Social workers have no clear professional guidelines about the application of culturally competent mental health service delivery. Without culturally competent mental health service delivery, clients from diverse cultures do not access needed mental health services and they experience less effective therapy treatment outcomes and overall disparity of service delivery throughout the therapeutic process. The purpose of this descriptive case study was to better understand how community-based social workers are delivering culturally competent services to clients. The theoretical framework for the study was multiculturalism and the primary research questions addressed how associate clinical social workers who provide in-home mental health services in Los Angeles deliver culturally competent services to their clients. Through 8 interviews with associate clinical social workers, this descriptive case study revealed that without clear direction on what culturally competent services are, or how to deliver them, social workers are using a combination of personal experience and personal culture, educational and practice knowledge, and in some cases no attention to culture, to meet the mental health needs of their clients. This study emphasized the need for an industry wide understanding of the term cultural competency, so it could serve as the frame of reference by which practice professional skill level could be assessed, practice protocols measured, and could lead to social change through greater access to counseling services for clients.

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Best Practices: Does it mean the same thing in the Aboriginal community as it does in the Health Authorities when it comes to diabetes care? / Population Health

This presentation will provide behavior analysts (BCBAs) and others with information about and skills in identifying, selecting and using evidence-based practices (EBP) in ABA. The definition and criteria for EBP, its conceptual similarities to and differences from the Baer, Wolf and Risley (1968, 1987) dimensions of ABA, resources for identifying EBPs, EBP examples relevant to BCBAs, and research, practical and ethical issues in EBPs for ABA will be presented and discussed. Two sources have outlined evidence-based practices for children with ASD. Prior to receiving information about EBPs, educators from around the state were asked to indicate whether they were familiar with several practices. If they were familiar, educators were asked about their perceptions of the evidence base. Results from a survey, suggestions for how BCBAs can effectively and efficiently stay abreast of advances/changes in EBPs, implications for BCBAs working with educators and making recommendations involving evidence-based practices are included.

Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.

Paraprofessionals often constitute the primary support system for special education students and are core members of special education instructional teams. Therefore, the Individuals With Disabilities Education Act requires that paraprofessionals receive adequate training, including training in evidence-based practices (EBP). However, paraprofessionals often do not obtain the training and professional development they need to become qualified. The unpreparedness of paraprofessionals may lead to discouraging student outcomes. Informed by social constructivism, the purpose of this exploratory case study was to understand the perspectives of 6 special education administrators, 5 special education teachers, and 1 special education paraprofessional on paraprofessionals' implementation of EBP and the status of EBP training for paraprofessionals. Purposely, and within the context of organizational sociocultural conditions, this study queried the perspectives of the participants in the purposeful sample on paraprofessional experience and training in EBP. During exploratory data analysis, open coding was used to analyze data thematically and identify central sociocultural themes. There was 1 overarching theme (organizational contexts of EBP implementation), 4 major subthemes (resources for EBP implementation, intrinsic attributes of professionals implementing EBP, extrinsic attributes of professionals implementing EBP, and acknowledging and valuing the role and importance of paraprofessionals tasked with implementing EBP), and several minor subthemes. This study may result in implementation of a yearlong paraprofessional professional development project, increased understanding and implementation of EBP, expansion of professional learning communities (PLC), and improvement of student outcomes.

