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Autism: Family Life - Tactics for Getting Normal Again
Autism continuing education psychology CEUs

Section 19
Bibliography of Selected Readings/ Authors/ Instructors

CEU Test | Table of Contents
| Autism
Counselor CEUs, Social Worker CEUs, Psychologist CEs, MFT CEUs

If you would like additional information on this topic,
below are OPTIONAL books to consider buying for your personal library...

 

- Boyd, Brian, Examining the relationship between stress and lack of social support in mothers of children with autism, Focus on Autism & Other Developmental Disabilities, Winter 2002, Vol. 17, Issue 4.

- Bloch, Judith S. & Joan D. Weinstein, Families of Young Children with Autism; Social Work in Mental Health, 2010, Vol. 8, Issue 1, p 23


- DiSalvo, Carla & Donald Oswald; Peer-Mediated interventions to increase the social interaction of children with autism: consideration of peer expectancies; Focus on Autism & Other Developmental Disabilities, Winter 2002, Vol. 17, Issue 4.

- Ellawadi, Allison Bean; Weismer, Susan Ellis. Assessing Gestures in Young Children With Autism Spectrum Disorder. Journal of Speech, Language & Hearing Research. Apr2014, Vol. 57 Issue 2, p524-531. 8p. 3 Charts. DOI: 10.1044/2013_JSLHR-L-12-0244.

- Fein, Deborah; Barton, Marianne; Eigsti, Inge-Marie; Kelley, Elizabeth; Naigles, Letitia; Schultz, Robert T.; Stevens, Michael; Helt, Molly; Orinstein, Alyssa; Rosenthal, Michael; Troyb, Eva; Tyson, Katherine. Optimal outcome in individuals with a history of autism. Journal of Child Psychology & Psychiatry. Feb2013, Vol. 54 Issue 2, p195-205. 11p. 1 Diagram, 7 Charts. DOI: 10.1111/jcpp.12037.

-Franco, Jessica H.; Davis, Barbara L.; Davis, John L. Increasing Social Interaction Using Prelinguistic Milieu Teaching With Nonverbal School-Age Children With Autism. American Journal of Speech-Language Pathology. Aug2013, Vol. 22 Issue 3, p489-502. 14p. 4 Charts, 2 Graphs. DOI: 10.1044/1058-0360(2012/10-0103).

- Greenspan, Stanley I., M.C. and Serena Wieder, Ph.D.  Engaging Autism.  Da Capo Press.  Cambridge, MA: 2006.

- Koegel, Lynn Kern, Ph.D. and Claire LaZebnik.  Overcoming Autism.  Viking Penguin.  New York, NY: 2004.

- Koegel, Robert, Koegel, Lynn & Erin McNerney; Pivotal areas in intervention for autism; Journal of Clinical Child Psychology; Fall 2001, Vol. 30, Issue 1.  

- Milshtein, Shahaf, Nurit Yirmiya, David oppenheim, Nina Koren-Karie, & Shlomit Levi, Resolution of the Diagnosis Among Parents of Children with Autism Spectrum Disorder: Associations with Child and Parent Characteristics, Journal of Autism & Developmental Disorders, Jan. 2010, Vol. 40, Issue 1, p 89-99

- Mirenda, Pat; Autism, augmentative communication, and assistive technology: what do we really know?; Focus on Autism & Other Developmental Disabilities, Oct. 2000, Vol. 30.

- Murray, Donna S. , Lisa A. Ruble, Heather Willis, & Cynthia A. Molloy, Parent and Teacher Report of Social Skills in Children With Autism Spectrum Disorders, Language, Speech, & Hearing Services in Schools, April 2009, Vol. 40, Issue 2, p 109-115

- Nigam, Ravi; Dynamic assessment of graphic symbol combinations by children with autism; Focus on Autism & Other Developmental Disabilities, Fall 2001, Vol. 16, Issue 3.

- Reddy, Vasudevi, Williams, Emma & Amy Vaughan, Sharing humour and laughter in autism and down's syndrome, British Journal of Psychology, May 2002, Vol. 93, Issue 2.

- Rogers, SJ, Interventions that facilitate socialization in children with autism, Journal of Autism and Development Disorders, Oct 2000, Vol. 30.

- Shore, Stephen, Screening, The language of music: working with children on the autism spectrum; Journal of Education; 2002; Vol. 183; Issue 2.

- Siegel, Bryna, Ph.D.  The World of the Autistic Child.  Oxford University Press.  Oxford, NY: 1996.

- Srinivasan, Sudha M.; Pescatello, Linda S.; Bhat, Anjana N. Current Perspectives on Physical Activity and Exercise Recommendations for Children and Adolescents With Autism Spectrum Disorders. Physical Therapy. Jun2014, Vol. 94 Issue 6, p875-889. 15p. 1 Diagram, 5 Charts. DOI: 10.2522/ptj.20130157.

