Understanding and improving the care pathway for children with autism

Hurt, Lisa; Langley, Kate; North, Kate; Southern, Alex; Copeland, Lauren; Gillard, Jonathan; Williams, Sharon

doi:10.1108/ijhcqa-08-2017-0153

Cited by 32 publications

(31 citation statements)

References 20 publications

(18 reference statements)

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“…In the UK, the multi-disciplinary team approach is one of the assessment methods used for ASD diagnosis, although it is not available in all areas [3,64]. Research has shown that it is difficult to get a multi-disciplinary team together, especially when they span different disciplines such as education and health [19]. Therefore, telehealth may provide support and help to a specialist ASD team, allowing them to meet remotely and provide a diagnosis regardless of their locations.…”

Section: Discussionmentioning

confidence: 99%

“…This is not only a cost to the family but also to the specialist healthcare teams who travel to reach different areas. Recent research found that healthcare and educational systems work independent from each other with little crossover of activity [19], therefore it may be difficult to get multi-disciplinary teams together, especially when they span different disciplines.…”

Section: Introductionmentioning

confidence: 99%

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Use of telehealth for facilitating the diagnostic assessment of Autism Spectrum Disorder (ASD): A scoping review

et al. 2020

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There is a significant delay between seeking help and a confirmed diagnosis of Autism Spectrum Disorder (ASD). This delay can lead to poor outcomes for both the families and individuals. Telehealth potentially offers a way of improving the diagnostic pathway for ASD. We conducted a scoping review examining which telehealth approaches are used in the diagnosis and assessment of ASD in children and adults, whether they are feasible and acceptable, and how they compare with face-to-face diagnosis and assessment methods. A search for all peer-reviewed articles, combining the terms of autism and telehealth was conducted from 2000 to 2019. A total of 10 studies were identified for inclusion in the review. This review of the literature found there to be two methods of using telehealth: (a) Real-Time method e.g. video conferencing that enables teams in different areas to consult with the families and to assess the child/adult in real time and (b) A Store-and-Forward method as Naturalistic Observation Diagnostic Assessment (NODA) system to upload videos of child's behaviors to a webportal that enables the clinicians to make an assessment remotely. The findings were positive, finding there to be high agreement in terms of the diagnosis between remote methods and face to face methods and with high levels of satisfaction among the families and clinicians. This field is in the very early stages and so only studies with small sample size using surveys and interviews were identified but the findings suggest that there is potential for telehealth methods to improve access to assessment and diagnosis of ASD used in conjunction with existing methods, especially for those with clear autism traits and adults with ASD. Larger randomised controlled trials of this technology are warranted.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Use of telehealth for facilitating the diagnostic assessment of Autism Spectrum Disorder (ASD): A scoping review

et al. 2020

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“…Improved communication between parents and teachers is needed (Azad and Mandell 2016). The advantages of integrated working between health, social care and education have been noted in the literature and were reiterated by project staff; particularly in giving the children consistency in the strategies used to overcome their difficulties (Hurt et al 2019). Future intervention projects should attempt to address the issue of home-school links more proactively.…”

Section: Post-diagnostic Support For Familiesmentioning

confidence: 99%

The Impact of a Brief Home-Based Intervention on Families with a Child with Autism Spectrum Disorder

Mullan¹,

Boyd²,

McConkey

2020

J Dev Phys Disabil

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A brief intervention is described and evaluated that aimed to build and strengthen relationships for families of children diagnosed with ASD aged 12 and under. A particular focus was on socially disadvantaged parents. Parents were offered around five home visits which took place on weekdays during working hours; each lasting around 90 min. They were given individualised practical tools and support to manage their children’s behaviours alongside providing a listening ear to parents’ concerns. In all, 456 children and 427 families participated over a four-year period with a take-up rate of 87% of all referrals. The drop-out rate was low (4.5%) as was the proportion of missed and cancelled appointments. Parents’ satisfaction ratings were high and most found the number of sessions provided was ‘just right’. Children improved in their personal care, had less difficulty with change, showed less anger and had fewer meltdowns. Parents reported being less stressed, not feeling so down and managing their child better. The evaluations suggested that a brief home-based intervention is a viable and effective means of providing personalized, post-diagnostic support to parents at periodic intervals, although socially disadvantaged families may require additional assistance beyond managing their child’s ASD. The project also highlighted broader issues that impede effective support for families.

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“…Their engagement and the joint forces of therapist, teacher and parents are expected to contribute to improve the level of care (cf. Hurt et al, 2017;Schothorst et al, 2009).…”

Section: Strenghts and Limitationsmentioning

confidence: 99%

Art Therapy for Children Diagnosed with Autism Spectrum Disorders: Development and First Evaluation of a Treatment Programme

Schweizer¹

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12 the third circle. The outer circle frames the treatment Outcomes. The COAT-model and the descriptive results were used as building blocks in further studies. Research sub-question 2. Based on the literature, which typical elements in art therapy for children diagnosed with ASD can be identified that contribute to positive treatment outcomes? Children diagnosed with ASD are often referred to AT. The therapy seems promising for helping them with problems in the areas of social behavior, learning skills, and focusing attention (Schweizer, 2014; Teeuw, 2011). Also, there are some indications that improvements are generalized at home and in the classroom (Pioch, 2010). In this second study we systematically explored what evidence could be found in the research literature for 'working' elements of AT for children diagnosed with ASD. A search for intervention studies published between 1995-2012 was executed with relevant keywords (art, art therapy, Autism Spectrum Disorder, child, effect, outcome) using well-known databases: Cochrane, ERIC, MEDLINE, PubMED, psychINFO, ERIC, and Google. Assessment studies were excluded. The search did not find any intervention study that matched the criteria, also meaning that no systematic reviews, meta-analyses or RCTs could be identified. What we did find was a number of well-documented publications concerning art therapy for individual children diagnosed with ASD in the form of case descriptions that enabled a thorough content analysis. This analysis was structured according to the four categories of the COAT-model and resulted in a second description of promising elements of art therapy with children diagnosed with ASD. As a result of study 1 and 2 a substantial number of typical elements was identified. Our next aim was to compute the degree of consensus in a sample of art therapists and referrers regarding the relevance and applicability of these elements in daily practice. From the resulting list of consensus-based items two measuring instruments were developed for respectively observing the child's and the therapist's behavior during AT. This was because there was no instrument that could be used to monitor the behaviors of the main people involved in AT: the child and the therapist. Research sub-question 3. To what extent is there consensus among art therapists and referrers regarding the relevance and applicability in daily practice of typical elements of art therapy with children diagnosed ASD, identified in studies 1 and 2? 17 13 The scope of the third study was to determine the degree of consensus among experienced art therapists and referrers about the relevance and applicability of typical elements of art therapy with children diagnosed ASD. The input was the 'longlist' of elements (items) obtained from studies 1 and 2. For this third study the Delphi methodology was applied using a mixed-methods design. Additionally, a Focus group session was conducted to clarify some contradictory results from the Delphi study. The result was a 'shortlist' of elements with face valid...

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Understanding and improving the care pathway for children with autism

Cited by 32 publications

References 20 publications

Use of telehealth for facilitating the diagnostic assessment of Autism Spectrum Disorder (ASD): A scoping review

Use of telehealth for facilitating the diagnostic assessment of Autism Spectrum Disorder (ASD): A scoping review

The Impact of a Brief Home-Based Intervention on Families with a Child with Autism Spectrum Disorder

Art Therapy for Children Diagnosed with Autism Spectrum Disorders: Development and First Evaluation of a Treatment Programme

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