An inside look: Clinician's experiences delivering caregiver-led programs for young autistic children
Bibliographic record
Abstract
Caregiver-led programs are a commonly used intervention model to support young autistic children. One popular program in Canada is More Than Words® – The Hanen Program® for Parents of Children of Autistic Children or Children Who May Benefit from Social Communication Support. While research on child outcomes and families’ experiences in the program have been studied , missing is the perspectives of clinicians who deliver the program to families. The overall goal of this study is to generate rapid, novel evidence related to the experiences of clinician delivering the More Than Words® program. To achieve this end, SLPs who have recently delivered the program will be interviewed about their experience and what they hope the program can be/do in the next five years. An appreciate inquiry approach will be taken where the focus is on identifying what works well with the program and why clinicians are choosing to use it to support caregivers of autistic children. This project will generate crucial new evidence on the experiences of clinicians using caregiver-led programs. While these programs may be impactful for families, it is necessary to understand the perspectives of the clinicians who deliver the caregiver training to identify how and why it works well. Findings will be shared with The Hanen Centre so they can have the information necessary to best support their clinicians. Additionally, results will be applicable to other caregiver-led programs and other organizations worldwide.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.006 | 0.001 |
| Open science | 0.011 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.005 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".