Centre d'Information et de documentation du CRA Rhône-Alpes
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Service use by youth with autism within a system-driven implementation of evidence-based practices in children's mental health services / Nicole A. STADNICK in Autism, 24-8 (November 2020)
[article]
Titre : Service use by youth with autism within a system-driven implementation of evidence-based practices in children's mental health services Type de document : Texte imprimé et/ou numérique Auteurs : Nicole A. STADNICK, Auteur ; Anna S. LAU, Auteur ; Kelsey S. DICKSON, Auteur ; Keri PESANTI, Auteur ; Debbie INNES-GOMBERG, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Article en page(s) : p.2094-2103 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder *evidence-based practices *implementation *mental health services *youth Index. décimale : PER Périodiques Résumé : Public mental health systems play an important role in caring for youth with autism spectrum disorder. Like other dually diagnosed populations, youth with autism spectrum disorder may receive services in the context of evidence-based practice implementation efforts within public mental health systems. Little is known about service use patterns within the context of system-driven implementations efforts for this population. This case-control study examined mental health service patterns of 2537 youth with autism spectrum disorder compared to 2537 matched peers receiving care in the Los Angeles County Department of Mental Health, the largest public mental health department in the United States, within the context of a system-driven implementation of multiple evidence-based practices. Although not the primary target of this implementation effort, youth with autism spectrum disorder were served when they met criteria for the services based on their presenting mental health symptoms. Comparative analyses using administrative claims data were conducted to examine differences in mental health utilization patterns and clinical characteristics. Findings revealed significant differences in the volume and duration of mental health services as well as differences in the service type and evidence-based practice delivered between youth with and without autism spectrum disorder. Results provide direction targeting implementation efforts for youth with autism spectrum disorder within a public mental health system care reform. En ligne : http://dx.doi.org/10.1177/1362361320934230 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2094-2103[article] Service use by youth with autism within a system-driven implementation of evidence-based practices in children's mental health services [Texte imprimé et/ou numérique] / Nicole A. STADNICK, Auteur ; Anna S. LAU, Auteur ; Kelsey S. DICKSON, Auteur ; Keri PESANTI, Auteur ; Debbie INNES-GOMBERG, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - p.2094-2103.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2094-2103
Mots-clés : *autism spectrum disorder *evidence-based practices *implementation *mental health services *youth Index. décimale : PER Périodiques Résumé : Public mental health systems play an important role in caring for youth with autism spectrum disorder. Like other dually diagnosed populations, youth with autism spectrum disorder may receive services in the context of evidence-based practice implementation efforts within public mental health systems. Little is known about service use patterns within the context of system-driven implementations efforts for this population. This case-control study examined mental health service patterns of 2537 youth with autism spectrum disorder compared to 2537 matched peers receiving care in the Los Angeles County Department of Mental Health, the largest public mental health department in the United States, within the context of a system-driven implementation of multiple evidence-based practices. Although not the primary target of this implementation effort, youth with autism spectrum disorder were served when they met criteria for the services based on their presenting mental health symptoms. Comparative analyses using administrative claims data were conducted to examine differences in mental health utilization patterns and clinical characteristics. Findings revealed significant differences in the volume and duration of mental health services as well as differences in the service type and evidence-based practice delivered between youth with and without autism spectrum disorder. Results provide direction targeting implementation efforts for youth with autism spectrum disorder within a public mental health system care reform. En ligne : http://dx.doi.org/10.1177/1362361320934230 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 The role of staffing and classroom characteristics on preschool teachers' use of one-to-one intervention with children with autism / Victor LUSHIN in Autism, 24-8 (November 2020)
[article]
Titre : The role of staffing and classroom characteristics on preschool teachers' use of one-to-one intervention with children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Victor LUSHIN, Auteur ; Steven MARCUS, Auteur ; Daphney GASTON, Auteur ; Rinad S. BEIDAS, Auteur ; Ashlee LAMSON, Auteur ; Ilene GOY, Auteur ; Irina GODINA, Auteur ; Joanne REES, Auteur ; Rebecca RIVERA, Auteur ; David MANDELL, Auteur Article en page(s) : p.2035-2045 Langues : Anglais (eng) Mots-clés : *autism *evidence-based practices *preschool special education Index. décimale : PER Périodiques Résumé : For preschool children with autism, individual (one-to-one) behavioral interventions are among the best-tested treatments. However, they are rarely used in special education preschools. We observed formally and informally delivered one-to-one behavioral interventions use by classroom staff (n?=?51) in 12 classrooms across three special education preschools for children with autism, aged 3-6?years, in a major US city. We estimated the associations between one-to-one intervention use and classroom characteristics including staff-student ratio, professional role composition, and frequency of challenging child behaviors. As a whole, the factors we examined were considerably important for both formally and informally delivered one-to-one interventions. The number of individually assigned personal care aides in the classroom was negatively associated with the use of formally delivered one-to-one intervention. Classroom challenging behavior was positively associated with use of formally delivered one-to-one interventions. Interventionist's professional roles and the number of children in the class were most important for the use of informally delivered interventions. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff. En ligne : http://dx.doi.org/10.1177/1362361320932726 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2035-2045[article] The role of staffing and classroom characteristics on preschool teachers' use of one-to-one intervention with children with autism [Texte imprimé et/ou numérique] / Victor LUSHIN, Auteur ; Steven MARCUS, Auteur ; Daphney GASTON, Auteur ; Rinad S. BEIDAS, Auteur ; Ashlee LAMSON, Auteur ; Ilene GOY, Auteur ; Irina GODINA, Auteur ; Joanne REES, Auteur ; Rebecca RIVERA, Auteur ; David MANDELL, Auteur . - p.2035-2045.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2035-2045
Mots-clés : *autism *evidence-based practices *preschool special education Index. décimale : PER Périodiques Résumé : For preschool children with autism, individual (one-to-one) behavioral interventions are among the best-tested treatments. However, they are rarely used in special education preschools. We observed formally and informally delivered one-to-one behavioral interventions use by classroom staff (n?=?51) in 12 classrooms across three special education preschools for children with autism, aged 3-6?years, in a major US city. We estimated the associations between one-to-one intervention use and classroom characteristics including staff-student ratio, professional role composition, and frequency of challenging child behaviors. As a whole, the factors we examined were considerably important for both formally and informally delivered one-to-one interventions. The number of individually assigned personal care aides in the classroom was negatively associated with the use of formally delivered one-to-one intervention. Classroom challenging behavior was positively associated with use of formally delivered one-to-one interventions. Interventionist's professional roles and the number of children in the class were most important for the use of informally delivered interventions. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff. En ligne : http://dx.doi.org/10.1177/1362361320932726 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431