Proceedings from the 11th Annual Conference on the Science of Dissemination and Implementation
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Résumé
Background:The growing number of students with autism has resulted in a proliferation of computer-assisted interventions (CAI) to increase treatment access.There is little rigorous study of how introducing this new technology affects teachers' use of existing evidence-based practice (EBP).Teachers may, inaccurately, see CAI as replacing EBP, and therefore deimplement EBP.Conversely, they may use CAI to implement EBP with some students while others are occupied on the computer.We conducted a mixed methods study to examine the effects of introducing CAI on teachers' use of EBP.Methods: We conducted a randomized field trial of one CAI, Teach-Town, and found that it was not effective in improving student outcomes.We then examined how its implementation affected teachers' use of two one-to-one EBP and one classroom-wide EBP, visual schedules.Seventy-three classrooms were randomized to TeachTown or control.All classrooms received ongoing training and coaching in the three EBP prior to and throughout the trial.Teachers' EBP use was measured monthly.Hierarchical models were used to test changes in EBP use over the year.Semi-structured interviews were conducted with teachers in the TeachTown condition at the end of the year, using a modified grounded theory approach, to explain the quantitative findings.Findings: During the course of the school year, teachers in the control group reported significant increases in their use of one-to-one EBP (p's < .05).While teachers in the TeachTown group showed higher use of these practices at baseline, their use decreased slightly during the course of the year, such that growth trajectories differed significantly between the groups (p's < .05).There were no differences in use of visual schedules.In qualitative analysis, teachers revealed that they thought that TeachTown was more effective and much easier to use than one-to-one instruction, was appealing to students and parents, addressed staffing shortages, and helped teachers manage challenging behaviors.Implications for D&I Research: New practices, introduced with the best intentions, can unintendedly result in deimplementation of other EBP that they were not meant to replace.Practitioners' perceptions of intervention characteristics may trump information about effectiveness, with ease of use, consumer appeal, and ability to address urgent concerns being most important.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,003 | 0,026 |
| Science ouverte | 0,003 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle