Interdisciplinary Diagnostic Evaluations / Brett A. ENNEKING

Public ISBD in Handbook of Interdisciplinary Treatments for Autism Spectrum Disorder / Robert D. RIESKE Titre : Interdisciplinary Diagnostic Evaluations Type de document : Texte imprimé et/ou numérique Auteurs : Brett A. ENNEKING, Auteur ; Anna C. MERRILL, Auteur ; Elesia N. HINES, Auteur ; Christine M. RACHES, Auteur ; Kelly A. ROSTIN, Auteur ; Rebecca H. MCNALLY KEEHN, Auteur Année de publication : 2019 Importance : p.89-110 Langues : Anglais (eng) Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : Given the heterogeneous core and associated features of autism spectrum disorder (ASD), current practice parameters highlight the critical importance of interdisciplinary teamwork in the evaluation of the disorder. Interdisciplinary evaluation incorporates information from a variety of disciplines through a decision-making process that is both interactive and collaborative. Key goals of the process include establishing a diagnosis, contextualizing the individual’s developmental strengths and challenges within their family and community, and providing intervention recommendations and community resources. This chapter reviews the process of interdisciplinary ASD evaluation, beginning with the expression of developmental concern and referral for evaluation and ending with the provision of diagnostic feedback, recommendations, and resources to the individual and family. Key components of the interdisciplinary ASD diagnostic evaluation and additional domains of assessment in ASD evaluation, along with commonly used standardized assessment tools, are described. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418 in Handbook of Interdisciplinary Treatments for Autism Spectrum Disorder / Robert D. RIESKE Interdisciplinary Diagnostic Evaluations [Texte imprimé et/ou numérique] / Brett A. ENNEKING, Auteur ; Anna C. MERRILL, Auteur ; Elesia N. HINES, Auteur ; Christine M. RACHES, Auteur ; Kelly A. ROSTIN, Auteur ; Rebecca H. MCNALLY KEEHN, Auteur . - 2019 . - p.89-110. Langues : Anglais (eng) Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : Given the heterogeneous core and associated features of autism spectrum disorder (ASD), current practice parameters highlight the critical importance of interdisciplinary teamwork in the evaluation of the disorder. Interdisciplinary evaluation incorporates information from a variety of disciplines through a decision-making process that is both interactive and collaborative. Key goals of the process include establishing a diagnosis, contextualizing the individual’s developmental strengths and challenges within their family and community, and providing intervention recommendations and community resources. This chapter reviews the process of interdisciplinary ASD evaluation, beginning with the expression of developmental concern and referral for evaluation and ending with the provision of diagnostic feedback, recommendations, and resources to the individual and family. Key components of the interdisciplinary ASD diagnostic evaluation and additional domains of assessment in ASD evaluation, along with commonly used standardized assessment tools, are described. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418

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The Coping Cat Program for Children with Anxiety and Autism Spectrum Disorder: A Pilot Randomized Controlled Trial / Rebecca H. MCNALLY KEEHN in Journal of Autism and Developmental Disorders, 43-1 (January 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-1 (January 2013) . - p.57-67 Titre : The Coping Cat Program for Children with Anxiety and Autism Spectrum Disorder: A Pilot Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca H. MCNALLY KEEHN, Auteur ; Alan J. LINCOLN, Auteur ; Milton Z. BROWN, Auteur ; Denise A. CHAVIRA, Auteur Année de publication : 2013 Article en page(s) : p.57-67 Langues : Anglais (eng) Mots-clés : Cognitive-behavioral therapy  Autism spectrum disorder  Anxiety disorders  Randomized controlled trial Index. décimale : PER Périodiques Résumé : The purpose of this pilot study was to evaluate whether a modified version of the Coping Cat program could be effective in reducing anxiety in children with autism spectrum disorder (ASD). Twenty-two children (ages 8'14; IQ ' 70) with ASD and clinically significant anxiety were randomly assigned to 16 sessions of the Coping Cat program (cognitive-behavioral therapy; CBT) or a 16-week waitlist. Children in the CBT condition evidenced significantly larger reductions in anxiety than those in the waitlist. Treatment gains were largely maintained at two-month follow-up. Results provide preliminary evidence that a modified version of the Coping Cat program may be a feasible and effective program for reducing clinically significant levels of anxiety in children with high-functioning ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1541-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187 [article] The Coping Cat Program for Children with Anxiety and Autism Spectrum Disorder: A Pilot Randomized Controlled Trial [Texte imprimé et/ou numérique] / Rebecca H. MCNALLY KEEHN, Auteur ; Alan J. LINCOLN, Auteur ; Milton Z. BROWN, Auteur ; Denise A. CHAVIRA, Auteur . - 2013 . - p.57-67. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-1 (January 2013) . - p.57-67 Mots-clés : Cognitive-behavioral therapy  Autism spectrum disorder  Anxiety disorders  Randomized controlled trial Index. décimale : PER Périodiques Résumé : The purpose of this pilot study was to evaluate whether a modified version of the Coping Cat program could be effective in reducing anxiety in children with autism spectrum disorder (ASD). Twenty-two children (ages 8'14; IQ ' 70) with ASD and clinically significant anxiety were randomly assigned to 16 sessions of the Coping Cat program (cognitive-behavioral therapy; CBT) or a 16-week waitlist. Children in the CBT condition evidenced significantly larger reductions in anxiety than those in the waitlist. Treatment gains were largely maintained at two-month follow-up. Results provide preliminary evidence that a modified version of the Coping Cat program may be a feasible and effective program for reducing clinically significant levels of anxiety in children with high-functioning ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1541-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187

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