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Bahri J, Abbes ZS, Ben Yahia H, Halayem S, Jelili S, Hajri M, Amado I, Medalia A, Bouden A. Toward an integrative socio-cognitive approach in autism spectrum disorder: NEAR method adaptation-study protocol. Front Psychiatry 2023; 14:940066. [PMID: 37293399 PMCID: PMC10244578 DOI: 10.3389/fpsyt.2023.940066] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Accepted: 05/02/2023] [Indexed: 06/10/2023] Open
Abstract
BackgroundThe cognitive impairments exhibited by people with ASD, threaten the development of social skills that are essential for establishing and maintaining harmonious social relationships. Cognitive remediation and social skills training are now considered as crucial therapeutic approaches in the management of these disorders. Several programs have already been validated and have shown improvements in social skills or cognitive performance. However, the effects of these training methods seem to be difficult to generalize to other everyday life. The aim of our study is to alleviate cognitive and social deficiencies by using a socio-cognitive framework to adapt the Neuropsychological Educational Approach to Remediation (NEAR) method for adolescents with ASD.Methods/designAdolescents meeting the DSM-5 criteria for ASD, older than 13 years, and following a regular school curriculum will be recruited from clinical population at the Child and Adolescent Psychiatry in Razi University Hospital-Manouba- Tunisia. Our study is an open and non-randomized controlled trial including 30 patients: NEAR group / control group. The NEAR method combines computerized cognitive exercises and bridging groups inspired from cognitive behavioral therapy. NEAR group will be divided into three groups of five patients each. The duration of the sessions will vary according to the capacities of the participants and the exchanges between them (about 60–120 min). In our study, bridging groups will be amended by adding other tasks including planning role plays and scenarios of problematic social situations in autism, taking into account cultural particularities in order to promote social skills. Computerized exercises will be enriched by adding other tasks aiming to improve the recognition and expression of facial emotions by using digital videos and photographs expressing the six basic emotions. The duration of the program will be about 6 months. All selected patients will have an assessment of cognitive function: social cognition, neurocognition and pragmatic skills, social skills, self-esteem and global functioning at baseline, 1 week after the end of the NEAR program and 6 months later.ConclusionThis adaptive program is a promising socio-cognitive intervention that create new perspectives for adolescents with autism spectrum disorder.
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Affiliation(s)
- Jihene Bahri
- Department of Child and Adolescent Psychiatry, Razi Hospital, Manouba, Tunisia
- Faculty of Medicine of Tunis, University of Tunis El Manar, Tunis, Tunisia
| | - Zeineb S. Abbes
- Department of Child and Adolescent Psychiatry, Razi Hospital, Manouba, Tunisia
- Faculty of Medicine of Tunis, University of Tunis El Manar, Tunis, Tunisia
| | - Houda Ben Yahia
- Department of Child and Adolescent Psychiatry, Razi Hospital, Manouba, Tunisia
| | - Soumeyya Halayem
- Department of Child and Adolescent Psychiatry, Razi Hospital, Manouba, Tunisia
- Faculty of Medicine of Tunis, University of Tunis El Manar, Tunis, Tunisia
| | - Selima Jelili
- Department of Child and Adolescent Psychiatry, Razi Hospital, Manouba, Tunisia
- Faculty of Medicine of Tunis, University of Tunis El Manar, Tunis, Tunisia
| | - Melek Hajri
- Department of Child and Adolescent Psychiatry, Razi Hospital, Manouba, Tunisia
- Faculty of Medicine of Tunis, University of Tunis El Manar, Tunis, Tunisia
| | - Isabelle Amado
- CH Sainte-Anne, C3RP & Services de Psychiatrie d'adultes HU & 75G17, Paris, France
| | - Alice Medalia
- Department of Psychiatry, New York State Psychiatric Institute, Columbia University Vagelos College of Physicians and Surgeons, New York, NY, United States
| | - Asma Bouden
- Department of Child and Adolescent Psychiatry, Razi Hospital, Manouba, Tunisia
- Faculty of Medicine of Tunis, University of Tunis El Manar, Tunis, Tunisia
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Almasoud H, Alqahtani S. Potential impact of autism services on the quality of life of individuals with autism spectrum disorder and their families. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 136:104492. [PMID: 36958127 DOI: 10.1016/j.ridd.2023.104492] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2022] [Revised: 03/10/2023] [Accepted: 03/12/2023] [Indexed: 06/18/2023]
Abstract
Autism spectrum disorder (ASD) is a lifelong condition that requires autism-specific services. However, the quality of autism services in Saudi Arabia has rarely been examined. Therefore, exploring issues from the parents' perspective is crucial to improve the quality of life (QOL) outcomes for such a population. Semi-structured interviews were administered to nine parents of individuals with ASD, and thematic analysis was used for data analysis. Results showed that parents' experiences regarding the quality of autism services varied. In addition, the quality of autism services must be further developed to meet the diverse needs of individuals with ASD and their families, in line with the 2030 vision of Saudi Arabia, which prioritises the QOL of individuals with a disability and their families. This study highlighted some influencing factors of the quality of autism services and QOL of individuals with ASD and their families from the parents' perspective. This study concluded that further research is necessary to gain in-depth understanding of the influencing factors of the quality of national autism services. Overall, the reasons behind the diversity in experiences amongst parents of individuals with ASD regarding the quality of autism services must be further explored.
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Affiliation(s)
- Hanan Almasoud
- Special Education Department, King Saud University, Riyadh 11451, Saudi Arabia.
