3 recherche sur le mot-clé 'disciplinary-boundaries'

Childhood developmental disorders: an academic and clinical convergence point for psychiatry, neurology, psychology and pediatrics / Allan L. REISS in Journal of Child Psychology and Psychiatry, 50-1-2 (January/February 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-1-2 (January/February 2009) . - p.87-98 Titre : Childhood developmental disorders: an academic and clinical convergence point for psychiatry, neurology, psychology and pediatrics Type de document : texte imprimé Auteurs : Allan L. REISS, Auteur Année de publication : 2009 Article en page(s) : p.87-98 Langues : Anglais (eng) Mots-clés : Autism fragile-X-syndrome Rett-syndrome interdisciplinary-training developmental-disorder brain-development genetic-risk-factor neurogenetic-disorder academic-medicine clinical-neuroscience disciplinary-boundaries Index. décimale : PER Périodiques Résumé : Background: Significant advances in understanding brain development and behavior have not been accompanied by revisions of traditional academic structure. Disciplinary isolation and a lack of meaningful interdisciplinary opportunities are persistent barriers in academic medicine. To enhance clinical practice, research, and training for the next generation, academic centers will need to take bold steps that challenge traditional departmental boundaries. Such change is not only desirable but, in fact, necessary to bring about a truly innovative and more effective approach to treating disorders of the developing brain. Methods: I focus on developmental disorders as a convergence point for transcending traditional academic boundaries. First, the current taxonomy of developmental disorders is described with emphasis on how current diagnostic systems inadvertently hinder research progress. Second, I describe the clinical features of autism, a phenomenologically defined condition, and Rett and fragile X syndromes, neurogenetic diseases that are risk factors for autism. Finally, I describe how the fields of psychiatry, psychology, neurology, and pediatrics now have an unprecedented opportunity to promote an interdisciplinary approach to training, research, and clinical practice and, thus, advance a deeper understanding of developmental disorders. Results: Research focused on autism is increasingly demonstrating the heterogeneity of individuals diagnosed by DSM criteria. This heterogeneity hinders the ability of investigators to replicate research results as well as progress towards more effective, etiology-specific interventions. In contrast, fragile X and Rett syndromes are 'real' diseases for which advances in research are rapidly accelerating towards more disease-specific human treatment trials. Conclusions: A major paradigm shift is required to improve our ability to diagnose and treat individuals with developmental disorders. This paradigm shift must take place at all levels – training, research and clinical activity. As clinicians and scientists who are currently constrained by disciplinary-specific history and training, we must move towards redefining ourselves as clinical neuroscientists with shared interests and expertise that permit a more cohesive and effective approach to improving the lives of patients. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02046.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=694 [article] Childhood developmental disorders: an academic and clinical convergence point for psychiatry, neurology, psychology and pediatrics [texte imprimé] / Allan L. REISS, Auteur . - 2009 . - p.87-98. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-1-2 (January/February 2009) . - p.87-98 Mots-clés : Autism fragile-X-syndrome Rett-syndrome interdisciplinary-training developmental-disorder brain-development genetic-risk-factor neurogenetic-disorder academic-medicine clinical-neuroscience disciplinary-boundaries Index. décimale : PER Périodiques Résumé : Background: Significant advances in understanding brain development and behavior have not been accompanied by revisions of traditional academic structure. Disciplinary isolation and a lack of meaningful interdisciplinary opportunities are persistent barriers in academic medicine. To enhance clinical practice, research, and training for the next generation, academic centers will need to take bold steps that challenge traditional departmental boundaries. Such change is not only desirable but, in fact, necessary to bring about a truly innovative and more effective approach to treating disorders of the developing brain. Methods: I focus on developmental disorders as a convergence point for transcending traditional academic boundaries. First, the current taxonomy of developmental disorders is described with emphasis on how current diagnostic systems inadvertently hinder research progress. Second, I describe the clinical features of autism, a phenomenologically defined condition, and Rett and fragile X syndromes, neurogenetic diseases that are risk factors for autism. Finally, I describe how the fields of psychiatry, psychology, neurology, and pediatrics now have an unprecedented opportunity to promote an interdisciplinary approach to training, research, and clinical practice and, thus, advance a deeper understanding of developmental disorders. Results: Research focused on autism is increasingly demonstrating the heterogeneity of individuals diagnosed by DSM criteria. This heterogeneity hinders the ability of investigators to replicate research results as well as progress towards more effective, etiology-specific interventions. In contrast, fragile X and Rett syndromes are 'real' diseases for which advances in research are rapidly accelerating towards more disease-specific human treatment trials. Conclusions: A major paradigm shift is required to improve our ability to diagnose and treat individuals with developmental disorders. This paradigm shift must take place at all levels – training, research and clinical activity. As clinicians and scientists who are currently constrained by disciplinary-specific history and training, we must move towards redefining ourselves as clinical neuroscientists with shared interests and expertise that permit a more cohesive and effective approach to improving the lives of patients. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02046.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=694

