Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery / E. HURWICH-REISS in Autism, 25-6 (August 2021)  

Public ISBD [article]  inAutism > 25-6 (August 2021) . - p.1709-1720 Titre : Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery Type de document : Texte imprimé et/ou numérique Auteurs : E. HURWICH-REISS, Auteur ; C. CHLEBOWSKI, Auteur ; T. LIND, Auteur ; K. MARTINEZ, Auteur ; K. M. BEST, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Article en page(s) : p.1709-1720 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Child  Evidence-Based Medicine  Humans  Mental Health  Mental Health Services  Problem Behavior  autism spectrum disorder  evidence-based intervention strategies Index. décimale : PER Périodiques Résumé : This study was conducted to identify patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder receiving publicly funded mental health services and compare strategy use for therapists delivering usual care to those trained to deliver AIM HI ("An Individualized Mental Health Intervention for ASD"), an intervention designed to reduce challenging behaviors in children with autism spectrum disorder. For therapists trained in AIM HI, intervention strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies, while strategies used by usual care therapists grouped onto a broader single factor, General Strategies. Among usual care therapists, General Strategies were related to an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were related with reductions in child behavior problems over 18?months. Findings support the use of active teaching strategies in reducing challenging behaviors in children with autism spectrum disorder and provide support for the effectiveness of training therapists in evidence-based interventions to promote the delivery of targeted, specific intervention strategies to children with autism spectrum disorder in mental health services. En ligne : http://dx.doi.org/10.1177/13623613211001614 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery [Texte imprimé et/ou numérique] / E. HURWICH-REISS, Auteur ; C. CHLEBOWSKI, Auteur ; T. LIND, Auteur ; K. MARTINEZ, Auteur ; K. M. BEST, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - p.1709-1720. Langues : Anglais (eng) in Autism > 25-6 (August 2021) . - p.1709-1720 Mots-clés : Autism Spectrum Disorder/therapy  Child  Evidence-Based Medicine  Humans  Mental Health  Mental Health Services  Problem Behavior  autism spectrum disorder  evidence-based intervention strategies Index. décimale : PER Périodiques Résumé : This study was conducted to identify patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder receiving publicly funded mental health services and compare strategy use for therapists delivering usual care to those trained to deliver AIM HI ("An Individualized Mental Health Intervention for ASD"), an intervention designed to reduce challenging behaviors in children with autism spectrum disorder. For therapists trained in AIM HI, intervention strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies, while strategies used by usual care therapists grouped onto a broader single factor, General Strategies. Among usual care therapists, General Strategies were related to an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were related with reductions in child behavior problems over 18?months. Findings support the use of active teaching strategies in reducing challenging behaviors in children with autism spectrum disorder and provide support for the effectiveness of training therapists in evidence-based interventions to promote the delivery of targeted, specific intervention strategies to children with autism spectrum disorder in mental health services. En ligne : http://dx.doi.org/10.1177/13623613211001614 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

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