1. Karanth P, Chandhok TS. {{Impact of Early Intervention on Children with Autism Spectrum Disorders as Measured by Inclusion and Retention in Mainstream Schools}}. {Indian J Pediatr};2013 (May 18)
OBJECTIVES: To follow up the school/educational status of children with a primary diagnosis of Autism Spectrum Disorders (ASD), who had been enrolled in an Early Intervention (EI) program for 1-3 y, before the age of 6. METHODS: Data was collected through a questionnaire covering three specific areas-the families’ success in following the recommendation given on completion of the EI program, issues in schooling and feedback on the EI program. The contact modes included email, post, telephonic interviews and face-to-face interviews. RESULTS: One hundred and two of the 296 children responded to the questionnaire. The responses were analyzed to identify, the number of families who had completed the program and were able to follow through with the recommendation given on completion of the EI program, difficulties faced if any, family feedback on the program and the additional help that they would have liked to receive. The reasons for failure to comply with the recommendations were analyzed. Of the 102 children who responded seven had dropped out midway through the program and 10 had discontinued after one year. Of the remaining 85 who completed the program, 71 were advised mainstreaming (83.5 %) and 14 were advised special school (16.5 %). Sixty-five of the 71 children, who were advised to enroll their child in the mainstream, were in regular school. 76.5 % of the children who completed the EI program were integrated in regular schools, 2 to 7 y after having completed the program. CONCLUSIONS: EI helps in enrolment and retention of substantial numbers of children with ASD in mainstream schools.
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2. Luiselli JK. {{Descriptive Analysis of a Staff Injury-Reduction Intervention in a Human Services Setting for Children and Youth With Intellectual and Developmental Disabilities}}. {Behav Modif};2013 (May 16)
Clinical safety is a dominant concern for human services organizations serving people with intellectual and developmental disabilities (IDD) and high-risk challenging behaviors. This article is a descriptive analysis of components that comprised an injury-reduction intervention among direct-care staff at a specialized school. Using a behavior-based safety approach, intervention was associated with fewer staff injuries and more weeks without injury reports. The article focuses on systems-level strategies and recommendations for future research and practice.
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3. Murray ML, Hsia Y, Glaser K, Simonoff E, Murphy DG, Asherson PJ, Eklund H, Wong IC. {{Pharmacological treatments prescribed to people with autism spectrum disorder (ASD) in primary health care}}. {Psychopharmacology (Berl)};2013 (May 17)
RATIONALE: Autism spectrum disorders (ASDs) affect 1 % of children, having significant impact on health and social outcomes. Psychotropic medication use by individuals with ASD in the USA increased over time, and polypharmacy occurred in >50 % of those prescribed. In the UK, no psychotropic drugs are approved in ASDs, and little is known about patterns of pharmacological treatment in the ASD population and associated co-morbidities. METHODS: We used The Health Improvement Network, a nationally representative primary care database, to assess the prevalence of ASD diagnoses, psychotropic drug prescribing and neuropsychiatric co-morbidities of 0-24 year olds between 1992 and 2008. RESULTS: ASD prevalence increased 65-fold from 0.01 % (1992) to 0.50 % (2008). Psychotropic drugs were prescribed to 29 % (1,619/5,651) of the ASD cohort; the most prescribed drugs were sleep medication (9.7 % of prescribed patients), psychostimulants (7.9 %) and antipsychotics (7.3 %). More patients were given psychostimulants and sleep medications over time from 1.5-6.3 % and 2.2-5.9 % respectively. Thirty-seven per cent of the cohort had >/=1 record of a neuropsychiatric co-morbidity, the most common being developmental difficulties and learning disabilities (12.6 %), behavioural, conduct and personality disorders (11.1 %) and attention deficit hyperactivity disorder (7.5 %). CONCLUSIONS: British physicians are more conservative in prescribing practice than American colleagues. However, use of psychostimulants and antipsychotics is much higher in those with ASD than in the general population. Polypharmacy was seen in 34 % of prescribed patients in 2008. Additional studies examining use, efficacy, and long-term safety of antipsychotics and psychostimulants in autistic individuals are warranted.
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4. Sappok T, Heinrich M, Diefenbacher A. {{[Psychometric Properties of the Autism-Checklist (ACL) in Adults with Intellectual Disability.]}}. {Psychiatr Prax};2013 (May 16)
Objective: To determine the validity of the Autism-Checklist (ACL) in adults with intellectual disability (ID) who are suspected of having autism spectrum disorder.Methods: In 154 adults with ID the results of the ACL were compared to the results of the final diagnostic classification obtained by a multiprofessional case conference for autism. Psychometric properties of the ACL were evaluated.Results: The internal consistency as indicated by Cronbach’s alpha was 0.81. The ACL sum score highly correlated with established screening measures such as the Social Communication Questionnaire (SCQ: Spearman’s rho = 0.620) and the Pervasive Developmental Disorder in Mental Retardation Scale (PDD-MRS: Spearman’s rho = 0.490). ROC Analysis revealed an area under the curve of 0.859. The ACL classification complied with the final diagnostic classification in 80.5 % and Cohen’s kappa revealed a moderate agreement of 0.596. Sensitivity/specificity of the ACL were 90.7 %/67.6 %, respectively. Interrater-intertime reliability was good (Cohen’s kappa = 0.702; Spearman = 0.549; n = 53). In 19 patients (22 %) a diagnosis of ASD had been given prior to referral.Conclusion: The ACL is a suitable measure for adults with ID and suspicion of autism spectrum disorders.
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5. Zarafshan H, Mohammadi MR, Ahmadi F, Arsalani A. {{Job Burnout among Iranian Elementary School Teachers of Students with Autism: a Comparative Study}}. {Iran J Psychiatry};2013 (Mar);8(1):20-27.
OBJECTIVE: Teachers often experience burnout and challenges during their active career. Different studies have shown that those directly involved with teaching children with special needs are more subject to burnout. Due to advance screening tools, more children with autism are now diagnosed and involved in special education. The aim of the present study was to investigate the professional burnout in teachers of children with autism compared to teachers of other children with special needs. METHODS: Casual Comparative study design was used for this research. Three self-reported measures (Maslach Burnout Inventory, Job Descriptive Index, and General Health Questionnaire) were distributed; clustered sampling selection was conducted to select participants. Ninety three female teachers (32 teachers of children with autism, 30 teachers in schools for deaf and 31 for teachers of children with mental retardation) from 12 schools located in 4 districts of Tehran were selected. Pearson’s and Spearman’s correlation statistical tests, analysis of variances and regression were used to analyze the results. RESULTS: Results of the current study revealed a significant difference in criterion validity between the three groups of teachers The three groups were different in terms of general health (p=0.010), emotional exhaustion (p=0.005) and depersonalization (p<0.001); however considering other variables no significant differences were observed. Comparison between groups showed that the average scores of teachers of children with autism were significantly higher than teachers of deaf and hard of hearing and mentally retarded children in general health, fatigue, and depersonalization variables. No significant differences were observed in average scores of teachers for mentally retarded and deaf children. CONCLUSIONS: Female teachers’ of children with autism are experiencing significantly higher levels of burnout and general mental health problems compared to teachers of children with other disabilities requiring special education.
