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Hits 61 – 80 of 591

61	Defamation as a Language Crime: A Sociopragmatic Approach to Defamation Cases in the High Courts of Justice of Spain
	Guillén Nieto, Victoria. - : JLL, 2020
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62	Effects of Modularized Workshop Trainings on Youth Clinical Progress in a Public Mental Health System
	McLennan, Priya. - : University of Hawai'i at Manoa, 2020
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63	Systematic survey of the causal language use in systematic reviews of observational studies: a study protocol
	Han, Mi Ah; Guyatt, Gordon
	In: BMJ Open (2020)
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64	Language and Reading Outcomes in Fourth-Grade Children With Mild Hearing Loss Compared to Age-Matched Hearing Peers
	Walker, Elizabeth A.; Sapp, Caitlin; Dallapiazza, Margaret...
	In: Lang Speech Hear Serv Sch (2020)
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65	Performance of Children With Hearing Loss on an Audiovisual Version of a Nonword Repetition Task
	Al-Salim, Sarah; Moeller, Mary Pat; McGregor, Karla K.
	In: Lang Speech Hear Serv Sch (2020)
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66	Audibility-Based Hearing Aid Fitting Criteria for Children With Mild Bilateral Hearing Loss
	McCreery, Ryan W.; Walker, Elizabeth A.; Stiles, Derek J....
	In: Lang Speech Hear Serv Sch (2020)
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67	Controle na obtenção de elementos de prova e sua admissibilidade no Processo Penal brasileiro ; Control in obtaining evidence and its admissibility in Brazilian Criminal Procedure
	Vieira, Renato Stanziola. - : Biblioteca Digital de Teses e Dissertações da USP, 2020. : Universidade de São Paulo, 2020. : Faculdade de Direito, 2020
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68	Evidências de validade de uma tarefa de compreensão de provérbios
	Ferrari, Caroline Girardi. - 2020
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69	Educational Challenges of Culturally and Linguistically Diverse Learners in Canada and in the United States of America: A Systematic Literature Review
	Menezes, Fabiana
	In: Major Papers (2020)
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70	Evidence in Argumentation-Based Litigation (ALG): Comments on Xiong's and Du's Paper
	Novak, Marko
	In: OSSA Conference Archive (2020)
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71	The forensic intelligence continuum in the military context
	Wilson, Lauren E.; Gahan, Michelle E.; Lennard, Chris (R17952). - : U.K., Taylor & Francis, 2020
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72	Developing and validating tests of reading and listening comprehension for fifth and sixth grade students in Portugal
	Rodrigues, Bruna; Cadime, Irene Maria Dias; Viana, Fernanda Leopoldina. - : Frontiers Media S.A., 2020
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73	Brain Scans in the Courtroom: Analyzing the General Perception of fMRI Memory Reconstruction Evidence
	Carlson, Emily Thérèse. - : University of Oregon, 2020
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74	Evidence-based guidelines on the therapeutic use of repetitive transcranial magnetic stimulation (rTMS): An update (2014-2018).
	Lefaucheur, J.P.; Aleman, A.; Baeken, C....
	In: Clinical neurophysiology, vol. 131, no. 2, pp. 474-528 (2020)
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75	Exploring Determinants of Early Childhood Special Educators' Practice Selections for Young Children with Autism Spectrum Disorder
	Hugh, Maria. - 2020
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76	Development and diagnostic validation of the Brisbane evidence-based language test
	Rohde, Alexia; Doi, Suhail A.; Worrall, Linda. - : Taylor & Francis, 2020
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77	Double responding: a new constraint for models of speeded decision making
	Evans, Nathan J.; Dutilh, Gilles; Wagenmakers, Eric-Jan. - : Academic Press, 2020
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78	Modeling of random static loads on a structural cover with limited statistical data
	Sergey A. Solovev
	In: Structural Mechanics of Engineering Constructions and Buildings, Vol 16, Iss 4, Pp 243-249 (2020) (2020)
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79	Can Mobile Devices Be Used as an Active Learning Strategy?: Student Perceptions of Mobile Device Use in a Nursing Course
	Gallegos, Cara; Gehrke, Pamela; Nakashima, Hannah
	In: Nursing Faculty Publications and Presentations (2019)
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80	Individual and organizational factors that affect implementation of evidence-based practices for children with autism in public schools: a cross-sectional observational study.
	Locke, Jill; Lawson, Gwendolyn M; Beidas, Rinad S; Aarons, Gregory A; Xie, Ming; Lyon, Aaron R; Stahmer, Aubyn; Seidman, Max; Frederick, Lindsay; Oh, Cristine; Spaulding, Christine; Dorsey, Shannon; Mandell, David S
	In: Implementation science : IS, vol 14, iss 1 (2019)
	Abstract: BackgroundChildren with autism receive most of their intervention services in public schools, but implementation of evidence-based practices (EBPs) for autism varies. Studies suggest that individual (attitudes) and organizational characteristics (implementation leadership and climate) may influence providers' use of EBPs, but research is relatively limited in this area. This study examined individual and organizational factors associated with implementation of three EBPs-discrete trial training, pivotal response training, and visual schedules-for children with autism in special education classrooms in public elementary schools.MethodsParticipants included 67 autism support teachers and 85 other classroom staff from 52 public elementary schools in the northeastern United States. Participants reported their attitudes toward EBPs (e.g., intuitive appeal, willingness if required, openness, and divergence), implementation leadership and climate of their school, and the frequency with which they deliver each of three EBPs. Linear regression was used to estimate the association of attitudes about EBPs with organizational characteristics and intensity of EBP use. Demographic covariates with a bivariate association with EBP use significant at p < .20 were entered into the adjusted models.ResultsThere were significant findings for only one EBP, discrete trial training. Teachers who reported higher perceived divergence (perceived difference of usual practice with academically developed or research-based practices) between EBPs and current practices used less discrete trial training (f2 = .18), and teachers who reported higher appeal (willingness to adopt EBPs given their intuitive appeal) of EBPs used more discrete trial training (f2 = .22). No organizational factors were significantly associated with implementation with any of the three EBPs.ConclusionsAttitudes toward EBPs may affect teachers' decisions to use EBPs; however, implementation leadership and climate did not predict EBP use. Future implementation efforts ought to consider the type of EBP and its fit within the context in terms of the EBP's similarities to and differences from existing practices and programs in the setting. Implementation strategies that target individual attitudes about EBPs may be warranted in public schools.
	Keyword: Adult; Attitude to Health; Attitudes; Autism; Autistic Disorder; Child; Cross-Sectional Studies; Evidence-Based Medicine; Female; Fidelity; Health Policy & Services; Humans; Implementation; Implementation Science; Information and Computing Sciences; Leadership; Male; Medical and Health Sciences; New England; Organizational Culture; Organizational factors; Organizational Innovation; School Health Services; School Teachers; Schools
	URL: https://escholarship.org/uc/item/182837v1
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