The visual-motor skills of 90 youth with high-functioning autism spectrum disorders (HFASDs) and 51 typically developing (TD) youth were assessed using the Beery-Buktenica Developmental Test of Visual-Motor Integration, Sixth Edition (VMI-VI) and Koppitz Developmental Scoring System for the Bender-Gestalt Test-Second Edition (KOPPITZ-2). Within-group comparisons (for both samples) yielded substantive mean differences between the KOPPITZ-2 composite and VMI-VI composite, Visual Perception and Motor Coordination sections of the VMI-VI, and VMI-VI composite and either VMI-VI supplemental tests. Between-group differences were assessed in a matched subsample of 33 participants from each group. The HFASD group scored significantly lower than the TD group on test sections requiring greater motor ability (i.e., VMI-VI composite, VMI-VI Motor Coordination, KOPPITZ-2 composite, and Bender-Gestalt Visual-Motor Test-Second Edition [BG-II]). Correlations between the KOPPITZ-2 composite and VMI-VI composite were .56 for the HFASD and .36 for the TD samples.
Despite efforts to expand use of evidence-based practice (EBP) within child and adolescent mental health clinics, these practices continue to be underutilized, partially due to a lack of quality training for clinicians. This article describes the second iteration of an evidence-based assessment and treatment seminar for staff clinicians and trainees in an academic medical center. The seminar was held in-person over 11 weeks in 90-min sessions and covered assessments and interventions for the most common referral concerns in our outpatient clinic. Clinicians and supervisors completed measures before and after the seminar to assess the impact of the seminar on attitudes, knowledge, skill, and frequency of use of EBP. Although, on average, the majority of clinicians and their supervisors reported that knowledge and clinically appropriate use of interventions and assessments increased after the seminar, differential effects were found for progress monitoring versus assessment for diagnostic evaluation. This study demonstrates the potential of using in-house clinic leaders and supervisors who are trained in delivering EBPs as a source of support for incoming clinicians. We highlight many practical considerations that may be helpful to consider when implementing a training seminar to increase the use of EBP.
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