Professionals’ Reported Provision and Recommendation of Psychosocial Interventions for Youth With Autism Spectrum Disorder

Christon, Lillian; Arnold, Cassidy C.; Myers, Barbara J.

doi:10.1016/j.beth.2014.02.002

Cited by 21 publications

(20 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A combination of snowball and stratified purposeful sampling (by discipline and region) was used to recruit a sample of 66 expert ASD providers representing disciplines who most often serve youth with ASD: school and clinical psychology, behavior analysis, social work, special education, psychiatry and nursing, and “other” (e.g., allied health professionals including speech language pathologists and occupational therapists; cf. Christon et al, 2015). Ninety-nine of the 159 experts invited to participate responded to the survey.…”

Section: Methodsmentioning

confidence: 99%

“…Within these settings, they also encounter a range of clinical disciplines such as psychologists, behavioral therapists, educators, social workers, psychiatrists, pediatricians, nurses, speech-language pathologists, occupational therapists, physical therapists, audiologists, and neurologists (McLennan, Huculak, & Sheehan, 2008). These service settings and providers bring distinct therapeutic perspectives to youth with ASD, have different education levels and training, utilize different terminology, and employ varying standards for evaluating the need for and effectiveness of interventions (Christon, Arnold, & Myers, 2015). Given that ASD providers in community settings often use strategies with varied and sometimes no research support for young (younger than 6 years) and school-age children with ASD (Brookman-Frazee et al, 2010; Paynter & Keen, 2015), researchers must look beyond EBPs and consult with clinical experts to accurately and comprehensively assess what constitutes usual care.…”

mentioning

confidence: 99%

See 1 more Smart Citation

A Multisite, Multidisciplinary Delphi Consensus Study Describing “Usual Care” Intervention Strategies for School-Age to Transition-Age Youth With Autism

Kerns

Moskowitz

Rosen

et al. 2018

Journal of Clinical Child & Adolescent Psychology

View full text Add to dashboard Cite

Understanding usual care is important to reduce health disparities and improve the dissemination of evidence-based practices for youth (ages 7-22 years) with autism spectrum disorder (ASD). A barrier to describing "usual ASD care" is the lack of a common vocabulary and inventory of the practices used by a diverse provider field. To address this barrier, we gathered input from expert providers to develop an inventory of usual care practices and assess expert familiarity and perceptions of these practices as interventions for anxiety, externalizing, and social difficulties in ASD. Purposeful sampling recruited 66 expert ASD providers representing multiple disciplines from 5 sites. Via a 2-round Delphi poll, experts reviewed, suggested revisions to and rated 49 literature-derived practices on several dimensions (familiarity, usefulness, common use, research support). A revised list of 55 practices and anonymous summary of group characteristics and ratings was then returned for further review. Results yielded 55 intervention practices, 48 of which were identified as "familiar" approaches by consensus (≥ 75% endorsement). Greater variation was observed in practices identified by consensus as most often used, useful, and research supported, depending upon the target problem. Findings provide an inventory of practices, reflective of the multidisciplinary language and approaches of expert ASD providers. This inventory may be used to better assess what constitutes usual care for youth with ASD in the United States. Moreover, findings offer insights from clinical experts regarding the range and acceptability of practices that may inform and ground treatment research, dissemination, and implementation efforts.

show abstract

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

A Multisite, Multidisciplinary Delphi Consensus Study Describing “Usual Care” Intervention Strategies for School-Age to Transition-Age Youth With Autism

Kerns

Moskowitz

Rosen

et al. 2018

Journal of Clinical Child & Adolescent Psychology

View full text Add to dashboard Cite

show abstract

“… 21 , 23 , 24 The core symptoms of ASD include deficits in social communication and interaction and restricted or repetitive patterns of behavior, interests, or activities; in addition, pediatric patients with ASD may also have concurrent intellectual and/or language deficiencies and/or comorbid diseases (such as epilepsy). 25 Although there has been no specific treatment for ASD, a diverse range of psychosocial, behavioral, and educational interventions have been attempted to alleviate various core symptoms of ASD. 26 , 27 Seida et al 27 performed an umbrella systematic review of psychosocial interventions for ASD and proposed that some forms of psychosocial interventions were associated with positive outcomes.…”

