Utilisation of Evidence-Based Practices by ASD Early Intervention Service Providers

Autor/inn/en	Paynter, Jessica M.; Ferguson, Sarah; Fordyce, Kathryn; Joosten, Annette; Paku, Sofia; Stephens, Miranda; Trembath, David; Keen, Deb
Titel	Utilisation of Evidence-Based Practices by ASD Early Intervention Service Providers
Quelle	In: Autism: The International Journal of Research and Practice, 21 (2017) 2, S.167-180 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361316633032
Schlagwörter	Autism; Pervasive Developmental Disorders; Evidence Based Practice; Early Intervention; Online Surveys; Likert Scales; Foreign Countries; Child Care Centers; Preschool Children; Child Caregivers; Knowledge Level; Correlation; Organizational Culture; Professional Personnel; Paraprofessional Personnel; Educational Practices; Comparative Analysis; Adoption (Ideas); Australia + Suchen Sie Ihr Suchwort? Autismus; Likert-Skala; Ausland; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Caregiver; Caregivers; Carer; Wissensbasis; Korrelation; Unternehmenskultur; Personalbestand; Laienhelfer; Bildungspraxis; Ideas; Ideenfindung; Australien
Abstract	A number of autism intervention practices have been demonstrated to be effective. However, the use of unsupported practices persists in community early intervention settings. Recent research has suggested that personal, professional and workplace factors may influence intervention choices. The aim of this research was to investigate knowledge and use of strategies, organisational culture, individual attitudes, sources of information and considerations informing intervention choices by early intervention providers. An online survey was completed by 72 early intervention providers from four organisations across Australia. Providers reported high levels of trust and access of information from internal professional development, therapists and external professional development. A range of considerations including child factors, family values and research were rated as important in informing intervention choices. Participants reported greater knowledge and use of evidence-based and emerging practices than unsupported. Levels of use were linked to levels of knowledge, as well as some organisational and attitudinal factors. Areas for future research and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01