- Storch, Eric A.; Arnold, Elysse B.; Lewin, Adam B.; Nadeau, Josh M.; Jones, Anna M.; Nadai, Alessandro S. De; Mutch, P. Jane; Selles, Robert R.; Ung, Danielle; Murphy, Tanya K., The Effect of Cognitive-Behavioral Therapy Versus Treatment as Usual for Anxiety in Children With Autism Spectrum Disorders: A Randomized, Controlled Trial., Journal of the American Academy of Child & Adolescent Psychiatry. Feb2013, Vol. 52 Issue 2, p132-142. 11p.

- Tarakeshwar, Nalini, & Kenneth Pargament, Religious coping in families of children with autism, Focus on Autism & Other Developmental Disabilities, Winter 2001, Vol. 16, Issue 4.

- Vanderbilt Evidence-based Practice Center. (2014). Therapies for Children with Autism Spectrum Disorder: Behavioral Interventions Update. Agency for Healthcare Research and Quality.

- Wacker, David; Lee, John; Padilla Dalmau, Yaniz; Kopelman, Todd; Lindgren, Scott; Kuhle, Jennifer; Pelzel, Kelly; Dyson, Shannon; Schieltz, Kelly; Waldron, Debra. Conducting Functional Communication Training via Telehealth to Reduce the Problem Behavior of Young Children with Autism. Journal of Developmental & Physical Disabilities. Feb2013, Vol. 25 Issue 1, p35-48. 14p. DOI: 10.1007/s10882-012-9314-0

