A new model for the diagnostic assessment services trajectory for neurodevelopmental conditions.

Purpose: The Canadian province of Québec faces several issues regarding the accessibility and quality of diagnostic assessment and the efficiency and continuity of evaluation, support, and intervention services for children with neurodevelopmental conditions (NDCs). To address these issues, the Ministry of Health and Social Services mandated a research team to initiate the development of a reference trajectory, i.e.

Differing conceptual maps of skills for implementing evidence-based interventions held by community-based organization practitioners and academics: A multidimensional scaling comparison.

Community-based organizations (CBOs) are critical for delivering evidence-based interventions (EBIs) to address cancer inequities. However, a lack of consensus on the core skills needed for this work often hinders capacity-building strategies to support EBI implementation. The disconnect is partly due to differing views of EBIs and related skills held by those typically receiving versus developing capacity-building interventions (here, practitioners and academics, respectively).

Implementing a Positive Behavior Support Program for Young Children with Autism in Public Agencies: A Social Validity Evaluation from Parents, Practitioners, and Administrators.

Challenging behaviors in young children with autism and intellectual disabilities pose significant barriers to learning and inclusion. The Prevent-Teach-Reinforce for Young Children (PTR-YC) program is an evidence-based intervention that addresses these behaviors according to Positive Behavior Intervention Support principles. It is essential to assess the social validity of an intervention, when implemented into a public service system, to ensure sustainability and relevance to stakeholders.