Assessing early implementation of state autism insurance mandates / Julia BALLER in Autism, 20-7 (October 2016)  

Public ISBD [article]  inAutism > 20-7 (October 2016) . - p.796-807 Titre : Assessing early implementation of state autism insurance mandates Type de document : texte imprimé Auteurs : Julia BALLER, Auteur ; Colleen L. BARRY, Auteur ; Kathleen SHEA, Auteur ; Megan M. WALKER, Auteur ; Rachel OUELLETTE, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.796-807 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  health services  policy  qualitative research Index. décimale : PER Périodiques Résumé : In the United States, health insurance coverage for autism spectrum disorder treatments has been historically limited. In response, as of 2015, 40 states and Washington, DC, have passed state autism insurance mandates requiring many health plans in the private insurance market to cover autism diagnostic and treatment services. This study examined five states’ experiences implementing autism insurance mandates. Semi-structured, key-informant interviews were conducted with 17 participants representing consumer advocacy organizations, provider organizations, and health insurance companies. Overall, participants thought that the mandates substantially affected the delivery of autism services. While access to autism treatment services has increased as a result of implementation of state mandates, states have struggled to keep up with the demand for services. Participants provided specific information about barriers and facilitators to meeting this demand. Understanding of key informants’ perceptions about states’ experiences implementing autism insurance mandates is useful for other states considering adopting or expanding mandates or other policies to expand access to autism treatment services. En ligne : http://dx.doi.org/10.1177/1362361315605972 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 [article] Assessing early implementation of state autism insurance mandates [texte imprimé] / Julia BALLER, Auteur ; Colleen L. BARRY, Auteur ; Kathleen SHEA, Auteur ; Megan M. WALKER, Auteur ; Rachel OUELLETTE, Auteur ; David S. MANDELL, Auteur . - p.796-807. Langues : Anglais (eng) in Autism > 20-7 (October 2016) . - p.796-807 Mots-clés : autism spectrum disorders  health services  policy  qualitative research Index. décimale : PER Périodiques Résumé : In the United States, health insurance coverage for autism spectrum disorder treatments has been historically limited. In response, as of 2015, 40 states and Washington, DC, have passed state autism insurance mandates requiring many health plans in the private insurance market to cover autism diagnostic and treatment services. This study examined five states’ experiences implementing autism insurance mandates. Semi-structured, key-informant interviews were conducted with 17 participants representing consumer advocacy organizations, provider organizations, and health insurance companies. Overall, participants thought that the mandates substantially affected the delivery of autism services. While access to autism treatment services has increased as a result of implementation of state mandates, states have struggled to keep up with the demand for services. Participants provided specific information about barriers and facilitators to meeting this demand. Understanding of key informants’ perceptions about states’ experiences implementing autism insurance mandates is useful for other states considering adopting or expanding mandates or other policies to expand access to autism treatment services. En ligne : http://dx.doi.org/10.1177/1362361315605972 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293

Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction? / Heather J. NUSKE in Journal of Autism and Developmental Disorders, 49-7 (July 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2864-2872 Titre : Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction? Type de document : texte imprimé Auteurs : Heather J. NUSKE, Auteur ; Melanie PELLECCHIA, Auteur ; Victor LUSHIN, Auteur ; Keiran M. RUMP, Auteur ; Max SEIDMAN, Auteur ; Rachel R. OUELLETTE, Auteur ; Diana COONEY, Auteur ; Brenna B. MADDOX, Auteur ; Gwendolyn M. LAWSON, Auteur ; Amber SONG, Auteur ; Erica M. REISINGER, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.2864-2872 Langues : Anglais (eng) Mots-clés : 1:1 Instruction  Child characteristics  Personalized medicine  Teacher decisions Index. décimale : PER Périodiques Résumé : One-to-one instruction is a critical component of evidence-based instruction for students with autism spectrum disorder, but is not used as often as recommended. Student characteristics may affect teachers' decisions to select a treatment and/or implement it. This study examined the associations between students' clinical and demographic characteristics and teachers' reported use of discrete trial training (DTT) and pivotal response training (PRT). Children's higher sensory symptoms, lower social approach, lower verbal skills and higher self-regulation difficulties were associated with more frequent 1:1 DTT and PRT. Results suggest that teachers give more frequent 1:1 instruction to children with more observable impairments, do not match children to type of 1:1 intervention, and may inadvertently neglect other students for whom individualized intervention may still be beneficial. En ligne : http://dx.doi.org/10.1007/s10803-019-04004-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 [article] Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction? [texte imprimé] / Heather J. NUSKE, Auteur ; Melanie PELLECCHIA, Auteur ; Victor LUSHIN, Auteur ; Keiran M. RUMP, Auteur ; Max SEIDMAN, Auteur ; Rachel R. OUELLETTE, Auteur ; Diana COONEY, Auteur ; Brenna B. MADDOX, Auteur ; Gwendolyn M. LAWSON, Auteur ; Amber SONG, Auteur ; Erica M. REISINGER, Auteur ; David S. MANDELL, Auteur . - p.2864-2872. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2864-2872 Mots-clés : 1:1 Instruction  Child characteristics  Personalized medicine  Teacher decisions Index. décimale : PER Périodiques Résumé : One-to-one instruction is a critical component of evidence-based instruction for students with autism spectrum disorder, but is not used as often as recommended. Student characteristics may affect teachers' decisions to select a treatment and/or implement it. This study examined the associations between students' clinical and demographic characteristics and teachers' reported use of discrete trial training (DTT) and pivotal response training (PRT). Children's higher sensory symptoms, lower social approach, lower verbal skills and higher self-regulation difficulties were associated with more frequent 1:1 DTT and PRT. Results suggest that teachers give more frequent 1:1 instruction to children with more observable impairments, do not match children to type of 1:1 intervention, and may inadvertently neglect other students for whom individualized intervention may still be beneficial. En ligne : http://dx.doi.org/10.1007/s10803-019-04004-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402

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