 
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Implementing early intensive behavioral intervention in community settings
Autism, Ahead of Print.
Although research shows early intensive behavioral intervention is efficacious when delivered in university or private intervention centers, little is known about effectiveness or feasibility of disseminating early intensive behavioral intervention to larger communities. The Michigan State University Early Learning Institute was developed to address gaps in distribution of early intensive behavioral intervention to community settings, with an emphasis of serving children and families on Medicaid. This short report describes the Early Learning Institute’s approach and preliminary utilization data among Medicaid families. Results suggest the model has potential for dissemination within community settings and promote utilization among Medicaid children.Lay abstractAlthough research shows early intensive behavioral intervention can be very beneficial for children with autism spectrum disorder when delivered in university or private intervention centers, little is known about the best way to provide early intensive behavioral intervention within the broader community. The Michigan State University Early Learning Institute was developed to address challenges with providing early intensive behavioral intervention in community settings, with an emphasis on serving children and families on Medicaid. This short report describes the approach taken by the Early Learning Institute and reports data regarding enrollment and utilization among Medicaid families. Results suggest the model has potential to be used within community settings and that children on Medicaid are likely to consistently attend their treatment sessions.
Work, living, and the pursuit of happiness: Vocational and psychosocial outcomes for young adults with autism
Autism, Ahead of Print.
Longitudinal data on the functioning of adults referred for possible autism as children are sparse and possibly different from datasets consisting of adult clinical referrals. A total of 123 young adults, mean age of 26, referred for neurodevelopmental disorders in early childhood were categorized into three outcome groups: autism spectrum disorder (ASD) diagnosis at some point and current intelligence quotient (IQ) ⩾ 70 (Ever ASD-Higher IQ), ever ASD and current IQ < 70 (Ever ASD-Lower IQ), and individuals who never received an ASD diagnosis (Never ASD). Independence and well-being were assessed through direct testing, questionnaires, and interviews. Verbal IQ, beyond intellectual disability status, accounted for group differences in employment; autistic features (Autism Diagnostic Observation Schedule Calibrated Severity Score) were uniquely related to adaptive skills and friendships. In many ways, the Never ASD group had similar outcomes compared to the ASD groups. However, lower well-being and fewer positive emotions were related to ASD diagnosis across IQ. The Ever ASD-Lower IQ group had the highest levels of irritability, hyperactivity, and medications. Families played a major role in supporting adults with and without ASD at all intellectual levels. Realistic ways of increasing independence should be developed through working with adults and their families, while acknowledging the contribution of individual differences in mental health, intelligence, and autism symptoms across neurodevelopmental disorders.Lay abstractIt is important to better understand how adults with autism are functioning in adulthood. Studies that have tracked individuals across the lifespan can help identify developmental factors influence differences in adult outcomes. The present study examines the independence, well-being, and functioning of 123 adults that have been closely followed since early childhood. Autism diagnosis and cognitive assessments were given frequently throughout childhood and during adulthood. We examined differences between adults who had received an autism diagnosis at some point with higher cognitive abilities (Ever ASD-High IQ) and lower cognitive abilities (Ever ASD-Low IQ), as well as adults who never received a diagnosis of autism in the course of the study (Never ASD). We found that autistic features specifically related to adaptive skills and friendships, and verbal intelligence related to work outcomes. In many ways, the Never ASD group had similar outcomes compared to the ASD groups. However, adults with ASD tended to have lower well-being and fewer positive emotions. Families played a major role in supporting adults with and without ASD at all intellectual levels. The findings suggest that realistic ways of increasing independence need to be developed by working with adults and their families, while acknowledging the contribution of individual differences in mental health, intelligence and autism symptoms across neurodevelopmental disorders.
Does implementing a new intervention disrupt use of existing evidence-based autism interventions?
Autism, Ahead of Print.
This study examines how the introduction of TeachTown:Basics, a computer-assisted intervention for students with autism spectrum disorder, influenced teachers’ use of other evidence-based practices. In a randomized controlled trial that enrolled 73 teachers nested within 58 schools, we used three-level hierarchical linear models to evaluate changes in teachers’ use of evidence-based practices across the school year for those who received TeachTown:Basics versus those assigned to control. Both groups received training and implementation support to deliver three well-established evidence-based practices for autism spectrum disorder. Qualitative interviews were conducted with 25 teachers who used TeachTown:Basics to better understand their experience. Compared with teachers in the control group, teachers in the TeachTown:Basics group reported significantly less growth over the 9-month period in their use of evidence-based practices that require one-to-one instruction (ps < 0.05), but no difference in their reported use of evidence-based practices that do not involve one-to-one instruction (p = 0.637). Qualitative interviews indicated that teachers viewed TeachTown:Basics as an effective substitute for one-to-one instruction because it was less burdensome, despite the lack of support for TeachTown:Basics’ effectiveness. Before introducing new practices, education leaders should carefully consider both evidence of effectiveness and the potential impact on the use of other evidence-based practices.Lay abstractInterventions for children with autism spectrum disorder are complex and often are not implemented successfully within schools. When new practices are introduced in schools, they often are layered on top of existing practices, with little attention paid to how introducing new practices affects the use of existing practices. This study evaluated how introducing a computer-assisted intervention, called TeachTown:Basics, affected the use of other evidence-based practices in autism support classrooms. We compared how often teachers reported using a set of evidence-based practices in classrooms that either had access to TeachTown:Basics or did not have the program. We found that teachers who had access to the computer-assisted intervention reported using the other evidence-based practices less often as the school year progressed. Teachers also reported that they liked the computer-assisted intervention, found it easy to use, and that it helped overcome challenges to implementing other evidence-based practices. This is important because the computer-assisted intervention did not improve child outcomes in a previous study and indicates that teachers may use interventions that are appealing and easier to implement, even when they do not have evidence to support their effectiveness. These findings support the idea of interventions’ complexity and how well the intervention fits within the classroom affect how teachers use it and highlight the need to develop school-based interventions that both appeal to the practitioner and improve child outcomes.
Autistic peer-to-peer information transfer is highly effective
Autism, Ahead of Print.
Effective information transfer requires social communication skills. As autism is clinically defined by social communication deficits, it may be expected that information transfer between autistic people would be particularly deficient. However, the Double Empathy theory would suggest that communication difficulties arise from a mismatch in neurotype; and thus information transfer between autistic people may be more successful than information transfer between an autistic and a non-autistic person. We investigate this by examining information transfer between autistic adults, non-autistic adults and mixed autistic-with-non-autistic pairs. Initial participants were told a story which they recounted to a second participant, who recounted the story to a third participant and so on, along a ‘diffusion chain’ of eight participants (n = 72). We found a significantly steeper decline in detail retention in the mixed chains, while autistic chains did not significantly differ from non-autistic chains. Participant rapport ratings revealed significantly lower scores for mixed chains. These results challenge the diagnostic criterion that autistic people lack the skills to interact successfully. Rather, autistic people effectively share information with each other. Information transfer selectively degrades more quickly in mixed pairs, in parallel with a reduction in rapport.Lay abstractSharing information with other people relies on the ability to communicate well. Autism is defined clinically by deficits in social communication. It may therefore be expected that autistic people find it difficult to share information with other people. We wanted to find out whether this was the case, and whether it was different when autistic people were sharing information with other autistic people or with non-autistic people. We recruited nine groups, each with eight people. In three of the groups, everyone was autistic; in three of the groups, everyone was non-autistic; and three of the groups were mixed groups where half the group was autistic and half the group was non-autistic. We told one person in each group a story and asked them to share it with another person, and for that person to share it again and so on, until everyone in the group had heard the story. We then looked at how many details of the story had been shared at each stage. We found that autistic people share information with other autistic people as well as non-autistic people do with other non-autistic people. However, when there are mixed groups of autistic and non-autistic people, much less information is shared. Participants were also asked how they felt they had got on with the other person in the interaction. The people in the mixed groups also experienced lower rapport with the person they were sharing the story with. This finding is important as it shows that autistic people have the skills to share information well with one another and experience good rapport, and that there are selective problems when autistic and non-autistic people are interacting.
The hidden inequalities of COVID-19
Autism, Ahead of Print.

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