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Eggleston M, Eggleston K, Thabrew H, Hennig S, Frampton C. Order out of chaos? Autism spectrum disorder coordinators' impact on service delivery in New Zealand. Australas Psychiatry 2021; 29:644-647. [PMID: 33910392 DOI: 10.1177/10398562211009249] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE To evaluate the impact of autism spectrum disorder (ASD) coordinators (ASDCs) on key aspects of the experience of obtaining an ASD diagnosis and post-diagnostic supports in New Zealand. METHOD Members of New Zealand ASD parent support groups were surveyed. RESULTS Of 516 parents, 41.3% had seen an ASDC. The majority were satisfied. Parents who saw ASDCs pre-diagnosis were more likely to be satisfied with the diagnostic process (p = .04) and saw fewer professionals before receiving a diagnosis (p = .04). Parents who had seen ASDCs post-diagnosis were more likely to be satisfied with post-diagnostic supports (p < .001) and their coordination (p < .001). CONCLUSIONS ASDCs are well regarded by parents and improve key aspects of the process of obtaining an ASD diagnosis and post-diagnostic supports. Given the particularly low rates of parent satisfaction with post-diagnostic supports (23%) and their coordination (19%), ASDCs may be of most value when employed post-diagnosis to assist parents in navigating key supports and co-developing comprehensive individualised care plans.
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Affiliation(s)
- Matthew Eggleston
- Mental Health Division, Canterbury District Health Board, Christchurch, New Zealand
| | - Katherine Eggleston
- Department of Psychological Medicine, University of Otago, Christchurch, New Zealand
| | - Hiran Thabrew
- Department of Psychological Medicine, The University of Auckland, Auckland, New Zealand
| | | | - Christopher Frampton
- Department of Psychological Medicine, University of Otago, Christchurch, New Zealand
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Jose C, George-Zwicker P, Bouma A, Tardif L, Pugsley D, Bélanger M, Robichaud M, Gaudet J. The Associations Between Clinical, Social, Financial Factors and Unmet Needs of Autistic Adults: Results from an Observational Study. AUTISM IN ADULTHOOD 2021; 3:266-274. [PMID: 36605370 PMCID: PMC8992900 DOI: 10.1089/aut.2020.0027] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
Background Autism is a developmental disability that affects how individuals experience the world. Each Autistic individual experiences Autism in their own way, meaning that the level and type of assistance in their everyday lives vary widely. A shortage of programs and services tailored to Autistic adults exists worldwide, and the current gap between needs and services is likely to worsen as the growing number of Autistic children being diagnosed reach adulthood. This research sought to determine priorities in terms of health and social service needs of Autistic adults and to examine factors influencing whether or not these services were being received. Methods Through a multistakeholder approach, researchers and Autistic adults codeveloped the Maritime Provinces Needs Assessment Survey and collected data from August 2017 to February 2018. The research team engaged Autistic adult partners, including one that was project colead, as full partners. We recruited survey respondents from three Maritime Provinces using mainly social media and local Autism networks. We used Poisson regression analyses to identify factors most strongly associated with the number of unmet needs reported by Autistic adults. Results In total, 260 respondents completed the needs assessment survey: 77 self-reporting Autistic adults (aged 19-55 years), 87 Autistic adults (aged 18-63 years) whose information was provided by a proxy respondent, and 96 professionals working in the field of Autism. Autistic adults reported a mean of 2.1 ± 1.5 (self-reported) and 2.8 ± 2.1 (proxy-reported) services wanted but not received. The number of mental health and neurodevelopmental conditions, unemployment, and perception that government support is insufficient were positively related to unmet needs. Conclusions Overall, the results of this study highlight considerable gaps among the support needs of Autistic adults. The identification of factors associated with a higher number of unmet needs helps identify potential subgroups requiring more attention. Lay summary Why was this study done?: There is currently a shortage of programs and services for Autistic adults. Little is known about which services are most important to Autistic adults and which factors are associated with not receiving them.What was the purpose of this study?: Our goals were (1) to determine the service need priorities of Autistic adults and (2) to examine factors associated with unmet needs.What did the researchers do?: The researchers invited health professionals, service providers, policy makers, Autism advocates, as well as Autistic adults and caregivers of Autistic adults to participate as part of the project team. In the early phases of the project, we named an Autistic adult colead of the project. In doing so, we acknowledged that conducting relevant research on the Autistic adult community implies not only hearing their voices and concerns, but also providing an opportunity for equal say on the research itself.We adapted previously used surveys to align them with our objectives of focusing only on Autistic adults. We launched the survey online and promoted it using various media and community channels, many of them direct suggestions from Autistic adult team members. We made paper copies available and provided a phone number for those who needed support filling out the survey.What were the results of the study?: More than 25% of Autistic adults identified 12 different services as priority needs.Autistic adults who (1) reported more mental health and neurodevelopmental conditions, (2) perceived their mental health as poor, or (3) felt that government support was insufficient were at greater risk of having unmet needs.What do these findings add to what was already known?: Similar to previous studies, we found that the service needs of Autistic adults are varied, and that many are not receiving the services they consider a priority. Our study also went one step further by identifying factors that are associated with a higher number of unmet needs.What are potential weaknesses in the study?: Our sample does not necessarily reflect the Autistic adult community as a whole, since we were unable to guarantee that hard-to-reach segments had access to our survey. In addition, we are unable to know how our results may change over time, as our survey was filled out on one occasion only. Finally, we did not measure Autistic traits and therefore are unable to estimate how different types of traits are associated with certain needs.How will these findings help autistic adults now or in the future?: Our results may help bring attention to subgroups of Autistic adults who need more help receiving the services they require.
