Using a multidisciplinary approach with children diagnosed with autism spectrum disorder

Strunk, Julie; Leisen, Melissa; Schubert, Carolyn

doi:10.1016/j.xjep.2017.03.009

Cited by 42 publications

(31 citation statements)

References 46 publications

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“…We were surprised by the relatively low number of OT interventions, given that the eld long standing tradition of play-based intervention, and also by the relatively few SaLT studies, given our focus on communication-based outcomes. Overall, the data highlight the importance of multi-disciplinary approaches in this eld (Strunk et al, 2017). Congruent with a multi-disciplinary approach, we also found that playbased interventions frequently target multiple outcomes -an approach that makes sense given the pervasive nature of social communication di culties in autism.…”

Section: Agent Of Intervention and Outcomesmentioning

confidence: 70%

Play-based interventions to support social and communication development in autistic children aged 2-8 years: A scoping review

Gibson¹,

Pritchard²,

Lemos³

2020

Preprint

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Play is often considered by practitioners to be a natural and enjoyable context for providing intervention and support to autistic children. However, the literature on play-based interventions is large and heterogeneous.This means it is challenging for families and practitioners to navigate the evidence base and make choices about differing play-based approaches. This review aims to provide a comprehensive map of the research on this topic and to develop a conceptual framework to inform decision-making.We used a scoping review methodology to find peer reviewed intervention studies of play-based approaches totargeting language, social and communication outcomes for autistic children aged 2-8 years. We then summarised the literature using narrative synthesis and Evidence Gap Maps (EGMs).We identified 388 studies, covering many intervention types, for inclusion. Just over 50% had <10 participants. Girls and minority background groups were under-represented. In our summary we suggest important dimensions for appraisal of play-based interventions, including considering the role of play in an intervention and the extent to which approaches are child-led.

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Section: Agent Of Intervention and Outcomesmentioning

confidence: 70%

Play-based interventions to support social and communication development in autistic children aged 2-8 years: A scoping review

Gibson¹,

Pritchard²,

Lemos³

2020

Preprint

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“…Accordingly, due to the complexity and heterogeneity of deafblindness, it is important that a multidisciplinary approach using interprofessional collaboration be established when conducting a cognitive evaluation of a child who is deafblind. An interprofessional collaboration using a multidisciplinary approach is described as “having different professions coming together to work toward a common goal and that all team members embrace the unique perspectives of all other team members” ( Strunk et al, 2017 , p. 61). By working together team members would be able to identify informational needs, gather necessary information and assess areas of concern through observation or tests.…”

Section: Different Evaluation Approaches As a Basis For Reliable Cognmentioning

confidence: 99%

Cognitive Assessment of Children Who Are Deafblind: Perspectives and Suggestions for Assessments

Nicholas

2020

Front. Psychol.

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The overall goal of a cognitive assessment is to improve communication, learning, and quality of life for a child who is deafblind. This article will give a brief description and perspective on different evaluation approaches as a basis for reliable cognitive assessments and offer suggestions on how to improve the quality of a cognitive assessment in our clinical practice. The assessor should be aware of the limitations of norm-referenced tests if standardized normative measures are applied to evaluate the cognitive functions of a child who is deafblind. However, if engaging a child with deafblindness in a standardized normative assessment, special considerations and assessment concessions would be required. Furthermore, key issues on how to improve the quality of a cognitive assessment by affording multiple assessment pathways for cognitive assessments will be addressed. Particular attention is given to the following assessment approaches: multi-method, multi-informant assessment, ecological assessment, and dynamic assessment. The use of multiple assessment pathways is necessary to reveal the genuine cognitive abilities and potentials of a child with deafblindness.

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“…In Julie Strunk, Melissa Leisen and Carolyn Schubert's (2017) in their international systematic review, they reviewed 47 articles in which they explored the use of multidimensional collaboration in cases with children with ASD (Strunk, Leisen, & Schubert, 2017). Their conclusions showed that there are only a few sectors that can use a multidisciplinary approach when working with kids with autism.…”

Section: Introductionmentioning

confidence: 99%

“…Lack of time and variable schedules are also cited a hindrance as is avoiding confrontation. Finally, the need for personal recognition is recognized as a particularly powerful factor (Strunk, Leisen, & Schubert, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…In order for collaboration between the members of the teams supporting to be achieved, five fundamentals are required: a) all members should be working towards a shared goal, b) all members should be valued for their unique views, d) all professions comprising the team must have a strong sense of purpose, and e) there should be a sense of trust and shared responsibility among team members (Strunk, Leisen, & Schubert, 2017) The Main Purpose…”

Section: Introductionmentioning

confidence: 99%

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Professionals’ Opinions on Multidimensional Approach to Early Intervention for Children With Asd

Kardara

Nanou

2021

SIE

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Early intervention methods for children with Autism Spectrum Disorders, increasingly turn to multidimensional approaches with a parallel focus on interprofessional collaboration in order the interventions to be effective. Multidimensional approaches efficiently support the complex system of family interaction and function affecting positively the child’s development. Early and efficient interventions are widely recognized to lead to long-term positive socio-cognitive results for children with Autism Spectrum Disorders and their families. The purpose of this research is to delve into professionals’, special educators ’and therapists’, opinions on their collaboration with parents and other professionals as they apply early intervention programs to children with ASD. Semi-structured interviews of 15 professionals, experts on early intervention in children with ASD, from different regions of Greece, were analyzed using qualitative research methods. Part of the data analysis that presented in this paper demonstrates clearly that the professionals’ and special educators’ opinions emphasize the need for multidimensional approaches. The analysis also highlights the obstacles that restrict collaboration with parents and other professionals. The material resources of state support have also been suggested as factors that interact with family resources that affect the child’s developmental characteristics.

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Using a multidisciplinary approach with children diagnosed with autism spectrum disorder

Cited by 42 publications

References 46 publications

Play-based interventions to support social and communication development in autistic children aged 2-8 years: A scoping review

Play-based interventions to support social and communication development in autistic children aged 2-8 years: A scoping review

Cognitive Assessment of Children Who Are Deafblind: Perspectives and Suggestions for Assessments

Professionals’ Opinions on Multidimensional Approach to Early Intervention for Children With Asd

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