Treatment acceptability in parent-mediated interventions: Considerations for maximizing outcomes for children with autism.

2021 ◽  
Author(s):  
Georgina J. Rosenbrock ◽  
Emily R. Jellinek ◽  
Dieu M. Truong ◽  
Shannon L. McKee ◽  
Christian M. Stewart ◽  
...  
Keyword(s):  
Children With Autism ◽  
Treatment Acceptability ◽  
Outcomes For Children

scholarly journals Individual and organizational characteristics predicting intervention use for children with autism in schools

Autism ◽  
2019 ◽  
Vol 24 (5) ◽  
pp. 1152-1163 ◽  
Author(s):  
Jill Locke ◽  
Christina Kang-Yi ◽  
Lindsay Frederick ◽  
David S Mandell
Keyword(s):  
Social Engagement ◽  
School Personnel ◽  
Children With Autism ◽  
Positive Influence ◽  
Individual Growth ◽  
Evidence Based ◽  
Post Intervention ◽  
Intervention Training ◽  
Positive Individual ◽  
Outcomes For Children

Several interventions have demonstrated efficacy in improving social outcomes for children with autism, but they often are not used in schools. This study examined individual and organizational factors associated with the use of a research-informed social engagement intervention, Remaking Recess, for children with autism in elementary schools. A total of 28 school personnel from 12 schools in 5 districts in the northeastern United States participated. Schools were randomized to (1) training in Remaking Recess only or (2) training in Remaking Recess with implementation support. School personnel rated their attitudes about evidence-based practices, organizational readiness, and fidelity. Independent observers rated school personnel’s fidelity at baseline (pre-intervention training) and exit (post-intervention training). The results suggest that self-rated fidelity was lower when staff perceived the use of Remaking Recess was required; however, observer-rated fidelity was lower when staff rated Remaking Recess as appealing. In addition, self-rated fidelity was higher when there was a sufficient number of staff, positive individual growth, and organizational adaptability. The results also indicated higher observer-rated fidelity when staff perceived a positive influence over their coworkers. The results suggest that both individual (attitudes) and organizational (influence, staffing, growth, adaptability) characteristics may affect implementation success in schools. A collaborative decision-making approach for evidence-based practice use is recommended. Lay abstract Several interventions or treatment programs have been shown through research to improve social outcomes for children with autism, but they often are not used in schools. This study examined individual (school personnel) and organizational (school level) factors associated with the use of a research-informed social engagement intervention, Remaking Recess, for children with autism in elementary schools. A total of 28 school personnel from 12 schools in 5 districts in the northeastern United States participated. Schools were randomly assigned to (1) training in Remaking Recess only or (2) training in Remaking Recess with implementation support (tailored strategies to remove barriers to increase use of Remaking Recess). School personnel rated their attitudes about research-informed interventions, organizational readiness (school’s readiness to use a research-informed intervention), and fidelity or the degree to which an intervention is used as it was originally designed. Observers rated school personnel’s fidelity at baseline (pre-intervention training) and exit (post-intervention training). The results suggest that self-rated fidelity was lower when staff perceived the use of Remaking Recess was required; however, observer-rated fidelity was lower when staff rated Remaking Recess as appealing. In addition, self-rated fidelity was higher when there was a sufficient number of staff, positive individual growth, and organizational adaptability. The results also indicated higher observer-rated fidelity when staff perceived positive influence over their coworkers. The results suggest that both individual (attitudes) and organizational (influence, staffing, growth, adaptability) characteristics may affect implementation success in schools. A collaborative decision-making approach for evidence-based practice use is recommended.

Do Insurance Mandates Affect Racial Disparities in Outcomes for Children with Autism?

2016 ◽  
Vol 21 (2) ◽  
pp. 351-366 ◽  
Author(s):  
Pratik Doshi ◽  
J. Mick Tilford ◽  
Songthip Ounpraseuth ◽  
Dennis Z. Kuo ◽  
Nalin Payakachat
Keyword(s):  
Racial Disparities ◽  
Children With Autism ◽  
Insurance Mandates ◽  
Outcomes For Children

scholarly journals Correction to: Do Insurance Mandates Affect Racial Disparities in Outcomes for Children with Autism?

2019 ◽  
Vol 23 (5) ◽  
pp. 704-709
Author(s):  
Pratik Doshi ◽  
J. Mick Tilford ◽  
Songthip Ounpraseuth ◽  
Dennis Z. Kuo ◽  
Nalin Payakachat
Keyword(s):  
Racial Disparities ◽  
Children With Autism ◽  
Insurance Mandates ◽  
Outcomes For Children

FC05-06 - Comparison of two-year outcomes for children with autism receiving high versus low-intensity behavioral intervention

2011 ◽  
Vol 26 (S2) ◽  
pp. 1839-1839 ◽  
Author(s):  
D. Granpeesheh ◽  
A. Kenzer ◽  
J. Tarbox
Keyword(s):  
Behavioral Intervention ◽  
High Intensity ◽  
Challenging Behavior ◽  
Independent Living ◽  
Children With Autism ◽  
Treatment Needs ◽  
Evidence Based Treatment ◽  
Low Intensity ◽  
Outcomes For Children ◽  
Living Skills

IntroductionBehavioral intervention is an evidence-based treatment for children with autism but there still exists some disagreement regarding how intensive the treatment needs to be. Little previous research has directly compared the effects of high to low-intensity behavioral intervention.ObjectivesTo compare the effects of high versus low-intensity behavioral intervention.AimsCompare outcomes in the area of diagnostic classification, intellectual functioning, executive functions, challenging behavior, language, socialization, and independent living skills after two years of treatment.Methods60 children with autism, under five years old, comprised two groups who received behavioral intervention services. The high-intensity group received 25–35 hours per week for two years and the low-intensity group received 8–15 hours per week of treatment. For all participants, a comprehensive battery of assessments was conducted prior to treatment and at annual intervals.ResultsThe high-intensity group outperformed the low-intensity group on all measures after two years of treatment.ConclusionsThis study provides further evidence that high intensity behavioral intervention produces greater gains than low-intensity treatment and the results suggest that children with autism under the age of five years should receive access to high-intensity treatment

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