Providing Effective Transitional Programming to Individuals with Autism

1995 ◽  
Vol 21 (1) ◽  
pp. 36-52 ◽  
Author(s):  
Stephen C. Luce ◽  
Kathleen Dyer
Keyword(s):  
Developmental Disabilities ◽  
Implementation Strategies ◽  
Treatment Center ◽  
Comprehensive Treatment ◽  
Transition Programming ◽  
Organizational Perspective ◽  
Professional Perspective ◽  
Legal Mandates ◽  
Wide Scale ◽  
Natural Settings

Legal mandates, widely postulated professional perspective, and improved teaching techniques have strongly influenced the kind of care provided individuals with significant developmental disabilities such as autism. Children and adults who would have been separated from their families and peers two decades ago are now expected to live in natural settings identical to the settings in which other members of their families live. The conversion of services to correspond with the ever increasing lifestyle expectations for persons with developmental disabilities is described from an organizational perspective with reference to serving these individuals in special education classrooms, residential settings, or other human service settings. Systems we have found effective in moving individuals through a continuum of services are described. Specific examples of implementation strategies in a large comprehensive treatment center for individuals with developmental and neurological disabilities are provided. An example of a wide-scale conversion of an agency that resulted in more progressive transition programming is discussed.

scholarly journals We have the program, what now? Development of an implementation strategy to bridge the research-practice gap prevalent in exercise oncology

2020 ◽  
Author(s):  
Mary Ann Kennedy ◽  
Sara Bayes ◽  
Robert U. Newton ◽  
Yvonne Zissiadis ◽  
Nigel A. Spry ◽  
...  
Keyword(s):  
Implementation Strategy ◽  
Implementation Strategies ◽  
Study Data ◽  
Treatment Center ◽  
Advisory Group ◽  
Science Literature ◽  
Implementation Barriers ◽  
Oncology Research ◽  
Specific Implementation ◽  
Exercise Oncology

Abstract Background Exercise has emerged as a promising therapy for people with cancer. Novel programs have been developed to translate this research into practice; however, implementation barriers have limited their success. The aim of this study was to employ the implementation mapping protocol to develop an implementation strategy to effectively support programming of a co-located exercise clinic and cancer treatment center. Methods The Implementation Mapping protocol, which consists of five specific, iterative tasks, was employed for this study. Data from interviews, surveys, clinic records, and implementation science literature was used to develop a comprehensive implementation strategy for the co-located exercise clinic. A stakeholder advisory group advised throughout the process. Results The organization’s general manager was identified as the program adopter; oncologists, center leaders, and various administrative staff as program implementers; and the operations manager as the program maintainer. Twenty performance objectives were identified and used to inform the development of a comprehensive theory-based implementation plan consisting of seven implementation strategies across the individual and organizational levels, including use of program champions and an implementation advisor, and revision of professional roles. Finally, an evaluation plan was developed to measure the success of the implementation strategy. Conclusion Successful translation of exercise oncology research into practice requires context-specific implementation plans. The Implementation Mapping protocol provided a roadmap to guide development of a robust implementation strategy that considered all ecological domains, was informed by theory, and demonstrated an extensive understanding of the implementation context. Strong research-practitioner partnerships and effective stakeholder engagement were critical to successful execution of the protocol.

scholarly journals We have the program, what now? Development of an implementation plan to bridge the research-practice gap prevalent in exercise oncology

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Mary A. Kennedy ◽  
Sara Bayes ◽  
Robert U. Newton ◽  
Yvonne Zissiadis ◽  
Nigel A. Spry ◽  
...  
Keyword(s):  
Theoretical Domains Framework ◽  
Implementation Strategies ◽  
Treatment Center ◽  
Advisory Group ◽  
Implementation Barriers ◽  
Implementation Plan ◽  
Oncology Research ◽  
The Individual ◽  
Specific Implementation ◽  
Exercise Oncology

