with Autism: What's the Right Level for the Implementation?
J Autism Dev Disord
; 50(3): 881-892, 2020 Mar.
Article
em En
| MEDLINE
| ID: mdl-31797182
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.
Palavras-chave
Texto completo:
1
Coleções:
01-internacional
Contexto em Saúde:
1_ASSA2030
Base de dados:
MEDLINE
Assunto principal:
Transtorno Autístico
/
Educação Inclusiva
/
Prática Clínica Baseada em Evidências
Tipo de estudo:
Prognostic_studies
Aspecto:
Implementation_research
Limite:
Child
/
Female
/
Humans
/
Male
Idioma:
En
Revista:
J Autism Dev Disord
Ano de publicação:
2020
Tipo de documento:
Article