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Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings / Katherine PICKARD in Autism, 26-3 (April 2022)
[article]
Titre : Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings Type de document : Texte imprimé et/ou numérique Auteurs : Katherine PICKARD, Auteur ; Allison MEYER, Auteur ; Nuri REYES, Auteur ; Tanea TANDA, Auteur ; Judy REAVEN, Auteur Article en page(s) : p.640-653 Langues : Anglais (eng) Mots-clés : Adolescent Anxiety/psychology/therapy Autism Spectrum Disorder/psychology/therapy Autistic Disorder/therapy Cognitive Behavioral Therapy/methods Humans Students anxiety autism spectrum disorders health services interventions?psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Cognitive behavioral therapy helps to treat anxiety symptoms in autistic youth, but it is difficult for families to access cognitive behavioral therapy in the community. Training school providers to deliver cognitive behavioral therapy may help autistic youth and their families to access these programs. Unfortunately, we do not know how cognitive behavioral therapy programs can be delivered by school providers and how these programs help the autistic students who access them. This study addressed this gap and was part of a larger study that looked at the effectiveness of Facing Your Fears-School-Based in 25 public schools. The study goals were to understand whether Facing Your Fears-School-Based helped students and the factors that made it easy or difficult to deliver Facing Your Fears-School-Based in schools. Thirty providers participated in interviews guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. Participants shared information that fell into several major categories that included (1) delivering Facing Your Fears-School-Based to many different students; (2) the positive impact of Facing Your Fears-School-Based on students' school participation; and (3) plans to continue using Facing Your Fears-School-Based. School providers also shared that Facing Your Fears-School-Based was easy to use for non-mental health providers and reported adapting Facing Your Fears-School-Based to meet student needs. The results of this study suggest that Facing Your Fears-School-Based may help autistic students and highlight the importance of using mental health programs in schools that are flexible, able to be adapted, and that are able to be used by many different types of school providers. En ligne : https://dx.doi.org/10.1177/13623613211065797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.640-653[article] Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings [Texte imprimé et/ou numérique] / Katherine PICKARD, Auteur ; Allison MEYER, Auteur ; Nuri REYES, Auteur ; Tanea TANDA, Auteur ; Judy REAVEN, Auteur . - p.640-653.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.640-653
Mots-clés : Adolescent Anxiety/psychology/therapy Autism Spectrum Disorder/psychology/therapy Autistic Disorder/therapy Cognitive Behavioral Therapy/methods Humans Students anxiety autism spectrum disorders health services interventions?psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Cognitive behavioral therapy helps to treat anxiety symptoms in autistic youth, but it is difficult for families to access cognitive behavioral therapy in the community. Training school providers to deliver cognitive behavioral therapy may help autistic youth and their families to access these programs. Unfortunately, we do not know how cognitive behavioral therapy programs can be delivered by school providers and how these programs help the autistic students who access them. This study addressed this gap and was part of a larger study that looked at the effectiveness of Facing Your Fears-School-Based in 25 public schools. The study goals were to understand whether Facing Your Fears-School-Based helped students and the factors that made it easy or difficult to deliver Facing Your Fears-School-Based in schools. Thirty providers participated in interviews guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. Participants shared information that fell into several major categories that included (1) delivering Facing Your Fears-School-Based to many different students; (2) the positive impact of Facing Your Fears-School-Based on students' school participation; and (3) plans to continue using Facing Your Fears-School-Based. School providers also shared that Facing Your Fears-School-Based was easy to use for non-mental health providers and reported adapting Facing Your Fears-School-Based to meet student needs. The results of this study suggest that Facing Your Fears-School-Based may help autistic students and highlight the importance of using mental health programs in schools that are flexible, able to be adapted, and that are able to be used by many different types of school providers. En ligne : https://dx.doi.org/10.1177/13623613211065797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 Brief Report: The Effectiveness of Hugging a Huggable Device Before Having a Conversation with an Unfamiliar Person for Autism Spectrum Disorders / Hirokazu KUMAZAKI in Journal of Autism and Developmental Disorders, 52-7 (July 2022)
[article]
Titre : Brief Report: The Effectiveness of Hugging a Huggable Device Before Having a Conversation with an Unfamiliar Person for Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Hirokazu KUMAZAKI, Auteur ; Hidenobu SUMIOKA, Auteur ; Taro MURAMATSU, Auteur ; Yuichiro YOSHIKAWA, Auteur ; Jiro SHIMAYA, Auteur ; Ryoichiro IWANAGA, Auteur ; Hiroshi ISHIGURO, Auteur ; Tomiki SUMIYOSHI, Auteur ; Masaru MIMURA, Auteur Article en page(s) : p.3294-3303 Langues : Anglais (eng) Mots-clés : Anxiety/psychology/therapy Autism Spectrum Disorder/complications/therapy Humans Stress, Psychological Touch Autism spectrum disorders Robot Sensory over-responsivity Sensory seeking Social anxiety Tactile Index. décimale : PER Périodiques Résumé : Sensory overresponsivity (SOR) emerges before anxiety and positively predicts subsequent increasing levels of anxiety in individuals with autism spectrum disorder (ASD). Sensory seeking behavior occurs as compensation for SOR, and individuals may seek sensory input in one sensory domain to compensate for SOR. Tactile seeking behavior is sufficient to decrease social anxiety in communicating with unfamiliar people. We assessed the effectiveness of hugging a huggable device before a conversation for reducing the psychological stress associated with speaking to an unfamiliar person or robot. Our analysis showed a significant effect, with Hugvie contributing to decreased stress for both interlocutors. Thus, this study demonstrated the efficacy of hugging it before conversation, which emphasizes the importance of tactile seeking for individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-05173-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3294-3303[article] Brief Report: The Effectiveness of Hugging a Huggable Device Before Having a Conversation with an Unfamiliar Person for Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Hirokazu KUMAZAKI, Auteur ; Hidenobu SUMIOKA, Auteur ; Taro MURAMATSU, Auteur ; Yuichiro YOSHIKAWA, Auteur ; Jiro SHIMAYA, Auteur ; Ryoichiro IWANAGA, Auteur ; Hiroshi ISHIGURO, Auteur ; Tomiki SUMIYOSHI, Auteur ; Masaru MIMURA, Auteur . - p.3294-3303.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3294-3303
Mots-clés : Anxiety/psychology/therapy Autism Spectrum Disorder/complications/therapy Humans Stress, Psychological Touch Autism spectrum disorders Robot Sensory over-responsivity Sensory seeking Social anxiety Tactile Index. décimale : PER Périodiques Résumé : Sensory overresponsivity (SOR) emerges before anxiety and positively predicts subsequent increasing levels of anxiety in individuals with autism spectrum disorder (ASD). Sensory seeking behavior occurs as compensation for SOR, and individuals may seek sensory input in one sensory domain to compensate for SOR. Tactile seeking behavior is sufficient to decrease social anxiety in communicating with unfamiliar people. We assessed the effectiveness of hugging a huggable device before a conversation for reducing the psychological stress associated with speaking to an unfamiliar person or robot. Our analysis showed a significant effect, with Hugvie contributing to decreased stress for both interlocutors. Thus, this study demonstrated the efficacy of hugging it before conversation, which emphasizes the importance of tactile seeking for individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-05173-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477