In teacher preparation, more effective pathways and practices are needed for preparing, placing, and supporting beginning teachers and principals (Darling-Hammond, 2010; U.S. Department of Education, 2009b). A common issue in the field of special education is the lack of skill transfer from one setting to another (Dieker, Hynes, Hughes, & Smith, 2008). It has been posited that “practicing up” is not ethical in that novice teachers must attempt to teach with a limited knowledge of appropriate pedagogy and skill (Dieker et al., 2008). The new challenge becomes finding an effective mechanism that provides essential learning experiences and opportunities to refine teaching techniques to the highest standards of fidelity in a safely controlled and coordinated environment (Odom, 2009). Perhaps because of the ethical concerns in honing teacher skills on actual children, and despite the strong demand for professionals who are trained in discrete trial teaching (DTT), few studies have been published on training methodologies and fidelity of implementation (Fazzio, Martin, Arnal, & Yu, 2009). The training of teachers to implement evidence-based interventions such as DTT with fidelity while they are working with students with ASD cannot be over-emphasized in a teacher preparation program (Scheuermann, Webber, Boutot, & Goodwin, 2003; Simpson, 2004; 2005). The researcher utilized the TLE TeachLivE simulation classroom laboratory at the University of Central Florida as a mechanism to infuse cutting-edge technology and learning activities within program/project coursework. The TLE TeachLivE virtual classroom serves as a venue for pre-service and practicing teachers to safely gain proficiency and iv enhance fidelity of implementation of evidence-based practices. Participants experienced an immersive, real-time environment that featured interactions with Austin, an avatar that portrayed a student with autism. A trained interactor remotely controlled the behavior and responses of the avatar with which teachers engaged for practice sessions consisting of ten discrete trials. Between sessions, participants received individualized clinical coaching (ICC) on their performance. Upon termination of the intervention, two generalization probes were conducted to measure retention of fidelity over time within actual classroom settings. Results indicated that all five participants strongly benefited from learning DTT with ICC in the TLE TeachLivE learning platform. Across participants, the overall mean gain in fidelity from baseline phase (14%) to intervention phase (80%) was 66%. The fidelity means of participants in the generalization phase held to 90%, thus supporting the use of virtual environments for teacher preparation. Mean time among participants to attain higher than mastery level performance of 90% in intervention was 1.25 hours. This resulted in shorter training times than previously researched training programs (Arnal et al., 2007; Fazzio et al., 2009; Leblanc, & Luiselli, 2005; Thiessen et al., 2009). This investigation endeavored to reduce the potential of diminished pupil learning gains as a necessary consequence when honing skills in the appropriate delivery of instruction of discrete trial teaching.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-08-07T15:34:17Z No. of bitstreams: 1 Mariana Postingher_.pdf: 540542 bytes, checksum: c91f8529aee6ff76c3a25a5d7054e562 (MD5) / Made available in DSpace on 2018-08-07T15:34:17Z (GMT). No. of bitstreams: 1 Mariana Postingher_.pdf: 540542 bytes, checksum: c91f8529aee6ff76c3a25a5d7054e562 (MD5) Previous issue date: 2018-04-20 / Nenhuma / O atendimento às mulheres com diagnóstico de aborto requer uma atenção segura e humanizada. O abortamento, independente de sua etiologia, é um evento vivenciado por mulheres em crescente índice no Brasil, e se não bem manejado, apresenta riscos e complicações, como a mortalidade. Poucos são os estudos que apresentam a preocupação com os sentimentos e necessidades de saúde dos envolvidos no abortamento. Neste sentido, o presente estudo visou construir e propor a implantação de um protocolo assistencial multiprofissional para mulheres com diagnóstico de aborto, investigando como ocorre a assistência multiprofissional prestada às mulheres com diagnóstico de abortamento. Trata-se de um olhar qualitativo, descritivo e exploratório sendo utilizada a pesquisa ação como meio de entender o atendimento às mulheres com diagnóstico de abortamento, considerando a tríade das práticas baseadas em evidências. Para este, foram entrevistadas dez mulheres que vivenciaram pelo menos um atendimento hospitalar por abortamento no ano de 2017, buscando as preferências das mulheres e a realização da técnica de grupo focal com nove profissionais da saúde que atuavam há mais de dois anos na instituição de escolha da pesquisa, discutindo as evidências clínicas e habilidades clínicas. Mediante análise das evidências e discussão dos dados do estudo, foi possível a construção do protocolo de atendimento a mulheres em situação de abortamento. Os resultados mostram que há necessidade de capacitações com as equipes de saúde, como também de sistematizar o atendimento do abortamento, buscando a individualização de cada caso devido às necessidades de saúde da mulher, desde o diagnóstico do aborto até o posterior planejamento reprodutivo ou contraceptivo. / The care for women diagnosed with abortion requires a safe and humanized attention. Abortion independent of its etiology and is an event experienced by women in an increased index in Brazil, and if not well carried, presents risks and complications such as mortality. Few are the studies that show concern with the feelings and health needs of those involved in abortion. In this sense, the present study aimed to build and propose the implementation of a multiprofessional care protocol for women diagnosed with abortion, investigating how multiprofessional care provided to women with a diagnosis of abortion happens. It´s a qualitative, descriptive and exploratory look which uses action research as a way to understand the care of women with a diagnosis of abortion, considering the triad of evidence-based practices. For this one, ten women who had experienced at least one hospitalization per abortion in the year 2017 were interviewed, seeking the women's preferences and the realization of the focus group technique with nine health professionals who had been working for more than two years at the institution of research choice, discussing the clinical evidence and clinical skills. Through analysis of the evidence and discussion of the study data, it was possible to construct the protocol of assistance to women in situations of abortion. The results show that there is a need for training with health teams and systematizing abortion care, looking for the individualization of each case due to women's health needs, from the diagnosis of abortion to subsequent reproductive or contraceptive planning.

