| Title |
Dissemination of Evidence-Based Practice: Can We Train Therapists from a Distance?
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, July 2009
|
| DOI | 10.1007/s10803-009-0796-2 |
| Pubmed ID | |
| Authors |
Laurie A. Vismara, Gregory S. Young, Aubyn C. Stahmer, Elizabeth McMahon Griffith, Sally J. Rogers |
| Abstract |
Although knowledge about the efficacy of behavioral interventions for children with ASD is increasing, studies of effectiveness and transportability to community settings are needed. The current study conducted an effectiveness trial to compare distance learning vs. live instruction for training community-based therapists to implement the Early Start Denver Model. Findings revealed: (a) distance learning and live instruction were equally effective for teaching therapists to both implement the model and to train parents; (b) didactic workshops and team supervision were required to improve therapists' skill use; (c) significant child gains occurred over time and across teaching modalities; and (d) parents implemented the model more skillfully after coaching. Implications are discussed in relation to the economic and clinical utility of distance learning. |
Mendeley readers
The data shown below were compiled from readership statistics for 306 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 3 | <1% |
| Ireland | 1 | <1% |
| United Kingdom | 1 | <1% |
| Latvia | 1 | <1% |
| Spain | 1 | <1% |
| Canada | 1 | <1% |
| Unknown | 298 | 97% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 57 | 19% |
| Student > Master | 43 | 14% |
| Student > Doctoral Student | 36 | 12% |
| Researcher | 29 | 9% |
| Student > Bachelor | 22 | 7% |
| Other | 66 | 22% |
| Unknown | 53 | 17% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 93 | 30% |
| Social Sciences | 40 | 13% |
| Nursing and Health Professions | 39 | 13% |
| Medicine and Dentistry | 33 | 11% |
| Arts and Humanities | 6 | 2% |
| Other | 32 | 10% |
| Unknown | 63 | 21% |
Attention Score in Context
This research output has an Altmetric Attention Score of 9. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 01 June 2011.
All research outputs
#3,808,348
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#1,547
of 5,240 outputs
Outputs of similar age
#16,268
of 112,926 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#10
of 38 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. Compared to these this one has done well and is in the 84th percentile: it's in the top 25% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one has gotten more attention than average, scoring higher than 70% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 112,926 tracked outputs that were published within six weeks on either side of this one in any source. This one has done well, scoring higher than 85% of its contemporaries.
We're also able to compare this research output to 38 others from the same source and published within six weeks on either side of this one. This one has gotten more attention than average, scoring higher than 73% of its contemporaries.