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dc.contributor.authorKeen, Deb
dc.contributor.authorPaynter, Jessica
dc.contributor.authorSimpson, Kate
dc.contributor.authorSulek, Rhylee
dc.contributor.authorTrembath, David
dc.date.accessioned2017-12-19T05:00:34Z
dc.date.available2017-12-19T05:00:34Z
dc.date.issued2017
dc.identifier.issn1366-8250
dc.identifier.doi10.3109/13668250.2016.1235683
dc.identifier.urihttp://hdl.handle.net/10072/123962
dc.description.abstractBackground: Implementation of evidence-based practices with fidelity during early intervention is important in achieving positive outcomes for children with autism spectrum disorder. However, uptake with fidelity has been poor in community settings. Traditional professional development approaches have done little to change practice. This has stimulated interest in researching the use of structured consultation to address this challenge. Method: In this study, we used a single case experimental design with multiple baselines across participants to investigate the effects of structured consultation on the use of descriptive praise. Participants were 4 early intervention professional and paraprofessional staff, 1 in the role of consultant and 3 consultees. Results: All consultees learned to implement descriptive praise with fidelity and maintained improvements at follow-up. All participants rated the professional development program based on structured consultation as socially valid. Conclusions: Structured consultation improved treatment fidelity and was acceptable to staff. Replication on a larger scale is recommended.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherInforma Healthcare
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto6
dc.relation.ispartofjournalJournal of Intellectual and Developmental Disability
dc.subject.fieldofresearchSocial Work not elsewhere classified
dc.subject.fieldofresearchClinical Sciences
dc.subject.fieldofresearchSocial Work
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchcode160799
dc.subject.fieldofresearchcode1103
dc.subject.fieldofresearchcode1607
dc.subject.fieldofresearchcode1608
dc.titleImplementing structured consultation with autism spectrum disorder early intervention practitioners
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionPost-print
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.rights.copyright© 2016 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Intellectual and Developmental Disability on 2016, available online: https://doi.org/10.3109/13668250.2016.1235683
gro.hasfulltextFull Text
gro.griffith.authorKeen, Deb A.
gro.griffith.authorPaynter, Jessica M.
gro.griffith.authorSimpson, Kate M.
gro.griffith.authorSulek, Rhylee P.
gro.griffith.authorTrembath, David


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