scholarly journals Autism spectrum disorder/Takiwātanga: An Integrated Data Infrastructure-based approach to autism spectrum disorder research in New Zealand

Autism ◽  
2020 ◽  
Vol 24 (8) ◽  
pp. 2213-2227 ◽  
Author(s):  
Nicholas Bowden ◽  
Hiran Thabrew ◽  
Jesse Kokaua ◽  
Richard Audas ◽  
Barry Milne ◽  
...  
Keyword(s):  
Mental Health ◽  
Autism Spectrum Disorder ◽  
New Zealand ◽  
Young People ◽  
Autism Spectrum ◽  
National Registry ◽  
Spectrum Disorder ◽  
Data Sources ◽  
Children And Young People ◽  
Data Infrastructure

New Zealand has few estimates of the prevalence of autism spectrum disorder and no national registry. The use of administrative data sources is expanding and could be useful in autism spectrum disorder research. However, the extent to which autism spectrum disorder can be captured in these data sources is unknown. In this study, we utilised three linked administrative health data sources from the Integrated Data Infrastructure to identify cases of autism spectrum disorder among New Zealand children and young people. We then investigated the extent to which a range of mental health, neurodevelopmental and related problems co-occur with autism spectrum disorder. In total, 9555 unique individuals aged 0–24 with autism spectrum disorder were identified. The identification rate for 8-year-olds was 1 in 102. Co-occurring mental health or related problems were noted in 68% of the autism spectrum disorder group. The most common co-occurring conditions were intellectual disability, disruptive behaviours and emotional problems. Although data from the Integrated Data Infrastructure may currently undercount cases of autism spectrum disorder, they could be useful for monitoring service and treatment-related trends, types of co-occurring conditions and for examining social outcomes. With further refinement, the Integrated Data Infrastructure could prove valuable for informing the national incidence and prevalence of autism spectrum disorder and the long-term effectiveness of clinical guidelines and interventions for this group. Lay abstract New Zealand has few estimates of the prevalence autism spectrum disorder and no national registry or data set to identify and track cases. This hinders the ability to make informed, evidence-based decisions relating to autism spectrum disorder. In this study, we utilised linked health and non-health data to develop a method for identifying cases of autism spectrum disorder among children and young people in New Zealand. In addition, we examined rates of co-occurring mental health, neurodevelopmental and related conditions among this cohort and compared these to the general population. The method identified almost 10,000 children and young people with autism spectrum disorder in New Zealand. Co-occurring mental health or related problems were found in over 68% of this group (nearly seven times higher than the general population), and around half were identified with multiple co-occurring conditions. The most frequently identified conditions were intellectual disability, disruptive behaviours and emotional problems. We have developed a useful method for monitoring service and treatment-related trends, number and types of co-occurring conditions and examining social outcomes among individuals with autism spectrum disorder. While the method may underestimate the prevalence of autism spectrum disorder in New Zealand, it provides a significant step towards establishing a more comprehensive evidence base to inform autism spectrum disorder–related policy.

scholarly journals Autism Spectrum Disorder in Aotearoa New Zealand: Strategies for teachers.

Teachers Work ◽  
2018 ◽  
Vol 15 (2) ◽  
pp. 89-93
Author(s):  
Penelope Baines ◽  
Anne Yates
Keyword(s):  
Autism Spectrum Disorder ◽  
New Zealand ◽  
Young People ◽  
Inclusive Education ◽  
Educational Experience ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Ministry Of Education ◽  
Children And Young People ◽  
Aotearoa New Zealand