Abstract Background Exercise has emerged as a promising therapy for people with cancer. Novel programs have been developed to translate research into practice; however, implementation barriers have limited their success in part because successful translation of exercise oncology research into practice requires context-specific implementation plans. The aim of this study was to employ the implementation mapping protocol to develop an implementation plan to support programming of a co-located exercise clinic and cancer treatment center. Methods The Implementation Mapping protocol, which consists of five specific iterative tasks, was used. A stakeholder advisory group advised throughout the process. Results A comprehensive needs assessment was used to identify the organization’s general manager as the program adopter; oncologists, center leaders, and various administrative staff as program implementers; and the operations manager as the program maintainer. Twenty performance objectives were identified. The theoretical domains framework was used to identify likely determinants of change, which informed the selection of eight individual implementation strategies across the individual and organizational levels. Finally, an evaluation plan was developed which will be used to measure the success of the implementation plan in the project’s next phase. Conclusion The Implementation Mapping protocol provided a roadmap to guide development of a comprehensive implementation plan that considered all ecological domains, was informed by theory, and demonstrated an extensive understanding of the implementation context. Strong research-practitioner partnerships and effective stakeholder engagement were critical to development of the plan.

scholarly journals We have the program, what now? Development of an implementation plan to bridge the research-practice gap prevalent in exercise oncology

2020 ◽  
Author(s):  
Mary Ann Kennedy ◽  
Sara Bayes ◽  
Robert U. Newton ◽  
Yvonne Zissiadis ◽  
Nigel A. Spry ◽  
...  
Keyword(s):  
Theoretical Domains Framework ◽  
Implementation Strategies ◽  
Treatment Center ◽  
Advisory Group ◽  
Implementation Barriers ◽  
Implementation Plan ◽  
Oncology Research ◽  
The Individual ◽  
Specific Implementation ◽  
Exercise Oncology

Abstract Background Exercise has emerged as a promising therapy for people with cancer. Novel programs have been developed to translate research into practice; however, implementation barriers have limited their success in part because successful translation of exercise oncology research into practice requires context-specific implementation plans. The aim of this study was to employ the implementation mapping protocol to develop an implementation plan to support programming of a co-located exercise clinic and cancer treatment center.Methods The Implementation Mapping protocol, which consists of five specific iterative tasks, was used. A stakeholder advisory group advised throughout the process.Results A comprehensive needs assessment was used to identify the organization’s general manager as the program adopter; oncologists, center leaders, and various administrative staff as program implementers; and the operations manager as the program maintainer. Twenty performance objectives were identified. The theoretical domains framework was used to identify likely determinants of change, which informed the selection of eight individual implementation strategies across the individual and organizational levels. Finally, an evaluation plan was developed which will be used to measure the success of the implementation plan in the project’s next phase. Conclusion The Implementation Mapping protocol provided a roadmap to guide development of a comprehensive implementation plan that considered all ecological domains, was informed by theory, and demonstrated an extensive understanding of the implementation context. Strong research-practitioner partnerships and effective stakeholder engagement were critical to development of the plan.

Maximum Output Intensity of the Audiokinetron

1996 ◽  
Vol 5 (2) ◽  
pp. 68-72 ◽  
Author(s):  
Christine M. Rankovic ◽  
William M. Rabinowitz ◽  
Gregory L. Lof
Keyword(s):  
Developmental Disabilities ◽  
Maximum Output ◽  
Output Intensity ◽  
Safety Studies ◽  
Auditory Integration Training ◽  
Auditory Integration

The Audiokinetron is a device that processes music for earphone presentation to patients undergoing auditory integration training, a treatment for individuals with autism and other developmental disabilities. Intensity levels produced by the Audiokinetron were measured under realistic listening conditions with a KEMAR manikin substituted for a patient. Average levels at the eardrum were 110 dB SPL when the device was adjusted to the highest setting employed by a local, trained AIT practitioner and 118 dB SPL at the maximum setting of the device. These levels are potentially harmful to hearing and warrant further safety studies of AIT instruments and protocols.

