Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices.
Autism
Autism spectrum disorders
Evidence-based practice
Myths
Professional development
Teacher training
Journal
Journal of autism and developmental disorders
ISSN: 1573-3432
Titre abrégé: J Autism Dev Disord
Pays: United States
ID NLM: 7904301
Informations de publication
Date de publication:
Aug 2022
Aug 2022
Historique:
accepted:
05
08
2021
pubmed:
19
8
2021
medline:
22
7
2022
entrez:
18
8
2021
Statut:
ppublish
Résumé
The use of both empirically supported and unsupported practices by teachers is common with autistic students. In this study, strategies were used to reduce use of unsupported practices. First, specially-designed information sheets were shared with teachers about the evidence-base of two practices used in schools: one unsupported (sensory integration therapy [SIT]) and one supported (antecedent-based interventions [ABI]). A professional development program was then implemented to improve knowledge and use of ABI. The information sheets significantly reduced teacher support for SIT, however this was not maintained following professional development. Support for ABI remained unchanged across phases. The need for ongoing teacher professional development in replacing use of unsupported practices with more evidence-based approaches is discussed.
Identifiants
pubmed: 34405308
doi: 10.1007/s10803-021-05231-1
pii: 10.1007/s10803-021-05231-1
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
3734-3739Subventions
Organisme : Department of Education Queensland
ID : Education Horizon Grant
Informations de copyright
© 2021. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Références
Dixon, G. N., McKeever, B. W., Holton, A. E., Clarke, C., & Eosco, G. (2015). The power of a picture: Overcoming scientific misinformation by communicating weight-of-evidence information with visual exemplars. Journal of Communication, 65, 639–659. https://doi.org/10.1111/jcom.12159
doi: 10.1111/jcom.12159
Ecker, U., & Ang, L. C. (2019). Political attitudes and the processing of misinformation corrections. Political Psychology, 40, 241–260. https://doi.org/10.1111/pops.12494
doi: 10.1111/pops.12494
Hess, K. L., Morrier, M. I. J., Heflin, L. J., & Ivey, M. L. (2008). Autism treatment survey: services received by children with autism spectrum disorders in public school classrooms. Journal of Autism and Developmental Disorders, 38, 961–971. https://doi.org/10.1007/s10803-007-0470-5
doi: 10.1007/s10803-007-0470-5
pubmed: 17929155
Hume, K., Steinbrenner, J. R., Odom, S. L., et al. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-020-04844-2
doi: 10.1007/s10803-020-04844-2
pubmed: 33866461
pmcid: 8531076
Lang, R., O’Reilly, M., Healy, O., Rispoli, M., Lydon, H., Streusand, W., & Giesbers, S. (2012). Sensory integration therapy for autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 6, 1004–1018. https://doi.org/10.1016/j.rasd.2012.01.006
doi: 10.1016/j.rasd.2012.01.006
Lewandowsky, S., Ecker, U. K., Seifert, C. M., Schwarz, N., & Cook, J. (2012). Misinformation and its correction continued influence and successful debiasing. Psychological Science in the Public Interest, 13, 106–131. https://doi.org/10.1177/1529100612451018
doi: 10.1177/1529100612451018
pubmed: 26173286
National Autism Center. (2015) Findings and conclusions: National standards project, Phase 2. Randolph, MA: Author.
Novak, I., & Honan, I. (2019). Effectiveness of paediatric occupational therapy for children with disabilities: A systematic review. Australian Occupational Therapy Journal, 66, 258–273. https://doi.org/10.1111/1440-1630.12573
doi: 10.1111/1440-1630.12573
pubmed: 30968419
pmcid: 6850210
Nyhan, B., Reifler, J., Richey, S., & Freed, G. L. (2014). Effective messages in vaccine promotion: A randomized trial. Pediatrics, 133, e835–e842. https://doi.org/10.1542/peds.2013-2365
doi: 10.1542/peds.2013-2365
pubmed: 24590751
Paynter, J., Ecker, U., Trembath, T., Sulek, R., & Keen, D. (2019a). Misinformation in autism spectrum disorder and education. In P. Kendeou, D. H. Robinson, & M. T. McCrudden (Eds.), Misinformation and Fake News in Education (pp. 207–228). Information Age Publishing.
Paynter, J., Luskin-Saxby, S., Keen, D., Fordyce, K., Frost, G., Imms, C., & Ecker, U. (2019b). Evaluation of a template for countering misinformation—Real-world Autism treatment myth debunking. PLoS ONE, 14, e0210746. https://doi.org/10.1371/journal.pone.0210746
doi: 10.1371/journal.pone.0210746
pubmed: 30699155
pmcid: 6353548
Smith, I. M., & MacDonald, N. E. (2017). Countering evidence denial and the promotion of pseudoscience in autism spectrum disorder. Autism Research, 10, 1334–1337. https://doi.org/10.1002/aur.1810
doi: 10.1002/aur.1810
pubmed: 28544626
Sulek, R., Trembath, D., Paynter, J., & Keen, D. (2019). Empirically supported treatments for students with autism: General education teacher knowledge, use and social validity ratings. Developmental Neurorehabilitation, 22, 380-389. https://doi.org/10.1080/17518423.2018.1526224
doi: 10.1080/17518423.2018.1526224
pubmed: 30307352
Swire, B., Ecker, U. K., & Lewandowsky, S. (2017). The role of familiarity in correcting inaccurate information. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43, 1948–1961. https://doi.org/10.1037/xlm0000422
doi: 10.1037/xlm0000422
pubmed: 28504531
Tardif, E., Doudin, P.-A., & Meylan, N. (2015). Neuromyths among teachers and student teachers. Mind, Brain, and Education, 9, 50–59. https://doi.org/10.1111/mbe.12070
doi: 10.1111/mbe.12070