A survey was sent to classroom teachers in Central Florida educating students with autism spectrum disorder (ASD) to investigate: 1) intervention practices currently used in the classroom for students with ASD; 2) if the interventions being used are evidence-based, and; 3) if there a difference in use of evidence-based interventions between teachers with the Florida Autism Endorsement and teachers without the Endorsement. A nonprobability purposive study was conducted via an email-based survey. The survey was designed using the tailored design method and was created in Qualtrics.com, an online survey software program. The survey was divided into three major sections: an intervention section which included a variety of evidence and non-evidenced-based practices drawn from the current research literature; a section focused on how teachers select the interventions they use in their classrooms; and, a demographic section. The survey was sent via email to classroom teachers registered with University of Central Florida Center for Autism and Related Disabilities. Participant inclusion criteria included: 1) currently a classroom teacher in a Central Florida, and 2) at least one student with ASD in the classroom. Forty surveys were completed for a ten percent response rate. Results indicated that a variety of evidence- based and non-evidence-based interventions were being used in classrooms. The top three reported interventions were Visual Supports (95 %), Computer Program Applications (93%), and Social Stories (73 %). Based on current empirical evidence, these top three interventions have insufficient evidence regarding their efficacy for use with students with ASD. In addition, two of the interventions reported to be used have a negative evidence base suggesting they may be harmful for some students with ASD. There were no significant differences between teachers with the Florida ASD Endorsement and teachers without

Caregivers' evaluation of evidence-based behavioral interventions may differ dependent upon the type of language used to describe the intervention. We administered a survey to 24 parents of children with autism to assess social validity measures of behavioral interventions described in one of three communication styles: technical, conversational, and conversational with intended outcome. Participants were presented with a description of two behavior-reduction and two behavior-acquisition interventions. Overall, interventions described in conversational with intended outcome style received the highest social validity ratings, while interventions described in the technical style received the lowest ratings. Moreover, behavior-acquisition interventions were rated significantly higher than behavior-reduction interventions when described in either conversational or conversational with intended outcome style. The current study supports the requirements of the Behavior Analyst Certification Board's Compliance Code that behavior analysts should inform the client/consumer of the treatment/interventions in an understandable language. Findings are also discussed in terms of verbal communities.

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Children diagnosed with autism spectrum disorder (ASD) experience difficulties with social communication and restrictive, repetitive, and stereotyped behavior patterns that place them at an increased risk for developing challenging behaviors that warrant early intervention (American Psychiatric Association, 2013). These problems are unlikely to decrease without intervention. Research indicates that parents’ involvement in behaviorally based interventions improves the functioning of children with ASD (Horner, Carr, Strain, Todd, & Reid, 2002). . Parent-Child Interaction Therapy (Eyberg & Funderburk, 2011) is an empirically supported intervention for young children with disruptive behaviors. PCIT shares similarities with numerous proven ASD treatments including caregiver involvement, structure and predictable schedule, and the use of behavioral strategies (e.g., positive reinforcement, differential attention). As such, children with ASD are increasingly referred to PCIT. Researchers and clinicians have started to address the use of PCIT for targeting child compliance and social responsiveness in children with ASD. However, there is a need for research on the feasibility of PCIT for children with ASD and barriers to treatment participation for these families. The present study utilized a non-concurrent multiple baseline design with three parent-child dyads enrolled in PCIT to examine the degree of stability and immediacy of effect in caregivers parenting skill use and in patterns of challenging behaviors, ASD symptoms, and expressive communication exhibited by young children with ASD. Due to a significant attrition rate in the study, barriers to treatment participation were also examined. Findings suggested that PCIT improved children’s challenging behaviors and parent’s use of labeled praises.

The present study examined the effectiveness of Parent-Child Interaction Therapy in improving the behavioral outcomes in young children with autism spectrum disorder. Using a non-concurrent multiple baseline design with four mother-child dyads, the study determined the impact of PCIT on the frequency and severity of young children’s challenging behaviors, mothers’ positive parenting practices, and mothers’ satisfaction with treatment. Outcome measures included the Eyberg Child Behavior Inventory, Child Behavior Checklist, Dyadic Parent-Child Interaction Coding System, and Therapy Attitude Inventory. Results from visual analysis and hierarchical linear modeling indicated a treatment effect for mothers’ use of labeled praises (b = 14.79, p = 0.01), reflections (b = 9.93, p < .0001), and behavior descriptions (b = 13.13, p = 0.01). Mothers conveyed high levels of satisfaction with PCIT and reported improvements in their relationship with their child, as well as in their child’s major behavior problems and compliance. Children’s challenging behaviors declined in frequency and severity; however, these decreases were not statistically significant. The findings of this study indicate that PCIT improves mothers’ parenting practices and is a highly satisfactory treatment for mothers of children with ASD. Future studies should incorporate measures specific to ASD symptoms and measures of challenging behaviors from multiple caregivers, such as teachers. Studies should also employ more rigorous statistical methods to determine the average length of treatment required to reduce challenging behaviors in children with ASD.