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Affiliation(s)
- Caroline Jose
- Maritime Strategy for Patient Oriented Research Support Unit, Université de Moncton, Moncton, New Brunswick, Canada.,Research Laboratory on Chronic Disease Prevention, Centre de formation médicale du Nouveau-Brunswick, Moncton, New Brunswick, Canada.,Department of Family Medicine, Université de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Patricia George-Zwicker
- Patient Partner, CONNECT Project, Maritime Strategy for Patient Oriented Research Support Unit, Université de Moncton, Moncton, New Brunswick, Canada.,Autistics Aloud, Halifax, Nova Scotia, Canada
| | - Aaron Bouma
- Patient Partner, CONNECT Project, Maritime Strategy for Patient Oriented Research Support Unit, Université de Moncton, Moncton, New Brunswick, Canada
| | - Louise Tardif
- Patient Partner, CONNECT Project, Maritime Strategy for Patient Oriented Research Support Unit, Université de Moncton, Moncton, New Brunswick, Canada
| | - Darlene Pugsley
- Patient Partner, CONNECT Project, Maritime Strategy for Patient Oriented Research Support Unit, Université de Moncton, Moncton, New Brunswick, Canada
| | - Mathieu Bélanger
- Research Laboratory on Chronic Disease Prevention, Centre de formation médicale du Nouveau-Brunswick, Moncton, New Brunswick, Canada.,Department of Family Medicine, Université de Sherbrooke, Sherbrooke, Quebec, Canada.,Vitalité Health Network, Centre Hospitalier Universitaire Dr. Georges-L.-Dumont/Dr. Georges-L.-Dumont University Hospital Centre, Moncton, New Brunswick, Canada
| | - Marc Robichaud
- Maritime Strategy for Patient Oriented Research Support Unit, Université de Moncton, Moncton, New Brunswick, Canada.,Research Laboratory on Chronic Disease Prevention, Centre de formation médicale du Nouveau-Brunswick, Moncton, New Brunswick, Canada
| | - Jeffrey Gaudet
- Maritime Strategy for Patient Oriented Research Support Unit, Université de Moncton, Moncton, New Brunswick, Canada.,Research Laboratory on Chronic Disease Prevention, Centre de formation médicale du Nouveau-Brunswick, Moncton, New Brunswick, Canada.,Address correspondence to: Jeffrey Gaudet, MSc, Maritime Strategy for Patient Oriented Research Support Unit, Université de Moncton, Campus de Moncton, 18 Antonine-Maillet Ave, Moncton, NB E1A 3E9, Canada.
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Vasilevska Petrovska I, Giannakopoulou AC, Tsecoura V, Winstanley A, Miletto R, Roşca GC, Ivanova B, Kaisa V, Trajkovski V. Parental perspectives on support needs and availability of autism services in South and South-Eastern Europe. ADVANCES IN AUTISM 2021. [DOI: 10.1108/aia-11-2020-0066] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
Amid the expanding demand on the autism service delivery system, little knowledge is accumulated regarding access and availability of support and services in the region of Southern and South-Eastern Europe – critical for improvement of individual outcomes, as well as family quality of life. The purpose of this paper is to explore how service delivery systems are responding to the specific needs of autistic individuals with autism, as perceived by parents.
Design/methodology/approach
A qualitative exploratory descriptive method was used. Thematic analysis was used as a pragmatic method to report on the experiences of parents (92% mothers, n = 55) of children, youth and young autistic adults (76% male) across six South and South-Eastern European counties that participated in a survey involving a combination of qualitative and quantitative data collection.
Findings
Thematic analysis revealed three broad themes: challenging pathways to service utilization, insufficient service options and providers’ competences and lack of continuous and meaningful support across life span.
Originality/value
The findings from this study add to the small body of literature specific to South and South-Eastern Europe, by exposing problems related to meeting the needs of autistic children and youth and potential ways to strengthen services, as perceived by parents. The findings have potential policy ramifications for the region in which the research was conducted.
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Dallman AR, Artis J, Watson L, Wright S. Systematic Review of Disparities and Differences in the Access and Use of Allied Health Services Amongst Children with Autism Spectrum Disorders. J Autism Dev Disord 2021; 51:1316-1330. [PMID: 32683545 DOI: 10.1007/s10803-020-04608-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Individuals with autism spectrum disorder (ASD) often benefit from allied health services such as occupational therapy, speech and language pathology, and applied behavioral analysis. While there is consistent evidence of disparities in access and use of medical services (e.g. dentistry), no such systematic review has examined disparities and differences in allied health use amongst children with ASD. In this systematic review, we examine disparities and differences in service access and use for children with ASD. Our findings suggest that children who are older, have less severe ASD symptoms, are from minority groups, and those from particular geographic regions are less likely to receive allied health services. Limitations and future directions are discussed.
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Affiliation(s)
- Aaron R Dallman
- Department of Allied Health Sciences, University of North Carolina at Chapel Hill, 200 N. Greensboro St., D-12, Carrboro, NC, 27510, USA.
| | - Jonet Artis
- Department of Allied Health Sciences, University of North Carolina at Chapel Hill, 200 N. Greensboro St., D-12, Carrboro, NC, 27510, USA
| | - Linda Watson
- Department of Allied Health Sciences, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Sarah Wright
- Health Sciences Library, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
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Identifying School-Based Factors that Predict Employment Outcomes for Transition-Age Youth with Autism Spectrum Disorder. J Autism Dev Disord 2021; 51:60-74. [PMID: 32356081 DOI: 10.1007/s10803-020-04515-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
There is a growing need to provide appropriate services to help students with autism spectrum disorder (ASD) transition to employment. Limited research has investigated what aspects of support should be prioritized when preparing youth with ASD for employment. By conducting structural equation modeling using a nationally-representative dataset on high school students receiving special education services (NLTS-2), this study examined the malleable predictors of employment during the transition and developed a model to examine the relationships between predictors and employment outcomes. The findings suggested two pathways for youth with ASD. For youth with higher daily functioning skills (DFS), academic performance mediated the relationship between parent participation and employment. For youth with lower DFS, school-based transition supports was the key mediator.
