Fad, Pseudoscientific, and Controversial Interventions

Travers, Jason C.; Ayers, Kevin; Simpson, Richard L.; Crutchfield, Stephen A.

doi:10.1007/978-3-319-30925-5_9

Cited by 25 publications

(16 citation statements)

References 97 publications

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“…Some specific therapies may be costly or locally unavailable, and therefore may be out of reach for large numbers of families living with ASD (Keenan et al, 2010). Some therapies may assume a certain basic understanding of ASD as a given, while others may prey on a lack of such knowledge to sell fallacious treatments (Travers et al, 2016). Simply to feel that they are trying to do something, parents may be tempted to spend large amounts of money (as well as time and energy) on ineffective or potentially dangerous approaches (Zane et al, 2008).…”

Section: Parent Education and Parent Training In Asdmentioning

confidence: 99%

Parent education in autism spectrum disorder - a review of the literature

Preece

Trajkovski

2017

Hrvat. rev. rehabil. istraž. (Online)

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Obitelji koje žive s poremećajem iz spektra autizma suočavaju se s mnogim izazovima koji ne utječu samo na dijete s tim poremećajem i njegov razvoj, već i na funkcioniranje obitelji i kvalitetu njezina života. Edukacija roditelja o poremećaju iz spektra autizma identificirana je kao prioritetna intervencija u području ove problematike, kako na nacionalnoj, tako i na međunarodnoj razini. Dok je, s jedne strane, literature o osposobljavanju (treningu) roditelja u okviru specifičnih terapijskih pristupa opsežna, pretragom baza podataka pronašli smo svega 12 članaka koji izvještavaju o istraživanjima edukacije roditelja. Ukupno gledajući, ta istraživanja pokazuju pozitivne učinke edukacije roditelja: ona može doprinjeti redukciji stresa i anksioznosti, boljem nošenju s teškoćama, poboljšanju interakcija i komunikacije između roditelja i djeteta, boljem razumijevanju poremećaja iz spektra autizma, učinkovitosti, povjerenju i poboljšanju kvalitete života roditelja. Razmatraju se četiri ključne teme: utjecaj, provedba, sadržaj i lokalna/kulturna sporna pitanja edukacije roditelja, a također i slabosti i teškoće zamijećene u dosadašnjim istraživanjima, kao i potreba za daljnjim istraživanjima na području ovih intervencija.

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Section: Parent Education and Parent Training In Asdmentioning

confidence: 99%

Parent education in autism spectrum disorder - a review of the literature

Preece

Trajkovski

2017

Hrvat. rev. rehabil. istraž. (Online)

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“…While behavioral approaches are often considered the first-line of treatment for pediatric sleep problems in typically developing children (Mindell et al, 2006), with more limited evidence supporting their use with children having a range of diagnoses, this is not manifest in clinical practice. Given parental attributions about sleep problems, the discrepancy between research evidence and parental practices, and the rise in pseudoscientific practices (Smith, 2008; Travers et al, 2016), parental attributions about sleep problems and beliefs about their cause should be explored during any assessment process for sleep (and other) problems (Sanders & Burke, 2013), including functional assessment (Blampied, 2013), and if necessary, parental psychoeducation may be required in order to shift perceptions about their role in the manifestation and treatment of sleep problems. Equally, it is likely that professionals in a range of areas require further education and training in the use of behaviorally based treatments so that they feel competent in making appropriate recommendations and supporting appropriate interventions…”

Section: Discussionmentioning

confidence: 99%

Attributions, causal beliefs, and help-seeking behavior of parents of children with autism spectrum disorder and sleep problems

McLay

Hansen

Carnett

et al. 2020

Autism

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Sleep problems in children with autism spectrum disorder are prevalent and persistent but also treatable. Little is known about how and why parents of such children seek help for sleep disturbance. Via an online survey ( n = 244 respondents), we gathered information about parents’ attributions about children’s sleep problems and beliefs about causes and on sources of information about, and their decisions regarding, help-seeking. Eighty-two percent of parents reported seeking some kind of help for their child’s sleep disturbance, and the average parent had tried six different treatment strategies, most commonly medical. Alignment of parents’ treatment choices with empirical evidence about treatment efficacy was poor, but belief in effectiveness was closely related to frequency of use of a treatment. In a Principal Components Analysis, parental attributions loaded on two factors: one which suggests the sleep problems are viewed as intrinsic to autism and stable (factor one) and the other as located within the child, stable, and treatment resistant (factor two). These findings have important implications for parental education and clinical practice in the treatment of sleep problems in children with autism spectrum disorder. Lay abstract Sleep problems are commonly reported among parents of children with autism spectrum disorder (ASD). Without effective treatment, such problems are unlikely to resolve. To date, we know very little about how and why parents of children with ASD seek help for sleep disturbance. Via an online survey, we gathered information about how parents make sense of their children’s sleep problems, beliefs about their causes, sources of information, and help-seeking behavior. The analysis of responses from 244 parents revealed that parents commonly view sleep problems (a) as a consequence of their child’s ASD, and unlikely to change over time (stable), and (b) as located within the child (intrinsic), stable over time, and difficult to treat. Despite this, parents also rated sleep problems as being important to treat. Eighty-two percent of parents surveyed reported seeking some kind of help for their child’s sleep disturbance, and the average parent had tried six different treatment strategies, most commonly medical approaches (e.g. melatonin). The alignment between parents’ treatment choices and those strategies that are supported by research was poor, but belief in the effectiveness of treatments was closely related to how often the treatment was used. These findings have important implications for parental education and clinical practice in the treatment of sleep problems in children with ASD.

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“…Secondary-level students with HFA, however, are less likely to receive such specialized services (LePage & Courey, 2014). To complicate matters, there are often limited funds available to serve older students, and teachers are less likely to be able to distinguish between EBPs and unproven, pseudoscientific practices (Travers et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis

McKeithan

Sabornie

2019

Focus Autism Other Dev Disabl

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The number of secondary-level students with high-functioning autism (HFA) served in public school settings has increased in recent years, and many of these students have difficulty with social–behavioral expectations in such settings. Instructional specialists must know which interventions have been shown to be effective, so they can make informed decisions about service delivery and instructional support (professional development) that maximize the potential for student success. The intent of the present meta-analysis was to examine the efficacy of social–behavioral interventions used with adolescent students with HFA served in public school settings. Thirteen studies employing single-case research designs published in peer-reviewed journals between 1987 and 2018 were found through an extensive literature search. The analyses indicated that specific social skill and behavioral interventions had high effect sizes and, likewise, improved outcomes for students with HFA. Implications for special education practice and future research are provided.

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Fad, Pseudoscientific, and Controversial Interventions

Cited by 25 publications

References 97 publications

Parent education in autism spectrum disorder - a review of the literature

Parent education in autism spectrum disorder - a review of the literature

Attributions, causal beliefs, and help-seeking behavior of parents of children with autism spectrum disorder and sleep problems

Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis

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