Made available in DSpace on 2016-04-29T13:17:53Z (GMT). No. of bitstreams: 1 Marcos Spector Azoubel.pdf: 1072766 bytes, checksum: 23c379adc01477a179884b5386c30877 (MD5) Previous issue date: 2014-07-10 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / There are many behavior analysts studies about education. Based on these research findings, methods were developed to use of the knowledge produced on behavior in educational contexts. Though they have demonstrated efficacy through a wide range of empirical research, the area s teaching procedures are underutilized. Several causes for such disuse are pointed out, most of them with respect to preconceptions, ignorance or rejection of the area s proposals. The aim of this study is to investigate possible variables involved in the use of teaching methods derived from the Behavior Analysis. For this study five behavior analysts, with experience in the supervision of theses and / or dissertations on education and Behavior Analysis and teaching in graduate programs, were interviewed. Finally, the obstacles mentioned by the literature with those reported by the professionals were compared. Results shows that, for attendees, most of the obstacles for using the approach s teaching methods relates to problems inherent to its technology and Behavior Analysis community itself. Therefore, it is placed into question the arguments pointing out misconceptions, ignorance and disagreements as the major cause for the underutilization of behavior analysis' teaching procedures / Há diversos estudos de analistas do comportamento sobre educação. Baseados nos achados destas pesquisas, foram desenvolvidos métodos para uso do conhecimento produzido sobre o comportamento em contextos educacionais. Apesar de terem eficácia demonstrada através de vasta gama de pesquisas empíricas, os procedimentos de ensino da área são pouco utilizados. Apontam-se diversas causas para tal desuso, a maior parte delas diz respeito a pré-conceitos, ignorância ou não aceitação de propostas área. O objetivo deste trabalho é investigar possíveis variáveis envolvidas na utilização de métodos de ensino derivados da Análise do Comportamento. Para tal, foram entrevistados cinco analistas do comportamento com experiência em orientação de teses e/ou dissertações sobre educação e Análise do Comportamento e docência em programas de pós-graduação. Por fim, compararam-se os empecilhos apontados pela literatura com aqueles relatados pelos profissionais. Os resultados mostram que, para os participantes, a maior parte dos obstáculos apontados para utilização dos métodos de ensino da abordagem diz respeito a problemas inerentes às tecnologias e à própria comunidade de analistas do comportamento. Assim, coloca-se em xeque a visão de que concepções errôneas, divergências e ignorância sobre as contribuições da Análise do Comportamento são as principais responsáveis para o desuso dos procedimentos comportamentais para o ensino

No description available.