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Kremkow JMD, Finke EH. Peer Experiences of Military Spouses with Children with Autism in a Distance Peer Mentoring Program: A Pilot Study. J Autism Dev Disord 2021; 52:189-202. [PMID: 33656623 DOI: 10.1007/s10803-021-04937-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/15/2021] [Indexed: 11/24/2022]
Abstract
Previous research has indicated military families with children with autism reported significant difficulties when relocating with their child with autism. One possible relocation support for these families is an online peer mentorship program with another military spouse with a child with autism who has more relocation experience. The purpose of this pilot investigation was to determine the feasibility, acceptability, and collect initial outcome data for an online peer mentorship program for military spouses with children with autism. Results from this study indicated an online peer mentorship program is feasible, and may be a helpful program to support military spouses with children with autism before relocations.
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Affiliation(s)
- Jennifer M D Kremkow
- Department of Communication Sciences and Disorders, Elmhurst University, 190 S Prospect Ave, Elmhurst, IL, 60126, USA.
| | - Erinn H Finke
- Department of Audiology and Speech Pathology, University of Tennessee Health Science Center, 578 South Stadium Hall, Knoxville, TNTN, 37996, USA
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Meeting FACES: Preliminary Findings from a Community Workshop for Minority Parents of Children with Autism in Central North Carolina. J Autism Dev Disord 2019; 50:1-11. [DOI: 10.1007/s10803-019-04295-4] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Bejarano-Martín Á, Canal-Bedia R, Magán-Maganto M, Fernández-Álvarez C, Cilleros-Martín MV, Sánchez-Gómez MC, García-Primo P, Rose-Sweeney M, Boilson A, Linertová R, Roeyers H, Van der Paelt S, Schendel D, Warberg C, Cramer S, Narzisi A, Muratori F, Scattoni ML, Moilanen I, Yliherva A, Saemundsen E, Loa Jónsdóttir S, Efrim-Budisteanu M, Arghir A, Papuc SM, Vicente A, Rasga C, Rogé B, Guillon Q, Baduel S, Kafka JX, Poustka L, Kothgassner OD, Kawa R, Pisula E, Sellers T, Posada de la Paz M. Early Detection, Diagnosis and Intervention Services for Young Children with Autism Spectrum Disorder in the European Union (ASDEU): Family and Professional Perspectives. J Autism Dev Disord 2019; 50:3380-3394. [DOI: 10.1007/s10803-019-04253-0] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
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Fewster DL, Govender P, Uys CJE. Quality of life interventions for primary caregivers of children with autism spectrum disorder: a scoping review. J Child Adolesc Ment Health 2019; 31:139-159. [DOI: 10.2989/17280583.2019.1659146] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Affiliation(s)
- Debbie Leigh Fewster
- Occupational Therapy Department, University of KwaZulu-Natal, Durban, South Africa
| | - Pragashnie Govender
- Occupational Therapy Department, University of KwaZulu-Natal, Durban, South Africa
| | - Catharina JE Uys
- Occupational Therapy Department, University of Pretoria, Pretoria, South Africa
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A Model of Family and Child Functioning in Siblings of Youth with Autism Spectrum Disorder. J Autism Dev Disord 2019; 48:1210-1227. [PMID: 29067588 DOI: 10.1007/s10803-017-3352-5] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
The potential clinical needs of typically developing (TD) siblings of youth with autism spectrum disorder (ASD) remain disputed. A total of 239 mothers of youth aged 6-17, including one youth with ASD (M = 11.14 years; simplex families) and at least one other youth (M = 11.74 years) completed online standardized measures of various familial factors and TD youth outcomes. Overall, only 6-23% of siblings were identified within the clinical range of emotional, behavioral, or social functioning. Both maternal depression and sibling relationship were identified as key pathways in predicting siblings' functioning within a good-fitting path analysis model. The current model is presented as a novel base for the development of future research and services for this unique population of children.
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‘We’re Doing AFL Auskick as Well’: Experiences of an Adapted Football Program for Children With Autism. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2018. [DOI: 10.1123/jmld.2016-0055] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Cappe É, Poirier N, Boujut É, Nader-Grosbois N, Dionne C, Boulard A. [Autism spectrum disorder and evaluation of perceived stress parents and professionals: Study of the psychometric properties of a French adaptation of the Appraisal of Life Event Scale (ALES-vf)]. Encephale 2016; 43:321-325. [PMID: 27623118 DOI: 10.1016/j.encep.2016.08.001] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2015] [Accepted: 12/07/2015] [Indexed: 10/21/2022]
Abstract
INTRODUCTION Autism and related disorders are grouped into the category of « Autism Spectrum Disorder » (ASD) in the DSM-5. This appellation reflects the idea of a dimensional representation of autism that combines symptoms and characteristics that vary in severity and intensity. Despite common characteristics, there are varying degrees in intensity and in the onset of symptoms, ranging from a disability that can be very heavy with a total lack of communication and major disorders associated with the existence of a relative autonomy associated, sometimes, with extraordinary intellectual abilities. Parents are faced with several difficult situations, such as sleep disturbances, agitation, shouting, hetero violence, self-harm, learning difficulties, stereotyping, lack of social and emotional reciprocity, inappropriate behavior, etc. They can feel helpless and may experience stress related to these developmental and behavioral difficulties. The heterogeneity of symptoms, the presence of behavioral problems, the lack of reciprocity and autonomy also represent a challenge for practitioners in institutions and teachers at school. The objective of this research is to present the validation of a French translation of the Appraisal of Life Events Scale (ALES-vf) from Ferguson, Matthex and Cox, specifically adapted to the context of ASD. ALES was originally developed to operationalize the three dimensions of perceived stress (threat, loss and challenge) described by Lazarus and Folkman. METHODOLOGY ALES-vf was initially translated into French and adapted to the situation of parents of children with ASD. It was subsequently administered to 343 parents, 150 paramedical professionals involved with people with ASD, and 155 teachers from an ordinary school environment and from specialized schools, welcoming in their classroom at least one child with ASD. RESULTS An exploratory factor analysis performed on data from 170 parents highlighted two exploratory models with four and three factors, slightly different from the original three-factor model of Ferguson and his collaborators. Confirmatory analyzes were conducted on data from 173 other parents to test two exploratory models and the original model of Ferguson. It has also been tested