Using Parents and Teachers to Monitor Progress Among Children With ASD

Witmer, Sara E.; Nasamran, Amy; Parikh, Purvi J.; Schmitt, Heather; Clinton, M. Suzanne

doi:10.1177/1088357614525659

Cited by 6 publications

(2 citation statements)

References 69 publications

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“…A combination of psychoeducation, cognitive restructuring, behavioral principles, and out of session practice to improve the cognitive and behavioral mechanisms that maintain emotional difficulties are EBP techniques that are typically included in CBT packages. In addition to the need for interventions to be based in EBP (West, McCollow, Kidwell, Umbarger, & Cote, 2013), so too should components of dissemination and implementation, such as awareness of current EBP (Dingfelder & Mandell, 2011), implementer training (Reed & Henley, 2015), and adherence to training in EBP that is monitored and individualized (Dunlap, 2007; Witmer, Nasamran, Parikh, Schmitt, & Clinton, 2015). It is important to gather and use evidence on best practices for disseminating and implementing interventions, such as those mentioned previously, in addition to various aspects of interventions, such as intervention components and outcomes.…”

mentioning

confidence: 99%

Behavioral skills training for graduate students providing cognitive behavior therapy to children with autism spectrum disorder.

Hassan¹,

Thomson²,

Khan³

et al. 2017

Behavior Analysis: Research and Practice

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Despite growing literature in evidence-based practice (EBP) for children with autism spectrum disorder (ASD), there is limited research on best practices for training the practitioners that provide EBP. In traditional clinical psychology, training often includes self-study of intervention materials followed by ongoing supervision. Although behavioral skills training (BST) has been shown to be efficacious for training skills across many environments, it has yet to be evaluated in training clinical psychology graduate students to implement an intervention for youth with ASD. In a concurrent modified multiple baseline (multiple probe) design, we evaluated the impact of a brief (3-hr) BST session on graduate student therapists' implementation of a cognitivebehavioral therapy intervention meant to improve emotion regulation in children with ASD. Therapists showed modest additional improvements from baseline (self-study of the intervention manuals alone) in terms of the accuracy and quality of intervention delivery after receiving BST. Additionally, all therapists preferred the BST training session to self-study and said they would recommend BST to other practitioners. Future research should evaluate what specific training components result in the most improvement in therapist behavior and what, if any, added clinical significance therapist improvement serves for clients.

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mentioning

confidence: 99%

Behavioral skills training for graduate students providing cognitive behavior therapy to children with autism spectrum disorder.

Hassan¹,

Thomson²,

Khan³

et al. 2017

Behavior Analysis: Research and Practice

View full text Add to dashboard Cite

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“…In the third perspective, the authors asserted that principal stakeholders (i.e., parents/caregivers) appear to function as collaborators and partners in the development and implementation of interventions and support plans. Witmer, Nasamran, Pariky, Schmitt, and Clinton (2014) identified 40 studies that contained information regarding educational interventions that targeted social, communication, and behavioral progress in K-12 children with ASD. The researchers analyzed these studies concerning the use of parents or parents in conjunction with either teachers or students to monitor progress towards social, communication or other skill areas.…”

mentioning

confidence: 99%

Parent perceptions of music therapy in an on-campus clinic for children with Autism Spectrum Disorder

Schwartzberg

Silverman

2016

Musicae Scientiae

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Although researchers have investigated parent perceptions of family-based group music therapy sessions for children with Autism Spectrum Disorder (ASD), no researcher has examined parent perceptions of individual music therapy sessions for children with ASD in a university-based clinic. The purpose of this study was to understand parent perceptions of individual music therapy sessions in an on-campus university clinic for children with ASD. Research questions included: (a) How do parents of children with ASD perceive music therapy in an on-campus clinic? (b) How might parents differentiate music therapy from other treatments their child may be receiving? Four mothers of children with ASD receiving music therapy participated separately in semi-structured interviews. Using an inductive approach to thematic analysis, the authors identified and established code categories and themes during repeated readings of the data. Parents perceived music therapy to be a meaningful treatment for their children with ASD and five themes emerged: 1) music therapy is a unique and enjoyable multisensory approach that engages and motivates their children and distinguishes itself from other therapies 2) working with music therapy students is beneficial for children with ASD as it provides a change of routine and fosters flexibility; 3) the collaborative approach benefits all aspects of treatment and promotes rapport and alliance; 4) gains and progress resultant of music therapy generalize to other settings; 5) parents independently implement techniques used in music therapy in other settings. Implications for clinical practice and suggestions for future research are provided.

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