Disseminating ASD Interventions: A Pilot Study of a Distance Learning Program for Parents and Professionals
There is a need for the adaptation of training in evidence-based interventions to non-traditional methods, particularly for individuals working with children with autism spectrum disorders (ASD). An internet-based self-directed distance learning program was created to teach reciprocal imitation training, a naturalistic behavioral intervention aimed at increasing imitation in children with ASD. A single-subject multiple-baseline design study evaluated the effect of the program on changes in therapist (sample 1) and parent (sample 2) knowledge and behavior, and changes in child behavior. Adult participants improved their knowledge and use of the intervention techniques, and child participants improved their rates of imitation. Results suggest that a self-directed distance learning program may be effective for disseminating evidence-based practices to individuals working with children with ASD.
Available from: Marcus E. Daczewitz
- "Vismara et al. (2012) stated that parents used the webcams that were built into their laptops. Wainer and Ingersoll (2012) videotaped the parents during inperson meetings in the families' homes. "
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ABSTRACT: Efficient early intervention (EI) services are required to serve the needs of young children with disabilities and the needs of their families. Effective EI includes family-centred practices, evidence-based interventions, parent involvement/training, and delivery in children's natural environments. Due to the challenges of providing home-based EI for children with disabilities, there is a need to identify alternative service models. One possible alternative service-delivery model is training and coaching parents from a distance, via Internet technologies. The purposes of this paper are to (a) describe the challenges related to home-based EI services, (b) discuss the potential advantages of using Internet-based interventions as a supplemental service model, and (c) describe current Internet-based interventions by reviewing the literature related to training parents of young children with autism, from a distance via the Internet.
Early Child Development and Care 01/2015; 185(1). DOI:10.1080/03004430.2014.908866
Available from: Jaime A. Pineda
- "However, behavioral therapy is time consuming and costly for such a low potential benefit, making it entirely out of reach to the majority of the affected population , especially in developing countries. Moreover, research aimed at interventions is predominantly conducted with highfunctioning adults or adolescents and a review of the literature confirms that social skills training for ASD mostly involves high-functioning children (Cappadocia et al., 2012; Wainer and Ingersoll, 2013). However, it is the younger lower-functioning groups that have the greatest need for diagnosis and treatment, who have the greatest barrier to communication (and hence the greatest need for replacement or enhancement of communication ), and who may experience the greatest benefit if such tools can improve function or prevent progression of the disorder at an early stage. "
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ABSTRACT: Autism Spectrum Disorder (ASD) is an increasingly prevalent condition with core deficits in the social domain. Understanding its neuroetiology is critical to providing insights into the relationship between neuroanatomy, physiology and social behaviors, including imitation learning, language, empathy, theory of mind, and even self-awareness. Equally important is the need to find ways to arrest its increasing prevalence and to ameliorate its symptoms. In this review, we highlight neurofeedback studies as viable treatment options for high-functioning as well as low-functioning children with ASD. Lower-functioning groups have the greatest need for diagnosis and treatment, the greatest barrier to communication, and may experience the greatest benefit if a treatment can improve function or prevent progression of the disorder at an early stage. Therefore, we focus on neurofeedback interventions combined with other kinds of behavioral conditioning to induce neuroplastic changes that can address the full spectrum of the autism phenotype.
Frontiers in Neuroengineering 08/2014; 7:29. DOI:10.3389/fneng.2014.00029
Available from: Michael Bornstein
- "Across special clinical accommodations, prerequisite classes are still not considered by the vast majority of dental school curricula (22). Newly introduced distance learning modes may compensate for undergraduate educational discrepancies, as it has been indicated by late research work; cognitive perception of health professionals about autism interventions has been increased using Internet-delivered programs (25). "
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ABSTRACT: Objectives: This article reviews the present literature on the issues encountered while coping with children with autistic spectrum disorder from the dental perspective. The autistic patient profile and external factors affecting the oral health status of this patient population are discussed upon the existing body of evidence.
Material and Methods: The MEDLINE database was searched using the terms ‘Autistic Disorder’, ‘Behaviour Control/methods’, ‘Child’, ‘Dental care for disabled’, ‘Education’, ‘Oral Health’, and ‘Pediatric Dentistry’ to locate related articles published up to January 2013.
Results: Most of the relevant studies indicate poor oral hygiene whereas they are inconclusive regarding the caries incidence in autistic individuals. Undergraduate dental education appears to determine the competence of dental professionals to treat developmentally disabled children and account partly for compromised access to dental care. Dental management of an autistic child requires in-depth understanding of the background of the autism and available behavioural guidance theories. The dental professional should be flexible to modify the treatment approach according to the individual patient needs.
Key words:Autism spectrum disorder, dental management, children.
Medicina oral, patologia oral y cirugia bucal 08/2013; 18(6). DOI:10.4317/medoral.19084 · 1.17 Impact Factor
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