on data from 305 professionals (paramedical professionals and teachers) and on the whole sample (parents and professionals). The results suggest a better match of the original three-factor model. In addition, Cronbach's alpha coefficients and inter-item correlations showed a good internal consistency for these three factors. Finally, variance analysis and regressions were performed to test the effect of the nationality of the parents, the child's level of autonomy, the child's level of communication, and on the perceived stress by experienced professionals. CONCLUSION ALES-vf, after our adaptation has good psychometric properties for use not only with parents but also with professionals (teachers, educators, psychologists) working with children with ASD. Our analyses showed that the nationality of the parents does not significantly influence the subscales « threat » and « challenge » of ALES-vf, which makes it usable in other Francophone countries. Specificities in the subscales were identified based on group membership (parents and professionals). For example parents get higher average scores on subscales « loss » and « threat » and a lower average score on the subscale « challenge », compared to professionals. Finally, regarding the specifics found among professionals, the results show that the years of experience have an effect on perceived stress. Specifically, teachers and educators who have more experience perceive their work with children with ASD as a challenge. This is consistent with the results of studies showing that teachers who have had experience with children with ASD had less difficulty in their interventions.
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Affiliation(s)
- É Cappe
- Laboratoire de psychopathologie et processus de santé (LPPS - EA4057), institut de psychologie, université Paris Descartes, Sorbonne Paris Cité, Bureau 4087, 71, avenue Edouard-Vaillant, 92100 Boulogne-Billancourt, France.
| | - N Poirier
- Département de psychologie, université du Québec à Montréal, C.P. 8888 succursale Centre-ville, Montréal, Québec, H3C 3P8 Canada
| | - É Boujut
- Laboratoire de psychopathologie et processus de santé (LPPS - EA4057), institut de psychologie, université Paris Descartes, Sorbonne Paris Cité, Bureau 4087, 71, avenue Edouard-Vaillant, 92100 Boulogne-Billancourt, France
| | - N Nader-Grosbois
- Institut de recherche en sciences psychologiques, université catholique de Louvain, place de l'Université 1, 1348 Louvain, Belgique
| | - C Dionne
- Département de psychoéducation, université du Québec à Trois-Rivières, 3351, boulevard des Forges, Trois-Rivières, QC, G9A 5H7 Canada
| | - A Boulard
- Service de psychologie clinique de l'enfant et de l'adolescent, département de psychologie et cliniques des systèmes humains, université de Liège, place du 20-Août-7, 4000 Liège, Belgique
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Davis JM, Finke E, Hickerson B. Service Delivery Experiences and Intervention Needs of Military Families with Children with ASD. J Autism Dev Disord 2016; 46:1748-61. [DOI: 10.1007/s10803-016-2706-8] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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McConachie H, Parr JR, Glod M, Hanratty J, Livingstone N, Oono IP, Robalino S, Baird G, Beresford B, Charman T, Garland D, Green J, Gringras P, Jones G, Law J, Le Couteur AS, Macdonald G, McColl EM, Morris C, Rodgers J, Simonoff E, Terwee CB, Williams K. Systematic review of tools to measure outcomes for young children with autism spectrum disorder. Health Technol Assess 2015; 19:1-506. [PMID: 26065374 PMCID: PMC4781156 DOI: 10.3310/hta19410] [Citation(s) in RCA: 161] [Impact Index Per Article: 17.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
Abstract
BACKGROUND The needs of children with autism spectrum disorder (ASD) are complex and this is reflected in the number and diversity of outcomes assessed and measurement tools used to collect evidence about children's progress. Relevant outcomes include improvement in core ASD impairments, such as communication, social awareness, sensory sensitivities and repetitiveness; skills such as social functioning and play; participation outcomes such as social inclusion; and parent and family impact. OBJECTIVES To examine the measurement properties of tools used to measure progress and outcomes in children with ASD up to the age of 6 years. To identify outcome areas regarded as important by people with ASD and parents. METHODS The MeASURe (Measurement in Autism Spectrum disorder Under Review) research collaboration included ASD experts and review methodologists. We undertook systematic review of tools used in ASD early intervention and observational studies from 1992 to 2013; systematic review, using the COSMIN checklist (Consensus-based Standards for the selection of health Measurement Instruments) of papers addressing the measurement properties of identified tools in children with ASD; and synthesis of evidence and gaps. The review design and process was informed throughout by consultation with stakeholders including parents, young people with ASD, clinicians and researchers. RESULTS The conceptual framework developed for the review was drawn from the International Classification of Functioning, Disability and Health, including the domains 'Impairments', 'Activity Level Indicators', 'Participation', and 'Family Measures'. In review 1, 10,154 papers were sifted - 3091 by full text - and data extracted from 184; in total, 131 tools were identified, excluding observational coding, study-specific measures and those not in English. In review 2, 2665 papers were sifted and data concerning measurement properties of 57 (43%) tools were extracted from 128 papers. Evidence for the measurement properties of the reviewed tools was combined with information about their accessibility and presentation. Twelve tools were identified as having the strongest supporting evidence, the majority measuring autism characteristics and problem behaviour. The patchy evidence and limited scope of outcomes measured mean these tools do not constitute a 'recommended battery' for use. In particular, there is little evidence that the identified tools would be good at detecting change in intervention studies. The obvious gaps in available outcome measurement include well-being and participation outcomes for children, and family quality-of-life outcomes, domains particularly valued by our informants (young people with ASD and parents). CONCLUSIONS This is the first systematic review of the quality and appropriateness of tools designed to monitor progress and outcomes of young children with ASD. Although it was not possible to recommend fully robust tools at this stage, the review consolidates what is known about the field and will act as a benchmark for future developments. With input from parents and other stakeholders, recommendations are made about priority targets for research. FUTURE WORK Priorities include development of a tool to measure child quality of life in ASD, and validation of a potential primary outcome tool for trials of early social communication intervention. STUDY REGISTRATION This study is registered as PROSPERO CRD42012002223. FUNDING The National Institute for Health Research Health Technology Assessment programme.