Yes / Objectives To pilot a complex intervention to support healthcare and improve early detection and treatment for common health conditions experienced by nursing home (NH) residents. Design Pilot cluster randomised controlled trial. Setting 14 NHs (7 intervention, 7 control) in London and West Yorkshire. Participants NH residents, their family carers and staff. Intervention Complex intervention to support healthcare and improve early detection and treatment of urinary tract and respiratory infections, chronic heart failure and dehydration, comprising: (1) ‘Stop and Watch (S&W)’ early warning tool for changes in physical health, (2) condition-specific care pathway and (3) Situation, Background, Assessment and Recommendation tool to enhance communication with primary care. Implementation was supported by Practice Development Champions, a Practice Development Support Group and regular telephone coaching with external facilitators. Outcome measures Data on NH (quality ratings, size, ownership), residents, family carers and staff demographics during the month prior to intervention and subsequently, numbers of admissions, accident and emergency visits, and unscheduled general practitioner visits monthly for 6 months during intervention. We collected data on how the intervention was used, healthcare resource use and quality of life data for economic evaluation. We assessed recruitment and retention, and whether a full trial was warranted. Results We recruited 14 NHs, 148 staff, 95 family carers and 245 residents. We retained the majority of participants recruited (95%). 15% of residents had an unplanned hospital admission for one of the four study conditions. We were able to collect sufficient questionnaire data (all over 96% complete). No NH implemented intervention tools as planned. Only 16 S&W forms and 8 care pathways were completed. There was no evidence of harm. Conclusions Recruitment, retention and data collection processes were effective but the intervention not implemented. A full trial is not warranted.

There is a lag in implementation of evidence-based interventions (EBI) in public schools in the United States. This lag creates a gap between what has been scientifically supported and what has also been implemented in school settings by special education teachers and school psychologists. The purpose of this quantitative study was to determine if consultation and professional development resources and 2 elements of school culture (school climate and school characteristics) predict the implementation of EBIs. The study tested 7 potential predictor variables: professional development, consultation, school climate, inclusive characteristic, exclusive characteristic, bureaucratic characteristic, and adhocratic characteristic. Survey data from 137 middle school special education teachers and psychologists were analyzed using stepwise multiple linear regression analysis. Notable findings included that consultation accounted for 11% of the variance of EBI frequency alone, professional development accounted for 9%, and both combined accounted for 16%. Similarly, consultation accounted for 11% of the variance of implementation duration, professional development accounted for 8%, and both combined accounted for 15%. This study promotes positive social change through identifying ways for school administrators to increase school personnel's EBI implementation behavior: by investing in professional development and investing in consultation. Investments in these resources is predicted to improve school staffs' ability to better meet the complex educational needs of students with autism in least restrictive environments.

There is a lag in implementation of evidence-based interventions (EBI) in public schools in the United States. This lag creates a gap between what has been scientifically supported and what has also been implemented in school settings by special education teachers and school psychologists. The purpose of this quantitative study was to determine if consultation and professional development resources and 2 elements of school culture (school climate and school characteristics) predict the implementation of EBIs. The study tested 7 potential predictor variables: professional development, consultation, school climate, inclusive characteristic, exclusive characteristic, bureaucratic characteristic, and adhocratic characteristic. Survey data from 137 middle school special education teachers and psychologists were analyzed using stepwise multiple linear regression analysis. Notable findings included that consultation accounted for 11% of the variance of EBI frequency alone, professional development accounted for 9%, and both combined accounted for 16%. Similarly, consultation accounted for 11% of the variance of implementation duration, professional development accounted for 8%, and both combined accounted for 15%. This study promotes positive social change through identifying ways for school administrators to increase school personnel's EBI implementation behavior: by investing in professional development and investing in consultation. Investments in these resources is predicted to improve school staffs' ability to better meet the complex educational needs of students with autism in least restrictive environments.