  According to Autism New Zealand (n.d.) there are approximately 65,000 New Zealanders with an Autism Spectrum Disorder (ASD).  Despite this prevalence, Goodall (2014) notes that “…teachers are still on a long journey to full acceptance of students on the autism spectrum as learners with potential” (p. 133).  This is concerning as one of the principles that form the foundation of the New Zealand Curriculum (NZC) (Ministry of Education, 2007) is inclusion.  The NZC states these principles “embody the beliefs about the nature of the educational experience and the entitlement of the student” (p. 37) and Te Kete Ipurangi (n.d.) describes inclusive education as all children and young people being engaged and achieving through participating, learning and belonging.  These principles, in addition to the prevalence of people with ASD in New Zealand, mean that teachers must possess an understanding of ASD as well as knowledge of teaching strategies to assist these learners.

scholarly journals Effects of Cognitive Training Programs on Executive Function in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review

2021 ◽  
Vol 11 (10) ◽  
pp. 1280
Author(s):  
Angela Pasqualotto ◽  
Noemi Mazzoni ◽  
Arianna Bentenuto ◽  
Anna Mulè ◽  
Francesco Benso ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Young People ◽  
Cognitive Training ◽  
Experimental Studies ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Special Focus ◽  
Long Term Effects ◽  
Children And Young People

Background. Autism Spectrum Disorder is often associated with deficits in executive functions (EFs), which is contributing significantly to individuals with ASD’s difficulties in conducting an independent life, particularly considering social skills. Technologies offer promising opportunities to structure EF intervention programs for children on the autistic spectrum. Methods. This study aimed to review the effectiveness of randomized controlled trials or quasi-experimental studies of EF interventions delivered to children and young people (up to 23 years old) with a diagnosis of ASD. A special focus was dedicated to document the effectiveness of computerized and non-computerized cognitive training on (1) EFs and on (2) ASD symptomatology and social skills. Of 2601 studies retrieved, 19 fulfilled the inclusion criteria. Results. Most of the interventions identified were effective in enhancing EFs and reducing symptoms in children and young people with ASD. Limited evidence is available on their generalization to untrained skills (i.e., social abilities) as well as long-term effects. Conclusions. There is growing evidence for overall effectiveness of EF training, particularly when computerized. However, caution should be taken when interpreting these findings owing to methodological limitations, the minimal number of papers retrieved, and a small samples of included studies.

scholarly journals Case Identification of Mental Health and Related Problems in Children and Young People using the New Zealand Integrated Data Infrastructure

2020 ◽  
Author(s):  
Nicholas Bowden ◽  
Sheree Gibb ◽  
Hiran Thabrew ◽  
Jesse Kokaua ◽  
Richard Audas ◽  
...  
Keyword(s):  
Mental Health ◽  
New Zealand ◽  
Young People ◽  
Mental Health Problem ◽  
Health Problem ◽  
Fiscal Year ◽  
Children And Young People ◽  
Data Infrastructure ◽  
Case Identification ◽  
Identification Method

Abstract Background In a novel endeavour we aimed to develop a clinically relevant case identification method for use in research about the mental health of children and young people in New Zealand using the Integrated Data Infrastructure (IDI). The IDI is a linked individual-level database containing New Zealand government and survey microdata. Methods We drew on diagnostic and pharmaceutical information contained within five secondary care service use and medication dispensing datasets to identify probable cases of mental health and related problems. A systematic classification and refinement of codes, including restrictions by age, was undertaken to assign cases into 13 different mental health problem categories. This process was carried out by a panel of eight specialists covering a diverse range of mental health disciplines (a clinical psychologist, four child and adolescent psychiatrists and three academic researchers in child and adolescent mental health). The case identification method was applied to the New Zealand youth estimated resident population for the 2014/15 fiscal year. Results Over 82,000 unique individuals aged 0-24 with at least one specified mental health or related problem were identified using the case identification method for the 2014/15 fiscal year. The most prevalent mental health problem subgroups were emotional problems (31,266 individuals), substance problems (16,314), and disruptive behaviours (13,758). Overall, the pharmaceutical collection was the largest source of case identification data (59,862). Conclusion This study demonstrates the value of utilising IDI data for mental health research, moving beyond incidence rates based on single data sources, and providing directions for future use and validation, including further linkage of data to the IDI.

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