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Affiliation(s)
- Helen McConachie
- Institute of Health and Society, Newcastle University, Newcastle upon Tyne, UK
| | - Jeremy R Parr
- Institute of Neuroscience, Newcastle University, Newcastle upon Tyne, UK
| | - Magdalena Glod
- Institute of Health and Society, Newcastle University, Newcastle upon Tyne, UK
| | - Jennifer Hanratty
- School of Sociology, Social Policy and Social Work, Queen's University Belfast, Belfast, Northern Ireland, UK
| | - Nuala Livingstone
- School of Sociology, Social Policy and Social Work, Queen's University Belfast, Belfast, Northern Ireland, UK
| | - Inalegwu P Oono
- Institute of Health and Society, Newcastle University, Newcastle upon Tyne, UK
| | - Shannon Robalino
- Institute of Health and Society, Newcastle University, Newcastle upon Tyne, UK
| | - Gillian Baird
- Guy's and St Thomas' NHS Foundation Trust, London, UK
| | | | - Tony Charman
- Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Deborah Garland
- National Autistic Society North East Autism Resource Centre, Newcastle upon Tyne, UK
| | - Jonathan Green
- Institute of Brain, Behaviour and Mental Health, University of Manchester, Manchester, UK
| | - Paul Gringras
- Guy's and St Thomas' NHS Foundation Trust, London, UK
| | - Glenys Jones
- School of Education, University of Birmingham, Birmingham, UK
| | - James Law
- Institute of Health and Society, Newcastle University, Newcastle upon Tyne, UK
| | - Ann S Le Couteur
- Institute of Health and Society, Newcastle University, Newcastle upon Tyne, UK
| | - Geraldine Macdonald
- School of Sociology, Social Policy and Social Work, Queen's University Belfast, Belfast, Northern Ireland, UK
| | - Elaine M McColl
- Institute of Health and Society, Newcastle University, Newcastle upon Tyne, UK
| | - Christopher Morris
- PenCRU, Child Health Group, University of Exeter Medical School, University of Exeter, Exeter, UK
| | - Jacqueline Rodgers
- Institute of Neuroscience, Newcastle University, Newcastle upon Tyne, UK
| | - Emily Simonoff
- Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Caroline B Terwee
- Department of Epidemiology and Biostatistics, VU University Medical Center, Amsterdam, The Netherlands
| | - Katrina Williams
- University of Melbourne, Royal Children's Hospital and Murdoch Childrens Research Institute, Melbourne, Australia
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Pickard KE, Ingersoll BR. Quality versus quantity: The role of socioeconomic status on parent-reported service knowledge, service use, unmet service needs, and barriers to service use. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2015; 20:106-15. [PMID: 25948601 DOI: 10.1177/1362361315569745] [Citation(s) in RCA: 82] [Impact Index Per Article: 9.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
Research within the autism spectrum disorder field has emphasized the role of socioeconomic status in shaping parents' ability to access services for their child with autism spectrum disorder. However, research has yet to explore the possible mechanisms underlying this relationship. This study sought to address this research gap by examining the following questions: (1) Does parents' service knowledge mediate the relationship between parent socioeconomic status and parents' autism spectrum disorder service use? (2) What are parents' reported service needs and service barriers, and do these needs vary across higher and lower socioeconomic status groups? Quantitative results from 244 parents of a child with autism spectrum disorder indicate that parents' autism spectrum disorder service knowledge partially mediates the relationship between parent socioeconomic status and parents' autism spectrum disorder service use. Qualitative findings helped to clarify this relationship by suggesting that both high and low socioeconomic status parents are aware of their child's basic autism spectrum disorder needs. However, low socioeconomic status parents more often report needing more information about services and more in-home services and emphasize that a number of structural barriers impede their ability to meet their child's autism spectrum disorder needs. On the other hand, high socioeconomic status parents more often report a need for "higher quality services," possibly reflecting their better recognition of best practice guidelines. These results highlight the need for a multi-pronged approach to tackling unmet service needs within the autism spectrum disorder field.
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Cappe E, Rougé MC, Boujut E. Burnout des professionnels de l’éducation spécialisée intervenant auprès d’individus ayant un trouble du spectre de l’autisme: rôle des antécédents psychosociaux et des processus transactionnels. PSYCHOLOGIE DU TRAVAIL ET DES ORGANISATIONS 2015. [DOI: 10.1016/s1420-2530(16)30013-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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19
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Wei X, Wagner M, Christiano ER, Shattuck P, Yu JW. Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School. THE JOURNAL OF SPECIAL EDUCATION 2014; 48:167-179. [PMID: 25419002 PMCID: PMC4235523 DOI: 10.1177/0022466913483576] [Citation(s) in RCA: 36] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National Longitudinal Transition Study-2 (NLTS2), this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary-school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary-school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary-school peers. Both disability severity and demographic characteristics were associated with differences in special education service receipt rates.