Medical Treatment and Interdisciplinary Collaboration / Megan ST CLAIR  

Public ISBD in Evidence-Based Treatment for Children with Autism. The CARD Model / Doreen GRANPEESHEH Titre : Medical Treatment and Interdisciplinary Collaboration Type de document : texte imprimé Auteurs : Megan ST CLAIR, Auteur ; Doreen GRANPEESHEH, Auteur Année de publication : 2014 Importance : p.481-499 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  evidence-based treatment  collaboration  inter-disciplinary  team  clinician Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : Autism spectrum disorder is a broad spectrum disorder that affects virtually every area of functioning, so it is not surprising that virtually every human service discipline becomes involved in autism treatment at some point. Clinicians providing evidence-based treatment are therefore required to interact professionally with a large variety of disciplines, including teachers, school psychologists, nurses, medical doctors, speech and language pathologists, physical therapists, occupational therapists, and others. Effective and efficient collaboration among disciplines can often be challenging because each discipline approaches similar problems from widely divergent perspectives. This chapter gives practical advice on how to collaborate productively across disciplines while avoiding common pitfalls. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00024-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 in Evidence-Based Treatment for Children with Autism. The CARD Model / Doreen GRANPEESHEH Medical Treatment and Interdisciplinary Collaboration [texte imprimé] / Megan ST CLAIR, Auteur ; Doreen GRANPEESHEH, Auteur . - 2014 . - p.481-499. Langues : Anglais (eng) Mots-clés : autism spectrum disorder  evidence-based treatment  collaboration  inter-disciplinary  team  clinician Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : Autism spectrum disorder is a broad spectrum disorder that affects virtually every area of functioning, so it is not surprising that virtually every human service discipline becomes involved in autism treatment at some point. Clinicians providing evidence-based treatment are therefore required to interact professionally with a large variety of disciplines, including teachers, school psychologists, nurses, medical doctors, speech and language pathologists, physical therapists, occupational therapists, and others. Effective and efficient collaboration among disciplines can often be challenging because each discipline approaches similar problems from widely divergent perspectives. This chapter gives practical advice on how to collaborate productively across disciplines while avoiding common pitfalls. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00024-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300

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Sequential meta-analysis to determine the sufficiency of cumulative knowledge: The case of early intensive behavioral intervention for children with autism spectrum disorders / Sofie KUPPENS in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.168-176 Titre : Sequential meta-analysis to determine the sufficiency of cumulative knowledge: The case of early intensive behavioral intervention for children with autism spectrum disorders Type de document : texte imprimé Auteurs : Sofie KUPPENS, Auteur ; Patrick ONGHENA, Auteur Année de publication : 2012 Article en page(s) : p.168-176 Langues : Anglais (eng) Mots-clés : Sufficiency  Meta-analysis  Group sequential boundaries  Sequential meta-analysis  Early intensive behavioral intervention  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : Meta-analysis has become a popular tool to statistically integrate results across studies in order to formulate more general conclusions on treatment effectiveness. Unfortunately, traditional meta-analytic applications fail to answer the question whether enough cumulative knowledge is available to draw convincing statistical conclusions. Leaving questions regarding the sufficiency of cumulative knowledge unaddressed may lead to inefficient use of limited resources or to the dissemination of spurious treatment benefit. Sequential meta-analysis or SMA provides a statistical framework to determine the sufficiency of cumulative knowledge in a meta-analysis, but is relatively unknown in mental health or disability fields. In this article, we introduce SMA and demonstrate its application by resynthesizing research findings on the effectiveness of early intensive behavioral intervention (EIBI) for children with autism reported in five published meta-analyses. The results illustrate the additional information that can be gained by including a sequential approach in research synthesis. SMA may serve as a valuable tool to systematically build and interpret a cumulative knowledge base on treatment effectiveness in the field of developmental disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 [article] Sequential meta-analysis to determine the sufficiency of cumulative knowledge: The case of early intensive behavioral intervention for children with autism spectrum disorders [texte imprimé] / Sofie KUPPENS, Auteur ; Patrick ONGHENA, Auteur . - 2012 . - p.168-176. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.168-176 Mots-clés : Sufficiency  Meta-analysis  Group sequential boundaries  Sequential meta-analysis  Early intensive behavioral intervention  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : Meta-analysis has become a popular tool to statistically integrate results across studies in order to formulate more general conclusions on treatment effectiveness. Unfortunately, traditional meta-analytic applications fail to answer the question whether enough cumulative knowledge is available to draw convincing statistical conclusions. Leaving questions regarding the sufficiency of cumulative knowledge unaddressed may lead to inefficient use of limited resources or to the dissemination of spurious treatment benefit. Sequential meta-analysis or SMA provides a statistical framework to determine the sufficiency of cumulative knowledge in a meta-analysis, but is relatively unknown in mental health or disability fields. In this article, we introduce SMA and demonstrate its application by resynthesizing research findings on the effectiveness of early intensive behavioral intervention (EIBI) for children with autism reported in five published meta-analyses. The results illustrate the additional information that can be gained by including a sequential approach in research synthesis. SMA may serve as a valuable tool to systematically build and interpret a cumulative knowledge base on treatment effectiveness in the field of developmental disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146