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

Autor/inn/en	Hurwich-Reiss, Eliana; Chlebowski, Colby; Lind, Teresa; Martinez, Kassandra; Best, Karin M.; Brookman-Frazee, Lauren
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01