Assessing Attitudes Toward Evidence-Based Practices of Workers Supporting People With Disabilities: A Validation of the Evidence-Based Practice Attitudes Scale

2016 ◽  
Vol 121 (4) ◽  
pp. 364-378 ◽  
Author(s):  
Maria V. Vassos ◽  
Michael F. Carroll
Keyword(s):  
Online Survey ◽  
Evidence Based Practice ◽  
People With Disabilities ◽  
Psychometric Validation ◽  
Disability Services ◽  
Evidence Based ◽  
Behavior Support ◽  
Evidence Based Practices ◽  
Analysis Group ◽  
Consistency Results

Abstract This study conducted an initial psychometric validation of the Evidence-Based Practice Attitude Scales (EBPAS; Aarons, 2004) with a sample of workers employed in services that offer support to people with disabilities. Workers completed an online survey containing the EBPAS-GEN (a disability services version) and EBPAS-PBS (a version focused on positive behavior support, an evidence-based practice used in disability services). Confirmatory factor analysis, group differences, and internal consistency results support the psychometric soundness of both versions; however, the EBPAS-GEN shows slightly weaker properties. Evidence-based practice is gaining attention in the disability literature, and these findings add to this body of knowledge. These initial findings support the use of both versions of the EBPAS with populations of workers who work within disability services.

scholarly journals Older and Wiser? The Need to Reexamine the Impact of Health Professionals Age and Experience on Competency-Based Practices

2021 ◽  
Vol 7 ◽  
pp. 237796082110290
Author(s):  
Jing Xu ◽  
Kristen Hicks-Roof ◽  
Chloe E. Bailey ◽  
Hanadi Y. Hamadi
Keyword(s):  
Health Professionals ◽  
Online Survey ◽  
Evidence Based Practice ◽  
Core Competencies ◽  
Healthcare Services ◽  
Interdisciplinary Teams ◽  
Evidence Based ◽  
Health Providers ◽  
Cross Sectional ◽  
The Impact

Introduction Delivery of healthcare services makes up a complex system and it requires providers to be competent and to be able to integrate each of the institute of medicine’s (IOM) 5 core competencies into practice. However, healthcare providers are challenged with the task to be able to understand and apply the IOM core competencies into practice. Objective The purpose of the study was to examine the factors that influence health professional’s likelihood of accomplishing the IOM core competencies. Methods A cross-sectional study design was used to administer a validated online survey to health providers. This survey was distributed to physicians, nursing professionals, specialists, and allied healthcare professionals. The final sample included 3,940 participants who completed the survey. Results The study findings show that younger health professionals more consistently practice daily competencies than their older counterparts, especially in the use of evidence-based practice, informatics, and working in interdisciplinary teams. Less experienced health professionals more consistently applied quality improvement methods but less consistently used evidence-based practice compared to their more experienced counterparts. Conclusion There is a need to understand how health professionals’ age and experience impact their engagement with IOM’s core competencies. This study highlights the need for educational resources on the competencies to be tailored to health providers’ age and experience.

Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework

2021 ◽  
pp. 109830072110510
Author(s):  
Rhonda N. T. Nese ◽  
Angus Kittelman ◽  
M. Kathleen Strickland-Cohen ◽  
Kent McIntosh
Keyword(s):  
Behavioral Interventions ◽  
Data Use ◽  
Future Research ◽  
Evidence Based ◽  
Tier 2 ◽  
Behavior Support ◽  
Evidence Based Practices ◽  
Research And Practice ◽  
Positive Behavioral Interventions ◽  
Core Feature

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.

scholarly journals Epistemic beliefs as a determinant in evidence-based practice in physiotherapy – a Multi-Country (Europe) Cross-Sectional Online Survey Study

2017 ◽  
Vol 20 (2) ◽  
pp. 85-91 ◽  
Author(s):  
Paul Christiaan Beenen ◽  
Dario Filiputti ◽  
Erna Rosenlund Meyer ◽  
Lidia Carballo-Costa ◽  
Patricia Maria Duarte de Almeida ◽  
...  
Keyword(s):  
Online Survey ◽  
Evidence Based Practice ◽  
Epistemic Beliefs ◽  
Survey Study ◽  
Evidence Based ◽  
Cross Sectional

What Makes or Breaks Evidence-Based Supervision? Staff and Organizational Predictors of Evidence-Based Practice in Probation

2021 ◽  
pp. 0306624X2110491
Author(s):  
Sara Debus-Sherrill ◽  
Alex Breno ◽  
Faye S. Taxman
Keyword(s):  
Organizational Culture ◽  
Survey Data ◽  
Evidence Based Practice ◽  
Organizational Factors ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Weak Evidence ◽  
The Impact

Research on staff and organizational factors that affect receptivity, adoption, feasibility, and utilization of innovations in justice settings is limited. This study uses survey data from 349 employees in one probation agency to assess how staff and perceived organizational factors influence attitudes related to evidence-based practices (EBPs) and their self-reported use. Staff characteristics, including education and knowledge about EBPs, and perceptions of the organization, including cynicism about the organization’s ability to change, predicted EBP outcomes. Staff age, tenure at the agency, and caseload size affected perceptions of organizational culture, but did not predict attitudes or use of EBPs. There is weak evidence for a relationship between self-reported use of EBPs with attitudinal support for EBPs, prior EBP training, and knowledge of EBPs. This study contributes to an emerging body of literature about the impact of various individual and organizational factors on support for EBPs with important lessons for implementation.

Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study

Autism ◽  
2020 ◽  
pp. 136236132097450
Author(s):  
Nathaniel J Williams ◽  
Lindsay Frederick ◽  
Alix Ching ◽  
David Mandell ◽  
Christina Kang-Yi ◽  
...  
Keyword(s):  
School Culture ◽  
Qualitative Study ◽  
Evidence Based Practice ◽  
School Leaders ◽  
Evidence Based ◽  
School Cultures ◽  
Evidence Based Practices ◽  
Practice Implementation ◽  
Culture And Climate ◽  
School Culture And Climate

Schools play a major role in delivering behavioral health services to autistic youth. School culture and climate are strong predictors of the extent to which these services incorporate evidence-based practices; however, little is known about how school leaders shape culture and climate. Drawing on the concept of culture and climate embedding mechanisms, we conducted a qualitative study to understand the ways in which school principals embed cultures and climates that support effective implementation of evidence-based practices for youth with autism. Semi-structured interviews with 32 teachers in schools that implemented three closely related evidence-based practices for youth with autism (discrete trial training, pivotal response training, and visual schedules) explored teachers’ experiences regarding (a) implementation of the three evidence-based practices, (b) perceptions of school culture and climate, and (c) principals’ behaviors, practices, and decisions that supported or detracted from the aspects of culture and climate that supported successful implementation. Thematic analysis detailed seven mechanisms that principals used to embed cultures and climates that shaped evidence-based practice implementation. These mechanisms represent actionable targets for school leaders and inform strategies to improve the implementation of evidence-based practices for youth with autism in schools. Lay abstract Schools play a major role in providing services to youth with autism; however, not all schools use evidence-based practices, defined as interventions that are proven to improve youth well-being through rigorous research. School culture and climate are strong predictors of whether or not a school uses evidence-based practices; however, little is known about how principals can create school cultures and climates that support the use of these practices. This study interviewed 32 teachers in elementary schools that implemented three closely related evidence-based practices for youth with autism to better understand how principals create school cultures and climates that support effective services. Analysis of the teachers’ responses identified seven strategies principals can use to create school cultures and climates that support the implementation of effective practices for youth with autism. The strategies include the following: (a) support teachers to obtain professional development focused on autism, (b) align performance expectations and evaluations with the needs of students with autism and evidence-based practice delivery, (c) allocate resources to ensure adequate staff, materials, and training are available to implement evidence-based practices, (d) be open and flexible to allow teachers to use the building and resources as needed to meet students’ needs, (e) provide direct assistance, feedback, and coaching to troubleshoot challenges or involve outside experts to do so, (f) openly value the work of special education teachers and provide recognition to those who develop expertise in evidence-based practices, and (g) look for opportunities to integrate special and general education teachers and students to foster a truly inclusive climate.

scholarly journals Factor Structure and Gender Invariance Testing for the Sport Anxiety Scale-2 (SAS-2)

2018 ◽  
Vol 12 (2) ◽  
pp. 201-217
Author(s):  
Leilani A. Madrigal ◽  
Vincenzo Roma ◽  
Todd Caze ◽  
Arthur Maerlender ◽  
Debra Hope
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Online Survey ◽  
Factor Model ◽  
Anxiety Scale ◽  
Negative Evaluation ◽  
Psychometric Validation ◽  
Confirmatory Factor Analyses ◽  
Analysis Group ◽  
Confirmatory Factor

This study aimed to provide further psychometric validation of the Sport Anxiety Scale-2 (SAS-2) by assessing the factor structure, invariance across gender, and convergent and divergent validity of the SAS-2 by correlating both related (i.e., anxiety sensitivity, brief fear of negative evaluation, intolerance of uncertainty, and negative affect) and unrelated constructs (i.e., positive affect, self-confidence). A total of 542 current and former competitive athletes completed a questionnaire through Amazon’s Mechanical Turk system. All data were collected via online survey. Participants were randomly assigned to an exploratory factor analysis (n = 271) and confirmatory factor analysis group (n = 271). Results indicated that both exploratory and confirmatory factor analyses supported the three-factor model of anxiety involving somatic anxiety, worry, and concentration disruption. Additionally, this study found the SAS-2 to be reliable, gender invariant, and have strong construct validity. Our findings extend the generalizability of the SAS-2 in more varied populations of athletic backgrounds.

