Dismantling the Active Ingredients of an Intervention for Children with Autism

Pellecchia, Melanie; Connell, James E.; Beidas, Rinad S.; Xie, Ming; Marcus, Steven C.; Mandell, David S.

doi:10.1007/s10803-015-2455-0

Cited by 78 publications

(74 citation statements)

References 49 publications

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“…19 It includes three firearm components: screening, brief counselling and provision of firearm locks. Given evidence that providers perceive components of evidence-based practices differently, 41 we have elected to examine the acceptability and use of each of the three individual components separately rather than ask questions about the intervention as a whole. Additionally, in aim 1, we are hoping to extend research on Safety Check by understanding acceptability and use in youth for suicide prevention.…”

Section: Firearm Safety Interventionmentioning

confidence: 99%

Developing implementation strategies for firearm safety promotion in paediatric primary care for suicide prevention in two large US health systems: a study protocol for a mixed-methods implementation study

et al. 2017

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IntroductionThe promotion of safe firearm practices, or firearms means restriction, is a promising but infrequently used suicide prevention strategy in the USA. Safety Check is an evidence-based practice for improving parental firearm safety behaviour in paediatric primary care. However, providers rarely discuss firearm safety during visits, suggesting the need to better understand barriers and facilitators to promoting this approach. This study, Adolescent Suicide Prevention In Routine clinical Encounters, aims to engender a better understanding of how to implement the three firearm components of Safety Check as a suicide prevention strategy in paediatric primary care.Methods and analysisThe National Institute of Mental Health-funded Mental Health Research Network (MHRN), a consortium of 13 healthcare systems across the USA, affords a unique opportunity to better understand how to implement a firearm safety intervention in paediatric primary care from a system-level perspective. We will collaboratively develop implementation strategies in partnership with MHRN stakeholders. First, we will survey leadership of 82 primary care practices (ie, practices serving children, adolescents and young adults) within two MHRN systems to understand acceptability and use of the three firearm components of Safety Check (ie, screening, brief counselling around firearm safety and provision of firearm locks). Then, in collaboration with MHRN stakeholders, we will use intervention mapping and the Consolidated Framework for Implementation Research to systematically develop and evaluate a multilevel menu of implementation strategies for promoting firearm safety as a suicide prevention strategy in paediatric primary care.Ethics and disseminationStudy procedures have been approved by the University of Pennsylvania. Henry Ford Health System and Baylor Scott & White institutional review boards (IRBs) have ceded IRB review to the University of Pennsylvania IRB. Results will be submitted for publication in peer-reviewed journals.

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Section: Firearm Safety Interventionmentioning

confidence: 99%

Developing implementation strategies for firearm safety promotion in paediatric primary care for suicide prevention in two large US health systems: a study protocol for a mixed-methods implementation study

et al. 2017

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“…Specific training in intervention methods will likely enhance self-efficacy related to teaching children with ASD (Siu and Ho 2010). Similarly, Pellecchia et al (2015) reveal that comprehensive intervention for children with ASD require significant staff training.…”

Section: Introductionmentioning

confidence: 99%

Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots

Majoko

2015

J Autism Dev Disord

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The current significantly high prevalence rates of autism spectrum disorder (ASD) coupled with the paradigm shift from exclusive to inclusive education warrants research on inclusion of children with ASD in mainstream classrooms in Zimbabwe. A qualitative methodology was used to interview 21 regular primary school teachers regarding social barriers and enablers of inclusion of 6-12 year old children with ASD in mainstream classrooms in Harare educational province of Zimbabwe. Data analysis comprised pattern coding and cross-case analysis. Social rejection, communication impairments and behavioural challenges of children with ASD interfered with inclusion in mainstream classrooms. Regular teachers' training, stakeholder collaboration and institutionalization of social support services and programmes would facilitate the inclusion of children with ASD in mainstream classrooms.

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“…[52, 62–64] Bachelor’s level research assistants will be trained to 90% reliability on each fidelity measure through didactic instruction and coding of training videos prior to conducting any observations in the field.…”

Section: Methodsmentioning

confidence: 99%

“…We will examine quantity and accuracy separately as dependent variables. We also will examine the product of “quantity × accuracy” consistent with our previous evaluations of fidelity for these EBPs [64]. …”

Section: Methodsmentioning

confidence: 99%

Study protocol: implementation of a computer-assisted intervention for autism in schools: a hybrid type II cluster randomized effectiveness-implementation trial

et al. 2016

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BackgroundThe number of children diagnosed with autism has rapidly outpaced the capacities of many public school systems to serve them, especially under-resourced, urban school districts. The intensive nature of evidence-based autism interventions, which rely heavily on one-to-one delivery, has caused schools to turn to computer-assisted interventions (CAI). There is little evidence regarding the feasibility, effectiveness, and implementation of CAI in public schools. While CAI has the potential to increase instructional time for students with autism, it may also result in unintended consequences such as reduction in the amount of interpersonal (as opposed to computerized) instruction students receive. The purpose of this study is to test the effectiveness of one such CAI—TeachTown—its implementation, and its effects on teachers’ use of other evidence-based practices.MethodsThis study protocol describes a type II hybrid cluster randomized effectiveness-implementation trial. We will train and coach 70 teachers in autism support classrooms in one large school district in the use of evidence-based practices for students with autism. Half of the teachers then will be randomly selected to receive training and access to TeachTown: Basics, a CAI for students with autism, for the students in their classrooms. The study examines: (1) the effectiveness of TeachTown for students with autism; (2) the extent to which teachers implement TeachTown the way it was designed (i.e., fidelity); and (3) whether its uptake increases or reduces the use of other evidence-based practices.DiscussionThis study will examine the implementation of new technology for children with ASD in public schools and will be the first to measure the effectiveness of CAI. As importantly, the study will investigate whether adding a new technology on top of existing practices increases or decreases their use. This study presents a unique method to studying both the implementation and exnovation of evidence-based practices for children with autism in school settings.Trial registration NCT02695693. Retrospectively registered on July 8, 2016.

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Dismantling the Active Ingredients of an Intervention for Children with Autism

Cited by 78 publications

References 49 publications

Developing implementation strategies for firearm safety promotion in paediatric primary care for suicide prevention in two large US health systems: a study protocol for a mixed-methods implementation study

Developing implementation strategies for firearm safety promotion in paediatric primary care for suicide prevention in two large US health systems: a study protocol for a mixed-methods implementation study

Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots

Study protocol: implementation of a computer-assisted intervention for autism in schools: a hybrid type II cluster randomized effectiveness-implementation trial

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