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Permanent link (DOI): https://doi.org/10.7939/R3RJ4981H

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Bridging the Research to Practice Gap in Autism Spectrum Disorder Treatment Open Access

Descriptions

Other title
Subject/Keyword
critical review
implementation science
parent training
pivotal response treatment
autism spectrum disorder
treatment fidelity
measurement
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Stolte, Michael D.
Supervisor and department
Veronica Smith (Educational Psychology)
Examining committee member and department
Heather Brown (Educational Psychology)
George Buck (Educational Psychology)
Jessica Brian (Holland Bloorview Kids Rehabilitation Hospital)
Sandra Hodgetts (Occupational Therapy)
Veronica Smith (Educational Psychology)
Department
Department of Educational Psychology
Specialization
Special Education
Date accepted
2017-04-25T11:06:26Z
Graduation date
2017-11:Fall 2017
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
Autism spectrum disorder (ASD) impacts at least 1 in 68 individuals (Centres for Disease Control and Prevention, 2016) and though there are many treatments that can positively impact the condition, the adoption of evidence-based practices in community settings is slow (Dingfelder & Mandell, 2011). In partnership with a community-based service provider, this dissertation addresses three goals: 1) to critically evaluate measurement tools commonly used in community-based evaluation, identify strengths and shortcomings; 2) to evaluate a community implementation of Pivotal Response Treatment (Koegel, et al., 1989) using a new measurement technology - the Language Environmental Analysis System (LENA Research Foundation, 2016) as an applied example of improving measurement at the local level; and 3) demonstrate how the adoption of evidence-based practices is not just an empirical process, but a social one, that requires significant stakeholder involvement and engagement to encourage innovation diffusion and provider adoption. In combination, the studies that comprise the dissertation demonstrate how researchers can contribute to narrowing the research to practice gap in the context of community-based autism treatment.
Language
English
DOI
doi:10.7939/R3RJ4981H
Rights
This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for the purpose of private, scholarly or scientific research. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
Citation for previous publication
Stolte, M., Hodgetts, S., & Smith, V. (2016). A critical review of outcome measures used to evaluate the effectiveness of comprehensive, community-based treatment for young children with ASD. Research in Autism Spectrum Disorders, 23, 221-234. Doi:  http://dx.doi.org/10/1016/j.rasd.2015.12.009Stolte
, M. & Hodgetts, S. (2014, May). A critical review of outcome measures used to evaluate the effectiveness of comprehensive, community-based treatments for preschoolers with ASD. Oral session presented at the International Meeting for Autism Research: Baltimore, Atlanta, GA, USA.Stolte, M. & Smith, V. (2016, May). Using the Language Environmental Analysis System (LENA) to evaluate a community based pivotal response treatment (PRT) parent coaching model for autism spectrum disorder. Poster session presented at the International Meeting for Autism Research: Baltimore, Maryland, USA.Stolte, M., Smith, V. R. & Labonte, C. (2017, May). Evaluating the effectiveness of a PRT community-based autism parent coaching program using LENA. Poster session presented at the International Meeting for Autism Research: San Francisco, CA, USA.

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