Partners in School: An Implementation Strategy to Promote Alignment of Evidence-Based Practices Across Home and School for Children with Autism Spectrum Disorder

Azad, Gazi; Minton, Kyla E.; Mandell, David S.; Landa, Rebecca

doi:10.1007/s10488-020-01064-9

Cited by 13 publications

(3 citation statements)

References 78 publications

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“…However, it is encouraging that parent-mediated intervention strategies have been successfully embedded within comprehensive programs to promote social-emotional learning in ECE settings (Fox et al, 2010; Sanders et al, 2014; Schnitz, 2016). Similarly, Azad et al (2021) successfully developed and implemented a program to improve parent-teacher communication about evidence-based practices for autistic children in elementary school settings.…”

Section: Integrating Priorities Guiding Principles and Exemplary Prac...mentioning

confidence: 99%

Bridging Priorities Between Naturalistic Developmental Behavioral Interventions for Autism and Educational Practice in Inclusive Early Childhood Education

Siller,

Landa,

Vivanti

et al. 2023

Topics in Early Childhood Special Education

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Practice guidelines for early childhood education (ECE) and clinical autism interventions (Naturalistic Developmental Behavioral Intervention, NDBI) have emerged separately in history, represent different disciplines, and operate within different service systems. This manuscript identifies priorities, principles, and practices that are shared across the NDBI and ECE frameworks, unique to each framework but compatible with the other, or in conflict. Both frameworks support converging inclusive ECE models focused on autism in that they are both grounded in responsive relationships, natural learning environments, and strategies to promote children’s motivation and active engagement. While compatible in general, each framework extends the other in important ways. For example, NDBI goes beyond the ECE frameworks by focusing on a more fine-grained examination of learning strategies and targets. Opportunities for bridging gaps are identified, including the use of implementation science frameworks to integrate perspectives from different stakeholder groups, supporting the scale-up of inclusion preschools in community settings.

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Section: Integrating Priorities Guiding Principles and Exemplary Prac...mentioning

confidence: 99%

Bridging Priorities Between Naturalistic Developmental Behavioral Interventions for Autism and Educational Practice in Inclusive Early Childhood Education

Siller,

Landa,

Vivanti

et al. 2023

Topics in Early Childhood Special Education

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“…At the local level, the RMNCAH Investment Case aims to establish a cohesive strategy for regional growth, equitable and sensitive bottlenecks, and local needs to develop health and nutrition for children and young people (Requejo et al, 2020). The Investment Case (IC) is a systematic approach supported by evidence that solves problems to encourage better health and budgeting of mothers, neonates, and children (Azad et al, 2021). It emphasizes the need to improve health MDGs 4 and 5 instantly by defining the health problems in the MNCH sector of a state (Liang et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

INVESTMENT CASE & EQUITY: A QUASI-EXPERIMENTAL ANALYSIS OF MATERNAL & CHILD HEALTHCARE SERVICES IN PUNJAB

Ali

Qureshi

Pirzado

et al. 2021

HSSR

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Aim: This research aims to define equities determinants in maternal and child care in Punjab, a Pakistan province. The study focuses on the impact on Reproductive/ Maternal/ Newborn/ Child Adolescent Health (RMNCAH), introduced in 2016 through the Investment Case (IC) approach. Methodology: A complex-sample-analysis modified the weight of the sample. Weighted disaggregated data were produced by cross-tableting with Confidence Interval (CI). A DiD analysis was performed based on a linear model of regression. Finally, the effect of the involvement was calculated by multivariate linear regression. Principal Findings: The results show that changes had been measured in both the involvement and reference areas in involvement and no significant associations in the variables. Changes in involvement and contrast areas were similar. Also, there was no substantial improvement in aggregate outcomes from the multivariable regression analysis. In most developing countries, the IC approach is successful. Following the IC's introduction, some MNCH indicators such as ANC and the delivery of expert delivery of assistant birth showed improvements in involvement and contrast districts. Applications of this study: The research will provide a proper guideline for the policymaker to design a need-based policy for equitable admission to child health care and maternal facilities Novelty/Originality of this study: This study first analyzed the influence of investment- case in the RMNCAH program in Punjab.

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“…Effective parent–teacher communication is a prerequisite for aligning interventions across home and school. Cross‐setting alignment of practices has the potential to double the dosage, intensity, and impact of interventions (Azad, Minton, et al, 2021) by generating awareness of mutual concerns across home and school, as well as reinforcing a shared understanding of intervention implementation and expectations for fidelity (Azad et al, 2018, 2020). Unfortunately, the extant research suggests that parents and teachers often fail to share information or come to a mutual understanding of expectations and goals (Gwernan‐Jones et al, 2015; Hornby & Lafaele, 2011; Leenders et al, 2019; Murray et al, 2011).…”

mentioning

confidence: 99%

Parent–teacher communication for children on the autism spectrum: An examination of communication skill use and problematic communication

Azad

Sridhar

Taormina

et al. 2022

Psychology in the Schools

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The purpose of this investigation was to examine communication skill use and related characteristics, as well as factors associated with problematic communication during conferences, in parents and teachers of children on the autism spectrum (AS). Participants were 36 parent-teacher dyads who completed questionnaires on communication, defined within the Listen, Educate, Assess, Partners, Support (LEAPS) Model, as well as measures on problem-solving and relationship quality. Parents reported more frequent use of LEAPSdefined skills than teachers, as well as a more positive view of problem-solving and relationship quality. Both parents and teachers reported similar levels of problematic communication. Problematic communication was inversely associated with problem-solving and relationship quality for parents. For teachers, problematic communication was inversely related to skill use and relationship quality. Communication during parent-teacher conferences may be improved through LEAPS-based communication training for both teachers and parents. This training may diminish problematic communication and align cross-setting intervention practices, and subsequently optimize outcomes for children on the AS.

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Partners in School: An Implementation Strategy to Promote Alignment of Evidence-Based Practices Across Home and School for Children with Autism Spectrum Disorder

Cited by 13 publications

References 78 publications

Bridging Priorities Between Naturalistic Developmental Behavioral Interventions for Autism and Educational Practice in Inclusive Early Childhood Education

Bridging Priorities Between Naturalistic Developmental Behavioral Interventions for Autism and Educational Practice in Inclusive Early Childhood Education

INVESTMENT CASE & EQUITY: A QUASI-EXPERIMENTAL ANALYSIS OF MATERNAL & CHILD HEALTHCARE SERVICES IN PUNJAB

Parent–teacher communication for children on the autism spectrum: An examination of communication skill use and problematic communication

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