Systems of Care for Individuals with Autism Spectrum Disorder and Serious Behavioral Disturbance Through the Lifespan

Lubetsky, Martin J.; Handen, Benjamin L.; Lubetsky, Michelle; McGonigle, John J.

doi:10.1016/j.chc.2013.08.004

Cited by 18 publications

(14 citation statements)

References 9 publications

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“…State and local agencies may also provide care coordination services. For example, in Pennsylvania, families can register their child with the Office of Developmental Programs to obtain services from a support coordinator who will serve as an advocate and develop an Individual Support Plan (Lubetsky, Handen, Lubetsky, & McGonigle, 2014). …”

Section: Parent Training – Characterizing the Labelmentioning

confidence: 99%

“…Medical homes are intended to provide coordinated, accessible, continuous, culturally competent care that includes screening, education, referrals, and follow up for children with ASD (Lubetsky et al, 2014; AAP, 2002; Murphy & Carbone, 2011). Available research findings suggest that care coordination under the rubric of the medical home results in improved health status for children with ASD (Homer et al, 2008) and that participation in a medical home may also reduce costs of medical care (Kogan et al, 2008).…”

Section: Parent Training – Characterizing the Labelmentioning

confidence: 99%

See 1 more Smart Citation

Parent Training in Autism Spectrum Disorder: What’s in a Name?

Bearss

Burrell

Stewart

et al. 2015

Clin Child Fam Psychol Rev

173

111

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Parent training (PT) is well understood as an evidence-based treatment for typically developing children with disruptive behavior. Within the field of autism spectrum disorder (ASD), the term parent training has been used to describe a wide range of interventions including care coordination, psychoeducation, treatments for language or social development, as well as programs designed to address maladaptive behaviors. As a result, the meaning of “parent training” in ASD is profoundly uncertain. This paper describes the need to delineate the variants of PT in ASD and offers a coherent taxonomy. Uniform characterization of PT programs can facilitate communication with families, professionals, administrators and third-party payers. Moreover, it may also serve as a framework for comparing and contrasting PT programs. In support of the taxonomy, a purposive sampling of the literature is presented to illustrate the range of parent training interventions in ASD.

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Section: Parent Training – Characterizing the Labelmentioning

confidence: 99%

Section: Parent Training – Characterizing the Labelmentioning

confidence: 99%

Parent Training in Autism Spectrum Disorder: What’s in a Name?

Bearss

Burrell

Stewart

et al. 2015

Clin Child Fam Psychol Rev

173

111

View full text Add to dashboard Cite

show abstract

“…This trending spread of priority needs continues in adolescence (two high and five moderate), through emerging adulthood (three high and four moderate) into adulthood (two high and five moderate), and points to an age‐related diversification of need. These data suggest that an approach emphasizing individualized service planning that involve multiple sectors is needed to address the priority needs in adolescences and adults with ASD [Lubetsky, Handen, Lubetsky, & McGonigle, ].…”

Section: Discussionmentioning

confidence: 99%

“…priority needs in adolescences and adults with ASD [Lubetsky, Handen, Lubetsky, & McGonigle, 2014]. This study is the first to examine if an individual receives what they currently deem a priority need.…”

Section: Discussionmentioning

confidence: 99%

Priority service needs and receipt across the lifespan for individuals with autism spectrum disorder

Lai

Weiss

2017

Autism Research

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Individuals with Autism Spectrum Disorder (ASD) have a range of health, community, and social support needs across the lifespan that create age‐specific challenges in navigating service sectors. In this study, we set out to identify the priority needs of individuals with ASD across the lifespan, and the factors that predict receiving priority services. Participants included 3,317 individuals with ASD from a Canada‐wide online caregiver survey, stratified into five age groups (preschool, elementary school age, adolescence, emerging adulthood, adulthood). Priority receipt was calculated as a ratio of current services that corresponded to individualized priority need. Age‐stratified Poisson regression analyses were used to identify the sociodemographic, clinical and systemic predictors of priority receipt. Results indicate that the distribution of priority need varied by age, except for social skills programming, which was a high across all groups. The number of high and moderate priority needs diversified with age. Overall, 30% of individuals had none of their priority needs met and priority receipt decreased with age. Systemic factors were most consistently related to priority receipt across the lifespan. Understanding patterns and correlates of priority needs and use that currently exist in different age groups can inform policies to improve service access. Autism Res 2017, 10: 1436–1447. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

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“…It may be unclear who is responsible for training, supervising, and evaluating these one-to-one assistants (Locke et al, 2014). The lack of coordination between service providers may contribute to ambiguity in one-to-one assistants’ roles and responsibilities, which in turn can impede engagement in the classroom (Lubetsky, Handen, Lubetsky, & McGonigle, 2014). …”

Section: Discussionmentioning

confidence: 99%

One-to-One Assistant Engagement in Autism Support Classrooms

Azad

Locke

Downey

et al. 2015

Teacher Education and Special Education: The Journal of the Tea

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Classroom assistants and one-to-one assistants are an important part of the staffing structure of many autism support classrooms. Limited studies, however, have examined how one-to-one assistants spend their time in the classroom. The purpose of this article was to examine the percentage of time one-to-one assistants were engaged in instruction or support of students with autism and to determine the factors associated with their engagement. Direct observations were conducted in 46 autism support classrooms. Teachers and classroom assistants were engaged in instruction or support 98% and 91% of the time, respectively. One-to-one assistants were engaged in instruction or support 57% of the time. Classroom assistants’ and one-to-one assistants’ engagement was significantly correlated. The low rate of one-to-one assistants’ engagement suggests an inefficient use of an important resource.

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Systems of Care for Individuals with Autism Spectrum Disorder and Serious Behavioral Disturbance Through the Lifespan

Cited by 18 publications

References 9 publications

Parent Training in Autism Spectrum Disorder: What’s in a Name?

Parent Training in Autism Spectrum Disorder: What’s in a Name?

Priority service needs and receipt across the lifespan for individuals with autism spectrum disorder

One-to-One Assistant Engagement in Autism Support Classrooms

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