Partners in School: An Implementation Strategy to Promote Alignment of Evidence-Based Practices Across Home and School for Children with Autism Spectrum Disorder.
Partners in School: An Implementation Strategy to Promote Alignment of Evidence-Based Practices Across Home and School for Children with Autism Spectrum Disorder.
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DOI：
10.1007/s10488-020-01064-9
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发表时间：
2021-03
期刊：
影响因子：
--
通讯作者：
Landa RJ
中科院分区：
文献类型：
--
作者：
Azad GF;Minton KE;Mandell DS;Landa RJ
当家长和教师在家庭和学校调整他们的做法时，它可以优化自闭症谱系障碍（ASD）儿童的服务。学校伙伴是一个多方面的实施战略，旨在改善学校的ASD服务。其目标是增加家长和教师对循证实践（EBP）的使用，并在不同环境中协调这些EBP。我们试点合作伙伴在学校与49家长-教师二人组，以评估管理和相关因素报告的忠诚模型。具体来说，我们测量了父母和教师完成的干预步骤的数量（报告对齐）以及与干预对齐相关的特征。学校伙伴包括家长和教师参与咨询前的面谈，面对面的咨询会议，在各自的环境中积极实施相同的EBP，以及咨询后的面谈。家长和教师还完成了咨询前后的调查。平均而言，家长和教师在各自的环境中完成了大约五个EBP步骤（即，在家或在学校）。在这五个步骤中，家长和教师平均都完成了三个相同的EBP步骤。不同的因素与报告对齐家长与教师，然而，一个相似之处指出，家长和教师的沟通变量与报告对齐。我们的研究结果表明，沟通在调整利益相关者的ASD服务提供模式的重要作用。
When parents and teachers align their practices across home and school, it may optimize services for children with autism spectrum disorder (ASD). Partners in School is a multi-faceted implementation strategy designed to improve ASD services in schools. The goal is to increase parents’ and teachers’ use of evidence-based practices (EBPs) and to align those EBPs across settings. We piloted Partners in School with 49 parent-teacher dyads to assess administration and the factors associated with reported fidelity to the model. Specifically, we measured the number of intervention steps both parents and teachers completed (reported alignment) and the characteristics associated with intervention alignment. Partners in School involves parent-teacher participation in a pre-consultation interview, an in-person consultation meeting, active implementation of the same EBPs in their respective settings, and a post-consultation interview. Parents and teachers also completed surveys pre- and post-consultation. On average, parents and teachers completed approximately five EBP steps on their own in their respective settings (i.e., at home or at school). Of these five steps, parents and teachers both completed three of the same EBPs steps, on average. Different factors were related to reported alignment for parents versus teachers; however, A similarity noted for both parents and teachers was that communication variables were associated with reported alignment. Our findings indicate the important role of communication in aligning stakeholders for ASD service delivery models.
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DOI：
10.1186/1748-5908-4-50
发表时间：
2009-08-07
期刊：
Implementation science : IS
影响因子：
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发表时间：
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期刊：
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影响因子：
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