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Affiliation(s)
- Xin Wei
- Center for Education and Human Services, SRI International, 333 Ravenswood Avenue, BS169, Menlo Park, CA 94025-3493
| | - Mary Wagner
- Center for Education and Human Services, SRI International, 333 Ravenswood Avenue, BS 154, Menlo Park, CA 94025-3493
| | - Elizabeth R.A. Christiano
- Center for Technology in Learning, SRI International, 333 Ravenswood Avenue, BN267, Menlo Park, CA 94025-3493
| | - Paul Shattuck
- Washington University, Campus Box 1196, 1 Brookings Dr, St Louis, MO 63130
| | - Jennifer W. Yu
- Center for Education and Human Services, SRI International, 333 Ravenswood Avenue, BS162, Menlo Park, CA 94025-3493
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Joyce HD, Hoffman J, Anderson-Butcher D, Moodie-Dyer A. Fiscal mapping autism spectrum disorder funds: a case study of Ohio. ACTA ACUST UNITED AC 2014; 13:297-316. [PMID: 25222703 DOI: 10.1080/1536710x.2014.961114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Individuals with autism spectrum disorders (ASDs) have complex needs requiring regular service utilization. Policymakers, administrators, and community leaders are looking for ways to finance ASD services and systems. Understanding the fiscal resources that support ASD services is essential. This article uses fiscal mapping to explore ASD funding streams in Ohio. Fiscal mapping steps are overviewed to assist ASD stakeholders in identifying and examining ASD-related funding. Implications are drawn related to how fiscal mapping could be used to identify and leverage funding for ASD services. The resulting information is critical to utilizing existing resources, advocating for resources, and leveraging available funds.
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Affiliation(s)
- Hilary D Joyce
- a Department of Sociology, Anthropology, and Social Work , Auburn University , Auburn , Alabama , USA
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21
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Hoogsteen L, Woodgate RL. Embracing autism in Canadian rural communities. Aust J Rural Health 2014; 21:178-82. [PMID: 23782286 DOI: 10.1111/ajr.12030] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/28/2013] [Indexed: 11/27/2022] Open
Abstract
OBJECTIVE The purpose of this study was to explore the lived experience of Canadian parents living in rural areas who were parenting a child with autism. DESIGN A phenomenological design described by van Manen was applied to guide this study. SETTING This study took place in rural communities of Western Canada. PARTICIPANTS Purposive sampling was used to recruit 26 families parenting a child with autism in rural communities. Participants ranged in age from 26 to 50 years old and lived an average of 197 kilometres away from an urban city. INTERVENTIONS Parents of children with autism took part in audio-taped, in-depth interviews. A total of 26 open-ended interviews were completed over four months with an average of 83 minutes per interview. MAIN OUTCOME MEASURES All interviews and field notes were transcribed verbatim and analyzed using van Manen's selective highlighting approach. RESULTS When describing the characteristics of living rurally while parenting a child with autism, parents reported that the rural community had (i) less of everything, (ii) safety and familiarity, and (iii) a family of support. Parents believed that although there were disadvantages to living in a rural community, parents felt isolated in terms of services but not in terms of the support received by the community. CONCLUSION The results of this study add to our knowledge of parenting experiences with attention to the rural experience and furthermore, recommendations for nurses and health care professionals were provided.
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Affiliation(s)
- Lindsey Hoogsteen
- Faculty of Nursing, University of Manitoba, Winnipeg, Manitoba, Canada.
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22
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Commitment to classroom model philosophy and burnout symptoms among high fidelity teachers implementing preschool programs for children with autism spectrum disorders. J Autism Dev Disord 2013; 43:345-60. [PMID: 22706583 DOI: 10.1007/s10803-012-1573-1] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Teacher commitment to classroom model philosophy and burnout were explored in a sample of 53 teachers implementing three preschool models at high levels of fidelity for students with autism: Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH); Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP); and high quality special education programs (HQSEP's). Relative to the other groups, LEAP teachers reported significantly higher levels of commitment to LEAP philosophy while TEACCH teachers did not report significantly higher commitment levels to TEACCH philosophy. Teachers in HQSEP's reported similar levels of commitment to TEACCH and LEAP. Burnout was also low to moderate in this sample relative to normative data. Implications for school districts and teachers are discussed.
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23
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Stadnick NA, Drahota A, Brookman-Frazee L. Parent Perspectives of an Evidence-Based Intervention for Children with Autism Served in Community Mental Health Clinics. JOURNAL OF CHILD AND FAMILY STUDIES 2013; 22:414-422. [PMID: 24019736 PMCID: PMC3765032 DOI: 10.1007/s10826-012-9594-0] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
Research suggests that improvements to community mental health (CMH) care for children with autism spectrum disorders (ASD) are needed. Recent research examining the feasibility of training CMH therapists to deliver a package of evidence-based practice intervention strategies (EBPs) targeting challenging behaviors for school-age children with ASD offers initial support for such efforts to improve care. Specifically, quantitative data from a recent pilot study indicate that CMH therapists with limited ASD experience can deliver an EBP intervention with fidelity and perceive it as useful to their practice. Further, client attendance is high and children demonstrate improvement on standardized measures. To further understand the feasibility and impact of training CMH therapists to deliver EBPs, this mixed-methods study examined parent perspectives of the process and impact of outpatient psychotherapy for 13 parents of children ages 5-13 with ASD whose therapists were trained to deliver the EBP intervention. Results complement and expand previously reported quantitative data on psychotherapy process indicating that parents are highly involved in treatment for their children, perceive a strong therapeutic alliance with their children's therapist, and highlight that treatment was different once therapists began delivering the intervention. Results also indicate themes related to parents' perceptions of positive child and parent outcomes that provide important details on the specific gains that were observed during treatment. Study findings underscore the importance of parent perspectives in understanding the process and impact of implementing EBPs in CMH settings for families of children with ASD.