Minimizing Restraint and Seclusion in Schools: A Response to Beaudoin and Moore

2018 ◽  
Vol 56 (3) ◽  
pp. 165-170 ◽  
Author(s):  
Virginia L. Walker ◽  
Sarah E. Pinkelman
Keyword(s):  
Problem Behavior ◽  
Current Status ◽  
Evidence Based ◽  
Behavior Support ◽  
Entire Family ◽  
Evidence Based Practices ◽  
Severe Problem ◽  
Wide Range ◽  
Short And Long Term ◽  
Severe Problem Behavior

Abstract Increasing efforts have been made in the field of special education to identify positive, evidence-based practices (EBPs) to meet the needs of students who engage in problem behavior, with a major goal being to eliminate or limit the use of reactive measures such as restraint and seclusion (Snell & Walker, 2014). Various stakeholders, including families and self-advocates, have voiced concerns about the dangers of restraint and seclusion and the lack of protection afforded to students who engage in severe problem behavior. In the previous article in this issue of Intellectual and Developmental Disabilities, Beaudoin and Moore (2018) echo these concerns in their account of a family's experience with restraint as told from the perspective of a father whose son was subjected to restraint, resulting in a number of adverse short- and long-term consequences that affected the entire family. In response to Beaudoin and Moore, we provide readers with a brief review of the current status of restraint and seclusion in school settings and evidence-based strategies that can be used to address severe problem behavior and reduce the need for restraint and seclusion. For readers interested in exploring restraint and seclusion in greater depth, we suggest recent work by Trader and colleagues (2017). We also have outlined guidelines for behavior support planning that should be considered by various stakeholders as educators work toward establishing safe and supportive school environments that address a wide range of student behavioral needs.

The Limitations and Strengths of the Evidence-Based Practice Attitude Scale as a Measure of Correctional Employees’ Attitudes: A Psychometric Evaluation

2017 ◽  
Vol 62 (12) ◽  
pp. 3947-3964 ◽  
Author(s):  
Breanna Boppre ◽  
Jody Sundt ◽  
Emily J. Salisbury
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Evidence Based Practice ◽  
Psychometric Evaluation ◽  
Attitude Scale ◽  
Evidence Based ◽  
Correctional Staff ◽  
Mental Health Providers ◽  
Health Providers ◽  
Evidence Based Practices

Evidence-based practices (EBPs) hold tremendous potential for improving the outcomes of corrections interventions. The implementation of EBPs requires support from staff at all levels of an organization; however, the study of correctional staff attitudes toward organizational change and EBPs is in its infancy. The current study examines the psychometric properties of the Evidence-Based Practice Attitude Scale (EBPAS), an instrument originally designed for mental health professionals, to measure correctional employees’ readiness to implement EBPs. The results indicate mixed conclusions regarding the use of the EBPAS with correctional staff. We found that the total scale and subscales are reliable and exhibit high internal consistency. However, the results of an exploratory and confirmatory factor analysis failed to replicate the factor structure from previous research with mental health providers. The findings indicate potential drawbacks regarding the construct validity of the EBPAS for use with correctional personnel.

scholarly journals Utilisation of evidence-based practices by ASD early intervention service providers

Autism ◽  
2016 ◽  
Vol 21 (2) ◽  
pp. 167-180 ◽  
Author(s):  
Jessica M Paynter ◽  
Sarah Ferguson ◽  
Kathryn Fordyce ◽  
Annette Joosten ◽  
Sofia Paku ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Intervention ◽  
Online Survey ◽  
Service Providers ◽  
Future Research ◽  
Evidence Based ◽  
Sources Of Information ◽  
Evidence Based Practices ◽  
Attitudinal Factors ◽  
Intervention Service

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.

scholarly journals Outcomes of an Online Post Professional Doctorate Degree in Occupational Therapy

2012 ◽  
Author(s):  
Joyce Salls ◽  
Ingrid Provident ◽  
Cathy Dolhi
Keyword(s):  
Occupational Therapy ◽  
Online Survey ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Clinical Decision ◽  
Evidence Based ◽  
Doctorate Degree ◽  
One Year ◽  
Evidence Based Programs ◽  
Practice Skills

Purpose: The purpose of this study was to determine outcomes of a post professional Occupational Therapy Doctorate (OTD) program on graduates’ engagement in evidence-based practice, leadership, and scholarly activities one year post graduation. Method: Thirty graduates of a post professional OTD program completed an online survey addressing evidence-based practice skills, implementation of occupation and evidence-based programs, and participation in leadership and scholarly endeavors. Results: The majority of graduates reported confidence in their evidence-based practice skills and using evidence in clinical decision making. Over half of the respondents reported designing or revising occupation based programs, and all indicated that their OTD education improved their practice skills. Fifty-three percent reported assuming new leadership positions, with one third reporting engagement in scholarly activities since graduation.Conclusion: This research suggests post professional OTD programs have potential to develop practitioners grounded in occupation centered and evidence-based practice who can serve as professional leaders and mentors. Additionally, the results have implications for other allied health disciplines with post professional doctoral programs.

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