Controversial Practices

McWilliam, R. A.

doi:10.1177/027112149901900310

Cited by 30 publications

(3 citation statements)

References 46 publications

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“…Attitudes-the dispositions, perceptions, or beliefs that are rooted in values and experiences (Pajares, 1992)-influence actions, including professionals' practices (McWilliam, 1999). Attitudes, compared with knowledge and skills, are more challenging to change or teach because they hold social-emotional meaning (Ertmer, 2005;Pajares, 1992).…”

Section: Attitudes Home Visitors Needmentioning

confidence: 99%

Preparing home visitors to partner with families of infants and toddlers

Roggman

Peterson

Chazan‐Cohen

et al. 2016

Journal of Early Childhood Teacher Education

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Section: Attitudes Home Visitors Needmentioning

confidence: 99%

Preparing home visitors to partner with families of infants and toddlers

Roggman

Peterson

Chazan‐Cohen

et al. 2016

Journal of Early Childhood Teacher Education

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“…The RBM has a cohesive set of practices for developing a functional, family-chosen set of goals. All implementers have chosen to adopt the Routines-Based Interview (RBI), which is accompanied by an ecomap (depicting a family's informal, intermediate, and formal supports), participation-based goals for children, and family goals for siblings and parents [33]. These three practices constitute the RBI Plus.…”

Section: Rbi Plusmentioning

confidence: 99%

The Routines-Based Model Internationally Implemented

McWilliam

Boavida

Bull³

et al. 2020

IJERPH

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Professionals from 10 countries are implementing practices from the Routines-Based Model, which has three main components: needs assessment and intervention planning, a consultative approach, and a method for running classrooms. Its hallmark practices are the Routines-Based Interview, support-based visits with families, and a focus on child engagement. Implementers were interested in actual practices for putting philosophy and theory into action in their systems and cultures. We describe implementation challenges and successes and conclude that (a) models have to be adaptable, (b) some principles and practices are indeed universal, (c) we can shape excellent practices for international use, and (d) leadership is vital.

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“…For instance, controversy exists regarding the necessary intensity of intervention to achieve positive outcomes, the use of certain outcomes and the efficacy of one program compared to another [38]. Some approaches have also been popular with parents, but many professionals have not embraced them enthusiastically, again leading to considerable controversy [39]. While debate is clearly healthy in furthering the scientific research in relation to these practices, the level of uncertainty in this area has resulted in professionals, parents, and policy makers receiving confusing and sometimes unreliable information about the relative effectiveness of interventions [6].…”

Section: Introductionmentioning

confidence: 99%

Credible knowledge: A pilot evaluation of a modified GRADE method using parent-implemented interventions for children with autism

Adel

Geier

Perry

et al. 2011

BMC Health Serv Res

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BackgroundDecision-making in child and youth mental health (CYMH) care requires recommendations that are developed through an efficient and effective method and are based on credible knowledge. Credible knowledge is informed by two sources: scientific evidence, and practice-based evidence, that reflects the "real world" experience of service providers. Current approaches to developing these recommendations in relation to CYMH will typically include evidence from one source or the other but do not have an objective method to combine the two. To this end, a modified version of the Grading Recommendations Assessment, Development and Evaluation (GRADE) approach was pilot-tested, a novel method for the CYMH field.MethodsGRADE has an explicit methodology that relies on input from scientific evidence as well as a panel of experts. The panel established the quality of evidence and derived detailed recommendations regarding the organization and delivery of mental health care for children and youth or their caregivers. In this study a modified GRADE method was used to provide precise recommendations based on a specific CYMH question (i.e. What is the current credible knowledge concerning the effects of parent-implemented, early intervention with their autistic children?).ResultsOverall, it appeared that early, parent-implemented interventions for autism result in positive effects that outweigh any undesirable effects. However, as opposed to overall recommendations, the heterogeneity of the evidence required that recommendations be specific to particular interventions, based on the questions of whether the benefits of a particular intervention outweighs its harms.ConclusionsThis pilot project provided evidence that a modified GRADE method may be an effective and practical approach to making recommendations in CYMH, based on credible knowledge. Key strengths of the process included separating the assessments of the quality of the evidence and the strength of recommendations, transparency in decision-making, and the objectivity of the methods. Most importantly, this method combined the evidence and clinical experience in a more timely, explicit and simple process as compared to previous approaches. The strengths, limitations and modifications of the approach as they pertain to CYMH, are discussed.

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Controversial Practices

Cited by 30 publications

References 46 publications

Preparing home visitors to partner with families of infants and toddlers

Preparing home visitors to partner with families of infants and toddlers

The Routines-Based Model Internationally Implemented

Credible knowledge: A pilot evaluation of a modified GRADE method using parent-implemented interventions for children with autism

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