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Affiliation(s)
- Nicole A. Stadnick
- San Diego State University/University of California, San Diego Joint Doctoral Program in Clinical Psychology, San Diego, CA, USA. Child and Adolescent Services Research Center, Rady Children’s Hospital-San Diego, San Diego, CA, USA
| | - Amy Drahota
- Child and Adolescent Services Research Center, Rady Children’s Hospital-San Diego, San Diego, CA, USA. Department of Psychiatry, University of California, San Diego, San Diego, CA, USA
| | - Lauren Brookman-Frazee
- Child and Adolescent Services Research Center, Rady Children’s Hospital-San Diego, San Diego, CA, USA. Department of Psychiatry, University of California, San Diego, San Diego, CA, USA
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24
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Brookman-Frazee L, Baker-Ericzén M, Stadnick N, Taylor R. Parent Perspectives on Community Mental Health Services for Children with Autism Spectrum Disorders. JOURNAL OF CHILD AND FAMILY STUDIES 2012; 21:10.1007/s10826-011-9506-8. [PMID: 24244083 PMCID: PMC3826258 DOI: 10.1007/s10826-011-9506-8] [Citation(s) in RCA: 55] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Abstract
The community mental health (CMH) system provides treatment for behavioral and psychiatric problems in children with autism spectrum disorders (ASD). Although parent stakeholder perspectives are important to improving care, these perspectives have not been systematically examined for this population in the CMH sector. Twenty-one semi-structured qualitative interviews were conducted with parents of children with ASD who received services in CMH clinics. Themes related to child clinical histories, service access and experiences with the CMH system revealed a specific trajectory of service need identification, obtaining a diagnosis, and experience with services. Each trajectory stage was marked by high parent stress. Results provide information about the characteristics of children with ASD served in community mental health clinics and direction for targeted improvement efforts.
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Affiliation(s)
- Lauren Brookman-Frazee
- Department of Psychiatry, University of California, San Diego, CA, USA. Child and Adolescent Services Research Center at Rady Children’s Hospital, San Diego, CA, USA
| | - Mary Baker-Ericzén
- Child and Adolescent Services Research Center at Rady Children’s Hospital, San Diego, CA, USA
| | - Nicole Stadnick
- Child and Adolescent Services Research Center at Rady Children’s Hospital, San Diego, CA, USA. San Diego State University/University of California, San Diego Joint Doctoral Program in Clinical Psychology, San Diego, CA, USA
| | - Robin Taylor
- Department of Psychiatry, University of California, San Diego, CA, USA. Child and Adolescent Services Research Center at Rady Children’s Hospital, San Diego, CA, USA
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25
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Simpson RL, Mundschenk NA, Heflin LJ. Issues, Policies, and Recommendations for Improving the Education of Learners With Autism Spectrum Disorders. JOURNAL OF DISABILITY POLICY STUDIES 2011. [DOI: 10.1177/1044207310394850] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Children and youth with autism spectrum disorders (ASD) create significant challenges to educators and the educational system not only based on their ever-increasing numbers but also because of the questions and debates surrounding how best to provide them an appropriate and effective education. These issues include the skills, knowledge, and professional credentials of educators who teach learners with ASD, which settings are best suited for their educational experiences, and what and how children and youth with ASD should be taught. In this article the authors address these three core elements that underpin the education of pupils with ASD and offer recommendations for improving the present system.
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26
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Hall HR, Graff JC. Parenting Challenges in Families of Children with Autism: A Pilot Study. ACTA ACUST UNITED AC 2010; 33:187-204. [DOI: 10.3109/01460862.2010.528644] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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27
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Lawrence DH, Alleckson DA, Bjorklund P. Beyond the roadblocks: transitioning to adulthood with Asperger's disorder. Arch Psychiatr Nurs 2010; 24:227-38. [PMID: 20650368 DOI: 10.1016/j.apnu.2009.07.004] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/04/2009] [Revised: 07/23/2009] [Accepted: 07/27/2009] [Indexed: 11/29/2022]
Abstract
Growing up with Asperger's disorder is complex and fraught with difficulty. Although the literature includes some research related to the transition of youth with Asperger's disorder to school and employment, none pertains to the transition to adulthood and independent living. Although a marginal number of young adults with Asperger's disorder eventually achieve independence, many of them continue to depend on families for supportive services. Currently, health care organizations and social services lack coherent, integrated systems to assist youth with Asperger's disorder and their families with the out-of-home transition. To better facilitate the process, this article reviews the literature on Asperger's disorder, leading to a comprehensive, evidence-based transition assessment guide framed by A. Maslow's (1972) hierarchy of needs.
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28
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Firat Sipal R, Bayhan P. Service Delivery for Children Who Are Deaf: Thoughts of Families in Turkey. JOURNAL OF DISABILITY POLICY STUDIES 2010. [DOI: 10.1177/1044207310363434] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Laws mandate early intervention programs across many different countries, such as the United States, the countries of the European Union, and Turkey. Studies have shown that such programs can be critical to the healthy development of children with disabilities, especially those who are deaf. Furthermore, research addressing the delivery of early intervention programs offers guidelines that, when followed, presumably maximize the programs’ intended benefits. In this study, the authors used a quasi-mixed, monostrand method to investigate how families of children with disabilities in Turkey perceived the service delivery they were receiving. Organizing their perceptions under a framework related to the Turkish-law-mandated guidelines, the authors found that the provision of services varied greatly from one professional team task to the next. Implications for the improvement of service delivery are discussed.
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