Literaturnachweis - Detailanzeige
Autor/inn/en | Hurwich-Reiss, Eliana; Chlebowski, Colby; Lind, Teresa; Martinez, Kassandra; Best, Karin M.; Brookman-Frazee, Lauren |
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Titel | Characterizing Therapist Delivery of Evidence-Based Intervention Strategies in Publicly Funded Mental Health Services for Children with Autism Spectrum Disorder: Differentiating Practice Patterns in Usual Care and AIM HI Delivery |
Quelle | In: Autism: The International Journal of Research and Practice, 25 (2021) 6, S.1709-1720 (12 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Hurwich-Reiss, Eliana) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1362-3613 |
DOI | 10.1177/13623613211001614 |
Schlagwörter | Autism; Pervasive Developmental Disorders; Evidence Based Practice; Intervention; Allied Health Personnel; Mental Health; Psychotherapy; Program Effectiveness; Behavior Modification; Behavior Problems; Training; Child Behavior; Parent Education; Parent Role; Skill Development; Children; Early Adolescents; Individual Characteristics; Teaching Methods; Learner Engagement; Eyberg Child Behavior Inventory; Autism Diagnostic Observation Schedule; Social Responsiveness Scale Autismus; Psychohygiene; Psychotherapie; Behaviour modification; Verhaltensänderung; Ausbildung; Parents education; Elternbildung; Elternschule; Parental role; Elternrolle; Kompetenzentwicklung; Qualifikationsentwicklung; Child; Kind; Kinder; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Teaching method; Lehrmethode; Unterrichtsmethode |
Abstract | This study identified patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder within publicly funded mental health services and compared patterns for therapists delivering usual care to those trained in AIM HI ("An Individualized Mental Health Intervention for ASD"). Data were drawn from a randomized community effectiveness trial and included a subsample of 159 therapists (86% female) providing outpatient or school-based psychotherapy. Therapist strategies were measured via observational coding of psychotherapy session recordings. Exploratory factor analysis used to examine patterns of strategy delivery showed that among therapists in the usual care condition, strategies loaded onto the single factor, "General Strategies," whereas for therapists in the AIM HI training condition, strategies grouped onto two factors, "Autism Engagement Strategies" and "Active Teaching Strategies." Among usual care therapists, "General Strategies" were associated with an increase in child behavior problems, whereas for AIM HI therapists, "Active Teaching Strategies" were associated with reductions in child behavior problems over 18 months. Results support the effectiveness of training therapists in evidence-based interventions to increase the specificity of strategies delivered to children with autism spectrum disorder served in publicly funded mental health settings. Findings also support the use of active teaching strategies in reducing challenging behaviors. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |