Mélina Rivard
Biographic Data
| ID | 6690306 |
|---|---|
| NAME | Mélina Rivard |
| GIVEN NAMES | Mélina |
| FAMILY NAME | Rivard |
| SIGNATURE | RIVARD M |
| AFFILIATIONS | Université du Québec à Montréal |
| ORCID | 0000-0003-0578-6818 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Family Needs and Service Trajectory During the Transition to School for Children With Autism
The transition to school is challenging for families of children with autism, especially in the context of socioemotional and behavioral challenges. This study focuses on the needs of 64 parents of children with autism in Montreal during the transition from early behavioral services to school through the lens of the family needs assessment model. The research team collected data on family needs and socio-behavioral profiles at two critical period…
Learning From Parents
Challenging behaviors (CBs) are frequently observed in children with autism spectrum disorder (ASD) and are known to have negative effects on parents’ stress and well-being, as well as on overall family quality of life. Research has shown that professional support such as the Prevent-Teach-Reinforce (PTR) program has the potential to alleviate those effects. Although several studies have empirically demonstrated this positive behavior support pro…
Barriers and facilitators to implementing prevent-teach-reinforce for young children in community-based early intervention services for autism
The present study examined barriers and facilitators to the implementation of evidence-based practices to manage challenging behavior under real-world conditions within community-based autism services. Parents, early intervention practitioners, and administrators at a public agency who participated in Prevent-Teach-Reinforce for Young Children (PTR-YC), an intervention based on positive behavior support principles, shared their perspectives on th…
Attitudes of early childcare staff toward inclusive education in Québec
Emotional Experience of Families With an Immigrant Background Throughout the Autism Service Trajectory in Early Childhood
The way through first suspicion of developmental delays to the time a diagnosis of autism is confirmed can be a long and emotional road. Additional challenges are faced by families with an immigrant background who must learn to navigate an unfamiliar health and social service care system. The current study aims to document the variability of emotional experiences reported by parents with an immigrant background through the autism service trajecto…
Learning from educators
Challenging behaviors (CB) are a frequent co-occurring problem in children with autism spectrum disorder (ASD) and hinder their response to recommended interventions such as early intensive behavioral intervention (EIBI). The Prevent-Teach-Reinforce for young children (PTR-YC) program was implemented to meet community-based EIBI educators' training and support needs in managing CB in their day-to-day work with families. Although this positive beh…
An innovative and collaborative method to develop a model care and service trajectory for the assessment, diagnosis, and support of children with developmental disabilities
Competency drivers to support implementation of early intensive behavioral intervention in large-scale community-based services
Sexual health risk assessment and counseling in primary care
OBJECTIVES: This study examined physicians' evaluation of sexual health risks during a general medical examination and sexually transmitted disease (STD) counseling during consultations for adolescent contraception and treatment of an STD. METHODS: An anonymous mail survey was conducted in 1995 with a stratified random sample of 1086 general practitioners and all 241 obstetrician-gynecologists practicing in Quebec, Canada. RESULTS: Fewer than hal…
Psychometric properties of the Health Utilities Index Mark 2 system in paediatric oncology patients
Sexual health risk assessment and counseling in primary care
OBJECTIVES: This study examined physicians' evaluation of sexual health risks during a general medical examination and sexually transmitted disease (STD) counseling during consultations for adolescent contraception and treatment of an STD. METHODS: An anonymous mail survey was conducted in 1995 with a stratified random sample of 1086 general practitioners and all 241 obstetrician-gynecologists practicing in Quebec, Canada. RESULTS: Fewer than hal…
Psychometric properties of the Health Utilities Index Mark 2 system in paediatric oncology patients
Sexual health risk assessment and counseling in primary care
OBJECTIVES: This study examined physicians' evaluation of sexual health risks during a general medical examination and sexually transmitted disease (STD) counseling during consultations for adolescent contraception and treatment of an STD. METHODS: An anonymous mail survey was conducted in 1995 with a stratified random sample of 1086 general practitioners and all 241 obstetrician-gynecologists practicing in Quebec, Canada. RESULTS: Fewer than hal…
Competency drivers to support implementation of early intensive behavioral intervention in large-scale community-based services
Emotional Experience of Families With an Immigrant Background Throughout the Autism Service Trajectory in Early Childhood
The way through first suspicion of developmental delays to the time a diagnosis of autism is confirmed can be a long and emotional road. Additional challenges are faced by families with an immigrant background who must learn to navigate an unfamiliar health and social service care system. The current study aims to document the variability of emotional experiences reported by parents with an immigrant background through the autism service trajecto…
Learning from educators
Challenging behaviors (CB) are a frequent co-occurring problem in children with autism spectrum disorder (ASD) and hinder their response to recommended interventions such as early intensive behavioral intervention (EIBI). The Prevent-Teach-Reinforce for young children (PTR-YC) program was implemented to meet community-based EIBI educators' training and support needs in managing CB in their day-to-day work with families. Although this positive beh…
An innovative and collaborative method to develop a model care and service trajectory for the assessment, diagnosis, and support of children with developmental disabilities
Family Needs and Service Trajectory During the Transition to School for Children With Autism
The transition to school is challenging for families of children with autism, especially in the context of socioemotional and behavioral challenges. This study focuses on the needs of 64 parents of children with autism in Montreal during the transition from early behavioral services to school through the lens of the family needs assessment model. The research team collected data on family needs and socio-behavioral profiles at two critical period…
Learning From Parents
Challenging behaviors (CBs) are frequently observed in children with autism spectrum disorder (ASD) and are known to have negative effects on parents’ stress and well-being, as well as on overall family quality of life. Research has shown that professional support such as the Prevent-Teach-Reinforce (PTR) program has the potential to alleviate those effects. Although several studies have empirically demonstrated this positive behavior support pro…
Barriers and facilitators to implementing prevent-teach-reinforce for young children in community-based early intervention services for autism
The present study examined barriers and facilitators to the implementation of evidence-based practices to manage challenging behavior under real-world conditions within community-based autism services. Parents, early intervention practitioners, and administrators at a public agency who participated in Prevent-Teach-Reinforce for Young Children (PTR-YC), an intervention based on positive behavior support principles, shared their perspectives on th…
Attitudes of early childcare staff toward inclusive education in Québec
Medicine (8 works) · Family and Disability Support Research (7 works) · Psychology (7 works) · Autism Spectrum Disorder Research (6 works) · Medical education (6 works) · Autism (5 works) · Developmental psychology (5 works) · Applied Psychology (4 works) · Psychiatry (4 works) · Computer Science (3 works)