The Core Elements of Strength-Based Technology Programs for Youth on the Autism Spectrum: A Systematic Review of Qualitative Evidence

Jones, Matthew; Falkmer, Marita; Milbourn, Ben; Tan, Tele; Bölte, Sven; Girdler, Sonya

doi:10.1007/s40489-022-00302-0

Cited by 10 publications

(8 citation statements)

References 65 publications

(197 reference statements)

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“…Therapists identified the child’s interests and sought ways to incorporate these into service provision, reporting that such methods increased child engagement and rapport. These findings align with contemporary research that highlights the importance of identifying and harnessing a child’s interests and strengths in service provision (Jones et al, 2022; Mottron, 2017). While such ‘strengths-based’ approaches have been used to inform therapies associated with early intervention, education and employment (Jones et al, 2022; Mottron, 2017), this research suggests that designing a transdisciplinary mealtime service based on the strengths (and needs) of the child may be key to successful mealtime interventions.…”

Section: Discussionsupporting

confidence: 84%

Realist evaluation of a transdisciplinary mealtime management service for autistic children

Chan

Chong

Goh

et al. 2022

Autism

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Autistic children commonly experience mealtime difficulties; however, it is unknown what makes an effective transdisciplinary mealtime service for autistic children. This study used a realist evaluation framework to explore caregivers’ and therapists’ perceptions of the contexts, mechanisms and associated outcomes of a transdisciplinary mealtime management service for autistic children. Semi-structured interviews were conducted with six caregivers of autistic children engaged in a transdisciplinary mealtime service and 10 therapists providing the service, with interview data analysed using a realist evaluation approach. Four-context (child factors, family factors, therapist factors and institutional parameters), three-mechanism (transdisciplinary collaboration, child-centred approach and managing caregiver expectations) and two-outcome (impact on the child and impact on the caregiver) themes were identified. Findings highlighted that transdisciplinary collaboration, a child- and family-centred approach and managing caregiver expectations are key mechanisms providing a foundation for the development of evidence-based mealtime services for autistic children. Lay abstract Mealtimes and eating can be difficult for autistic children. A service where different professions work together is required to address the varied and complex mealtime difficulties of autistic children. Little is known about what is needed for such services to be effective. We interviewed six caregivers of autistic children who were engaged in a mealtime service and 10 therapists who are involved in delivering the service to understand their perspectives on the factors that were driving the effectiveness of the mealtime service. We found that different health professionals from different disciplines working together, focusing on adapting intervention to the child and family and managing expectations of the caregiver were important in contributing to outcomes of the mealtime service. The findings of this study can be used to inform the development of more effective interventions and services to support the well-being and development of autistic children.

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Section: Discussionsupporting

confidence: 84%

Realist evaluation of a transdisciplinary mealtime management service for autistic children

Chan

Chong

Goh

et al. 2022

Autism

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“…Some strides have been made regarding the use of strengths-based approaches in conditions such as autism. Still, this work has largely been restricted to education and employment contexts, primarily because autistic individuals often demonstrate strengths in the technology field (Jones et al, 2018; 2022; Lee et al, 2019). The factors important for promoting and influencing resilience identified by the development of these Core Sets may provide avenues for a broader view of the strengths and assets that could potentially be leveraged during intervention to promote resilience.…”

Section: Discussionmentioning

confidence: 99%

Risk and resilience in developmental diversity: Protocol of developing ICF core sets

Black,

Van Goidsenhoven,

Hens

et al. 2023

Neurodiversity

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Despite facing more adversity and being at a greater risk of poor long-term outcomes, many neurodivergent individuals thrive and have a “good life” according to subjective and objective standards. Research and clinical practice have most often focused on risk and negative outcomes in neurodivergent individuals. In comparison, very little attention has been paid to resilience and positive outcomes, and individualized assessment of risk and resilience is required for this population. The International Classification of Functioning, Disability, and Health (ICF) provides a framework to examine positive functional outcomes and the factors important for risk and resilience in developmental diversity. This protocol describes the multi-phase process that will be undertaken to develop ICF Core Sets or sets of ICF codes most relevant to risk and resilience in developmental diversity. Core Sets for risk and resilience in developmental diversity will advance the understanding of outcomes in neurodivergent populations and will provide a basis for developing individualized tools to assess resilience and risk in this population.

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“…Although the potential benefits of a strength‐based approach have been highlighted in recent studies (Halder et al, 2023; Jones et al, 2023; Reis et al, 2023), greater research is nevertheless needed about some elements of this approach (cf., Urbanowicz et al, 2019). For example, the possible stigmatization of exceptionality, even in autistic children, must be acknowledged.…”

Section: Introductionmentioning

confidence: 99%

The identification of exceptional skills in school‐age autistic children: Prevalence, misconceptions and the alignment of informant perspectives

Clark

Jung

Roberts³

et al. 2023

Research Intellect Disabil

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Background: Although autism is commonly described in terms of deficits, many autistic individuals have been found to demonstrate exceptional skills. The shift to a strengths-based approach in the field of autism necessitates increased understanding of these skills.Aims: This study examined (1) rates of exceptional skills in autistic school-age children as reported by parents and teachers, (2) associations between exceptional skills, autism severity and intellectual disability and (3) correlations between parent and teacher reports of exceptional skills. Method: Parents and teachers of 76 children attending autism-specific schools inAustralia completed online questionnaires. Thereafter, 35 parents and teachers who identified their child as having one or more exceptional skills were interviewed by a clinical psychologist.Results: Forty parents (53%) and 16 (21%) teachers reported that their child had at least one exceptional skill (agreement between the parent and teacher reports was low; κ = .03, p = .74). In comparison, clinical psychologist assessments identified 22 children (29%) as having at least one such skill. No statistically significant relationships were identified between exceptional skills, autism severity and intellectual disability. Conclusion:While different exceptional skills were identified, regardless of children's intellectual functioning or autism severity, parents and teachers varied substantially in their evaluations of these skills. Furthermore, the identified prevalence rates of exceptional skills did not always align with the rates identified in previous studies.The study findings highlight the need for definitional consensus on different types of exceptional skills, and the importance of multiple criteria/multi-instrument approaches in the identification of exceptional skills in autistic children.

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The Core Elements of Strength-Based Technology Programs for Youth on the Autism Spectrum: A Systematic Review of Qualitative Evidence

Cited by 10 publications

References 65 publications

Realist evaluation of a transdisciplinary mealtime management service for autistic children

Realist evaluation of a transdisciplinary mealtime management service for autistic children

Risk and resilience in developmental diversity: Protocol of developing ICF core sets

The identification of exceptional skills in school‐age autistic children: Prevalence, misconceptions and the alignment of informant perspectives

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