Section: Discussionmentioning

confidence: 99%

Levetiracetam is associated with decrease in subclinical epileptiform discharges and improved cognitive functions in pediatric patients with autism spectrum disorder

Wang¹,

Jiang

Xiao-ju

2017

NDT

View full text Add to dashboard Cite

ObjectiveSubclinical epileptiform discharges (SEDs) are common in pediatric patients with autism spectrum disorder (ASD), but the effect of antiepileptic drugs on SEDs in ASD remains inconclusive. This physician-blinded, prospective, randomized controlled trial investigated an association between the anticonvulsant drug levetiracetam and SEDs in children with ASD.MethodsA total of 70 children with ASD (4–6 years) and SEDs identified by electroencephalogram were randomly divided into two equal groups to receive either levetiracetam and educational training (treatment group) or educational training only (control). At baseline and after 6 months treatment, the following scales were used to assess each individual’s behavioral and cognitive functions: the Chinese version of the Psychoeducational Profile – third edition (PEP-3), Childhood Autism Rating Scale (CARS), and Autism Behavior Checklist (ABC). A 24-hour electroencephalogram was recorded on admission (baseline) and at follow-up. The degree of satisfaction of each patient was also evaluated.ResultsRelative to baseline, at the 6-month follow-up, the PEP-3, CARS, and ABC scores were significantly improved in both the treatment and control groups. At the 6-month follow-up, the PEP-3 scores of the treatment group were significantly higher than those of the control, whereas the CARS and ABC scores were significantly lower, and the rate of electroencephalographic normalization was significantly higher in the treatment group.ConclusionLevetiracetam appears to be effective for controlling SEDs in pediatric patients with ASD and was also associated with improved behavioral and cognitive functions.

show abstract

“…Thus, it is necessary to strengthen the partnership between family and professionals so that individualized services can be selected according to the beliefs, values and objectives of each family (McConnell, Parakkal, Savage, & Rempel, 2015;Jones & Passey, 2004). Encouraging results have been reported in studies using the FCA on people with autism, including increased family involvement in interventions (Christon, Arnold, & Myers, 2015;Dunst, Trivette, & Hamby, 2012;Fernandes, 2009;Serrano & Pereira, 2011;Weiss, MacMulin, & Lunsky,2015).…”

Section: Introductionmentioning

confidence: 94%

Intervenção Implementada Pelos Pais E Empoderamento Parental No Transtorno Do Espectro Autista

2020

View full text Add to dashboard Cite

RESUMO A literatura tem destacado a importância do papel ativo da família nas intervenções com a criança com autismo. O empoderamento parental vem ressignificar o papel dos pais, tirando-os de uma posição passiva, submissa, para aturem como agentes ativos que assumem o controle das suas vidas, contribuindo para alcançar as metas almejadas. Os objetivos deste estudo foram: 1) avaliar os efeitos de uma intervenção implementada pelos pais sobre as habilidades sociocomunicativas maternas e do filho com autismo; 2) verificar a influência desta intervenção sobre o empoderamento parental. Dezesseis episódios de interação da díade mãe-criança foram filmados antes e depois das orientações aos pais para avaliar o efeito sobre as habilidades sociocomunicativas de uma mãe e seu filho com autismo. Uma escala avaliou o empoderamento parental nos momentos pré e pós intervenção. Os resultados mostraram um aumento tanto das habilidades sociocomunicativas da díade quanto do empoderamento parental.

show abstract

Professionals’ Reported Provision and Recommendation of Psychosocial Interventions for Youth With Autism Spectrum Disorder

Cited by 21 publications

References 27 publications

A Multisite, Multidisciplinary Delphi Consensus Study Describing “Usual Care” Intervention Strategies for School-Age to Transition-Age Youth With Autism

A Multisite, Multidisciplinary Delphi Consensus Study Describing “Usual Care” Intervention Strategies for School-Age to Transition-Age Youth With Autism

Levetiracetam is associated with decrease in subclinical epileptiform discharges and improved cognitive functions in pediatric patients with autism spectrum disorder

Intervenção Implementada Pelos Pais E Empoderamento Parental No Transtorno Do Espectro Autista

Contact Info

Product

Resources

About