Moving From Interprofessional Education Toward Interprofessional Practice: Bridging the Translation Gap

2019 ◽  
Vol 4 (5) ◽  
pp. 971-976
Author(s):  
Imran Musaji ◽  
Trisha Self ◽  
Karissa Marble-Flint ◽  
Ashwini Kanade
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Evaluation Model ◽  
Implementation Strategies ◽  
Future Research ◽  
Successful Implementation ◽  
Interprofessional Practice ◽  
Translational Model ◽  
Key Stakeholders ◽  
Clear Identification

Purpose The purpose of this article was to propose the use of a translational model as a tool for identifying limitations of current interprofessional education (IPE) research. Translational models allow researchers to clearly define next-step research needed to translate IPE to interprofessional practice (IPP). Method Key principles, goals, and limitations of current IPE research are reviewed. A popular IPE evaluation model is examined through the lens of implementation research. The authors propose a new translational model that more clearly illustrates translational gaps that can be used to direct future research. Next steps for translating IPE to IPP are discussed. Conclusion Comprehensive reviews of the literature show that the implementation strategies adopted to date have fostered improved buy-in from key stakeholders, as evidenced by improved attitudes and perceptions toward interprofessional collaboration/practice. However, there is little evidence regarding successful implementation outcomes, such as changed clinician behaviors, changed organizational practices, or improved patient outcomes. The authors propose the use of an IPE to IPP translational model to facilitate clear identification of research gaps and to better identify future research targets.

Using Video Modeling Intervention and Speech Generating Devices To Teach Requesting Behaviors to Persons With Autism

2011 ◽  
Vol 20 (4) ◽  
pp. 109-113
Author(s):  
Karen Copple ◽  
Rajinder Koul ◽  
Devender Banda ◽  
Ellen Frye
Keyword(s):  
Developmental Disabilities ◽  
Experimental Design ◽  
Communication Skills ◽  
Observational Learning ◽  
Video Modeling ◽  
Single Subject ◽  
Design Studies ◽  
Communicative Behaviors ◽  
Speech Generating Device ◽  
Treatment Package

Abstract One of the instructional techniques reported in the literature to teach communication skills to persons with autism is video modeling (VM). VM is a form of observational learning that involves watching and imitating the desired target behavior(s) exhibited by the person on the videotape. VM has been used to teach a variety of social and communicative behaviors to persons with developmental disabilities such as autism. In this paper, we describe the VM technique and summarize the results of two single-subject experimental design studies that investigated the acquisition of spontaneous requesting skills using a speech generating device (SGD) by persons with autism following a VM intervention. The results of these two studies indicate that a VM treatment package that includes a SGD as one of its components can be effective in facilitating communication in individuals with autism who have little or no functional speech.

Examining the Role of Language in Play Among Children With and Without Developmental Disabilities

2020 ◽  
Vol 51 (3) ◽  
pp. 795-806 ◽  
Author(s):  
Elizabeth J. Short ◽  
Rachael Cooper Schindler ◽  
Rita Obeid ◽  
Maia M. Noeder ◽  
Laura E. Hlavaty ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Autism Spectrum ◽  
Free Play ◽  
Group Differences ◽  
Typically Developing ◽  
Play Skills ◽  
Critical Aspect ◽  
Hyperactivity Disorder ◽  
Better Than

Purpose Play is a critical aspect of children's development, and researchers have long argued that symbolic deficits in play may be diagnostic of developmental disabilities. This study examined whether deficits in play emerge as a function of developmental disabilities and whether our perceptions of play are colored by differences in language and behavioral presentations. Method Ninety-three children participated in this study (typically developing [TD]; n = 23, developmental language disorders [DLD]; n = 24, attention-deficit/hyperactivity disorder [ADHD]; n = 26, and autism spectrum disorder [ASD]; n = 20). Children were videotaped engaging in free-play. Children's symbolic play (imagination, organization, elaboration, and comfort) was scored under conditions of both audible language and no audible language to assess diagnostic group differences in play and whether audible language impacted raters' perception of play. Results Significant differences in play were evident across diagnostic groups. The presence of language did not alter play ratings for the TD group, but differences were found among the other diagnostic groups. When language was audible, children with DLD and ASD (but not ADHD) were scored poorly on play compared to their TD peers. When language was not audible, children with DLD were perceived to play better than when language was audible. Conversely, children with ADHD showed organizational deficits when language was not available to support their play. Finally, children with ASD demonstrated poor play performance regardless of whether language was audible or not. Conclusions Language affects our understanding of play skills in some young children. Parents, researchers, and clinicians must be careful not to underestimate or overestimate play based on language presentation. Differential skills in language have the potential to unduly influence our perceptions of play for children with developmental disabilities.

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