The psychosocial pathways underlying associations between benefit finding and quality of life (QoL) are poorly understood. Here we examined associations between benefit finding, social support, optimism and QoL in a sample of 84 caregivers. Results revealed that QoL was predicted by benefit finding, optimism and social support. Moreover, the association between benefit finding and QoL was explained by social support, but not optimism; caregivers who reported greater benefit finding perceived their social support be higher and this, in turn, had a positive effect on their overall QoL. These results underscore the importance of harnessing benefit finding to enhance caregiver QoL.

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Social skill interventions have become increasingly popular in recent times, as well as the use of technology to deliver and aid interventions for the autism spectrum disorder (ASD) population. Little research exists on the use of apps to teach social skills to individuals with ASD, in particular the behaviour change procedures that exist within apps. The current review examines the behaviour change procedures that exist within apps according to the Behavior Analyst Certification Board Task List, 5th Edition. A total of 15 apps were included within this review. Results indicate that a variety of behaviour change procedures exist within apps. However, the quality of apps and the number of behaviour change procedures vary across app developers.

Communication deficits in children with Autism Spectrum Disorder (ASD) can manifest in a myriad of lifelong social and educational challenges. Many children with ASD fail to learn vocal verbal behavior and may require intensive individualized intervention to learn early verbal operants. The current research aimed to evaluate the effects of a parent delivered stimulus-stimulus pairing (SSP) procedure on target vocalizations of two young children with ASD who did not present with vocal verbal behavior. Results indicated the intervention was successful in increasing the frequency of the target vocalizations for both participants. Social validity results indicated that parents were satisfied with the intervention and their own implementation of these procedures. These results are discussed in terms of their implications for parent delivered interventions. Keywords stimulus-stimulus pairing (SSP). verbal behavior. vocalizations. autism spectrum disorder (ASD). parent training Children diagnosed with autism spectrum disorder (ASD) present with a myriad of social communication deficits which vary across individuals. Such deficits are complex, and can range from insufficient speech and language skills (Charlop-Christy, Carpenter, Le, LeBlanc, & Kellet, 2002) to difficulties with more complex social communication skills, such as conversational reciprocity (Watkins et al., 2015). For children with ASD, development of vocal communication is often delayed and may never occur for some children (Kelley, Shillingsburg, Castro, Addison, & LaRue, 2007). In a longitudinal study of 206 children, researchers found that 30% of children did not acquire vocal language by the age of 9 (Anderson et al., 2007). Deficits in vocal communication are often associated with challenges across all stages of development

This research was conducted with mainstream school teachers in the Republic of Ireland to examine their use and knowledge of EBPs for students with autism.

Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training, years of experience, access to allied professionals and knowledge and use of autism EBPs in GE settings in Ireland. 369 mainstream primary school teachers reported their characteristics and their knowledge and use of EBPs. Results indicated that the majority of teachers received little initial teacher education training in autism, almost no continuous professional development (CPD) before educating a child with autism, and received little support from allied professionals. Knowledge and use of EBPs differed significantly across teacher characteristics, with findings discussed in relation to teacher training.

Background There is an abundance of evidence to demonstrate the positive impacts of Comprehensive Geriatric Assessment (CGA) on clinical and process outcomes for older adults across settings of care. However, it is unclear how older adults themselves view CGA and their experiences of the care process. The aim of this qualitative evidence synthesis is to explore the experiences and perspectives of older adults of CGA. Methods A comprehensive literature search was completed across MEDLINE, CINAHL, PsycINFO, PsycARTICLES and Social Sciences Full Text. Qualitative or mixed methods studies that included qualitative data on the perspectives and experiences of older adults of CGA were included. The methodological quality of the included studies was appraised using the Critical Appraisal Skills Programme checklist for qualitative research. Findings were synthesised using thematic analysis Results Nine studies were included in the synthesis, including studies where CGA was completed in hospital, outpatient assessment unit and home settings. Divergent experiences of CGA were reported. Older adults reported experiences of being respected and listened to during CGA and attention paid to all their issues and priorities. Good communication by healthcare providers was central to these positive experiences (theme 1). In contrast, experiences of being unclear about the aim of CGA or perceived benefits of CGA, feeling that the outcome of CGA did not align with their priorities (theme 2) and not feeling involved in decision making during CGA (theme 3) were also commonly reported. Conclusion Findings indicate that CGA is a process by which older adults can felt respected and paid attention to. However, scope exists to further improve older adults’ experiences of CGA. Enhanced healthcare provider communication and facilitation of older adult involvement in decision-making are priority areas for improvement. Further research should focus on exploring other stakeholder groups experiences of CGA including caregivers and healthcare professionals.

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