自闭症早期干预中循证实践的专业发展与应用

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention Pub Date : 2023-03-20 DOI:10.1177/10538151231159638

Sarah Luskin-Saxby, M. Zimmer‐Gembeck, R. Sulek, Jessica Paynter

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引用次数: 0

摘要

我们调查了澳大利亚自闭症早期干预服务提供者的经历，包括他们在工作中获得的专业发展，以及他们如何将研究证据转化为实践。对来自三个地点的15名提供者进行了半结构化访谈。参与者描述了辅助专业人员在早期干预服务中的关键作用，并指出，在多学科团队中，联合卫生专业人员和教师是选择干预实践和提高辅助专业人员技能的人。此外，参与者报告使用了有研究证据支持的实践，但也使用了一些新出现的和未得到支持的实践。根据中心每天面临的挑战，对无支持实践的使用进行了审查。研究结果可能会为自闭症谱系儿童早期干预服务的进一步专业发展提供信息，以支持这一人群取得最佳结果。研究结果强调了实时进行的嵌入工作的动手专业发展的潜在需求。

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Professional Development and Use of Evidence-Based Practice in Autism Early Intervention

We investigated the experiences of Australian autism early intervention service providers, including the professional development they receive on the job and how they translate research evidence into their practice. Semi-structured interviews were conducted with 15 providers drawn from three locations. Participants described the crucial role of paraprofessionals in early intervention services, and indicated that, within multidisciplinary teams, allied health professionals, and teachers are the ones who select intervention practices and upskill paraprofessionals. Furthermore, participants reported using practices supported by research evidence, but also some emerging and unsupported practices. The use of unsupported practices is examined in light of the daily challenges faced by centers. Results may inform further professional development in early intervention services for children on the autism spectrum, to support the best possible outcomes for this population. The findings highlight the potential need for job-embedded hands-on professional development conducted in real time.

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来源期刊

Journal of Early Intervention Multiple-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.