Stakeholder Informed Development of the Emotion Awareness and Skills Enhancement Team-Based Program (EASE-Teams)

Autor/inn/en	Beck, Kelly B.; Northrup, Jessie B.; Breitenfeldt, Kaitlyn E.; Porton, Shannon; Day, Taylor N.; MacKenzie, Kristen T.; Conner, Caitlin M.; Mazefsky, Carla A.
Titel	Stakeholder Informed Development of the Emotion Awareness and Skills Enhancement Team-Based Program (EASE-Teams)
Quelle	In: Autism: The International Journal of Research and Practice, 26 (2022) 3, S.586-600 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Northrup, Jessie B.) ORCID (Conner, Caitlin M.) ORCID (Mazefsky, Carla A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613211061936
Schlagwörter	Stakeholders; Program Development; Emotional Response; Autism; Pervasive Developmental Disorders; Metacognition; Intervention; Cooperation; Elementary School Students; Intellectual Disability; Program Evaluation; Adolescents; Adults; Child Behavior; Caregivers; Aberrant Behavior Checklist; Child Behavior Checklist; Parenting Stress Index + Suchen Sie Ihr Suchwort? Programmplanung; Emotionales Verhalten; Autismus; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Co-operation; Kooperation; Intellect; Disability; Disabilities; Verstand; Behinderung; Programme evaluation; Programmevaluation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Caregiver; Carer; Betreuungsperson; Pfleger
Abstract	Emotion dysregulation (ED) underlies psychiatric symptoms and impedes adaptive responses in autistic individuals. The Emotion Awareness and Skills Enhancement (EASE) program was the first mindfulness-based intervention designed to target emotion dysregulation in autistic adolescents (12-17 years old). This project partnered with stakeholders to adapt EASE for autistic adolescents and adults with co-occurring intellectual disability and autistic elementary-aged children, groups who often benefit from caregiver support in treatment. Over three adaptation phases, we: (1) elicited stakeholder and expert feedback to adapt the original EASE program for autistic individuals with intellectual disability; (2) redesigned the adapted manual and expanded the target age range following a small "micro-trial" with a sample of autistic adolescents and adults with intellectual disability (n = 6); and (3) demonstrated feasibility and acceptability of a caregiver-client team-based approach (EASE-Teams) in a sample of 10 autistic individuals with and without intellectual disability (ages 7-25) and their caregivers. EASE-Teams was both acceptable and helpful to families. Significant improvements were noted in participant emotion dysregulation, psychiatric symptoms, and caregiver stress from their child's dysregulation. Findings suggest that EASE-Teams may be appropriate for heterogeneous developmental and cognitive needs. Future research to establish efficacy and refine EASE-Teams with community providers is warranted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01