Sponsored by the HealthcareTrainingInstitute.org providing Quality Education since 1979
Add to Shopping Cart

Autism Spectrum Disorder: Promoting Communication & Socialization Skills
10 CEUs Substance Abuse: Growing Beyond 12 Step Program Dependency

Section 27
Autism Spectrum Disorders Best Practice Guidelines

CEU Question 27 | CEU Answer Booklet | Table of Contents | Autism
Social Worker CEUs, Counselor CEUs, Psychologist CEs, MFT CEUs

 

The Flip Book below is from The Division of Developmental Disabilities, Missouri Department of Mental Healthealth.

Hint:
1. Use + and – at top of page to increase or decrease size
2. Click and drag on page to move text to be more visible , if needed
3. Click speaker at top of page to add or delete sound

-Division of Developmental Disabilities, Missouri Department of Mental Health, Autism Spectrum Disorders:Missouri Best Practice Guidelines for Screening, Diagnosis, and Assessment, Thompson Foundation for Autism and the Division of Developmental Disabilities, Missouri Department of Mental Health, 2010, p. 1-65.
The article above contains foundational information. Articles below contain optional updates.

Online Continuing Education QUESTION 27
Missouri clinicians who make an AD diagnosis shall have at a minimum of what two requirements? Record the letter of the correct answer the CEU Answer Booklet.

 
Others who bought this Autism Course
also bought…

Scroll DownScroll UpCourse Listing Bottom Cap

CEU Answer Booklet for this course | Autism
Forward to Section 28
Back to Section 26
Table of Contents
Top

Gender differences in self-reported camouflaging in autistic and non-autistic adults
Autism, Ahead of Print.
Social camouflaging describes the use of strategies to compensate for and mask autistic characteristics during social interactions. A newly developed self-reported measure of camouflaging (Camouflaging Autistic Traits Questionnaire) was used in an online survey to measure gender differences in autistic (n = 306) and non-autistic adults (n = 472) without intellectual disability for the first time. Controlling for age and autistic-like traits, an interaction between gender and diagnostic status was found: autistic females demonstrated higher total camouflaging scores than autistic males (partial η2 = 0.08), but there was no camouflaging gender difference for non-autistic people. Autistic females scored higher than males on two of three Camouflaging Autistic Traits Questionnaire subscales: Masking (partial η2 = 0.05) and Assimilation (partial η2 = 0.06), but not on the Compensation subscale. No differences were found between non-autistic males and females on any subscale. No differences were found between non-binary individuals and other genders in either autistic or non-autistic groups, although samples were underpowered. These findings support previous observations of greater camouflaging in autistic females than males and demonstrate for the first time no self-reported gender difference in non-autistic adults.
Defining the core components of Family Navigation for autism spectrum disorder
Autism, Ahead of Print.
This study aimed to define the core components of Family Navigation for autism spectrum disorder, a promising intervention to reduce disparities in care for this population. Teams from four trials of Family Navigation for autism spectrum disorder completed the Template for Intervention Description and Replication checklist to outline intervention components. Through intervention component analysis and qualitative synthesis, we identified 11 core components across three domains: Training and Supervision, Navigator Tools, and Navigator Activities. We discuss the importance of identifying these core components and implications for future research and practice.
Varied treatment response in young children with autism: A relative comparison of structured and naturalistic behavioral approaches
Autism, Ahead of Print.
Heterogeneity of treatment response is common in children with autism spectrum disorder. Thus, many providers vary the intervention used based on child characteristics and learning domain. An improved understanding of how to match treatments to different children and domain areas may enhance efforts to individualize treatment and improve treatment response. This study evaluated the relative efficacy of discrete trial training and pivotal response training for teaching young children at risk for autism spectrum disorder receptive and expressive language, play, and imitation skills. Using a single-subject adapted alternating treatments design, children received both the treatments for 12 weeks. Data were collected during treatment and at 3-month follow-up. All participants acquired target skills in both treatments and demonstrated some generalization, maintenance, and spontaneous skill use. Pivotal response training and discrete trial training were each more effective for some children and domains. The results suggest that early rates of learning may be predictive of longer-term treatment response and useful in informing treatment decisions.
A cross-sectional descriptive analysis of portrayal of autism spectrum disorders in YouTube videos: A short report
Autism, Ahead of Print.
Professionals have expressed concerns about the quality of autism-related information available from Internet-based sources. The purpose of this study was to examine the source, content, usability, and actionability of autism spectrum disorder–related information contained in 100 different videos directed to families of children with autism spectrum disorder uploaded to YouTube. Upload sources were identified, and video content was coded. Understandability and actionability of the videos were examined using Patient Education Materials Assessment Tool for Audiovisual Materials. The collective number of views of the videos was almost 100 million. The length of videos was 691.17 min (i.e. 11.5 h) with the shortest video being 30 s and the longest video being 37.36 min. The YouTube videos related to autism spectrum disorder covered a range of issues, although much of the content was focused on signs and symptoms. No difference in content reporting was noted based on sources for most categories, although differences were noted in some categories (e.g. professionals mentioned diagnosis and resources more frequently). Poor understandability and actionability scores (i.e. below 70%) were reported for all videos regardless of video source. However, the videos generated by the professionals were superior in terms of understandability. Study implications and recommendations for further research are discussed.
Parent couples’ participation in speech-language therapy for school-age children with autism spectrum disorder in the United States
Autism, Ahead of Print.
This study examined parent couples’ participation in and satisfaction with speech-language therapy for school-age children with autism spectrum disorder in the United States. Responses from 40 father–mother couples (n = 80 parents) were examined across therapy components (i.e. parent–therapist communication, assessment, planning, and intervention). Descriptive frequencies, chi-square tests, intraclass correlations, and dyadic multilevel modeling were used to examine participation across fathers and mothers and within parent couples. Compared to mothers, fathers communicated less with therapists and participated less in assessment and planning. Fathers also had lower satisfaction than mothers with parent–therapist communication and planning. Although few parents participated in school-based therapy sessions, 40% of fathers and 50% of mothers participated in homework. However, few parents received homework support from therapists. Results are discussed in terms of clinical implications for interventionists to more effectively engage both fathers and mothers in family-centered speech-language therapy for school-aged children with autism spectrum disorder.

CEU Continuing Education for
Social Worker CEUs, Counselor CEUs,Psychologist CEUs, MFT CEUs


OnlineCEUcredit.com Login


Forget your Password Reset it!