scholarly journals The effectiveness of Applied Behavior Analysis training program for intervention teachers in Vietnam

2021 ◽  
Author(s):  
Tran Van Cong ◽  
Phuong Thi Hoai Nguyen ◽  
Hue Thi Thanh Hoang
Keyword(s):  
Training Program ◽  
Developmental Disorders ◽  
Positive Impact ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Basic Training ◽  
Behavior Analysis Training ◽  
Raising Awareness ◽  
Short Period

Applied Behaviour Analysis (ABA) is demonstrated as the most efficacious intervention for autism spectrum disorder (ASD) in many pieces of paper (Stahmer, 2011). However, ABA has been neither officially educated in Vietnam nor studied to examine the ability of intervention teachers. In order to enhance the quality of intervention teachers in specialized centers, a basic training program was conducted, including a two-week tutorial and a three-month supervised practicum. One hundred thirty-one intervention teachers in Vietnam participated in this training, which comprised general knowledge, fundamental skills, and on-site practicing. The finding indicated that the knowledge about ABA is limited; there are differences between staff with different specialties. The training has a positive impact on raising awareness of ABA even though it was a short-period program. These findings serve as the foundation for introducing evidence-based methods such as ABA into practice for ASD and other developmental disorders in Vietnam.

scholarly journals Editorial S.I: Early Identification in Autism Spectrum Disorders: The Present and Future, and Advances in Early Identification

2021 ◽  
Author(s):  
Roald A. Øien ◽  
Giacomo Vivanti ◽  
Diana L. Robins
Keyword(s):  
Quality Of Life ◽  
Early Identification ◽  
Behavioral Interventions ◽  
Developmental Disorders ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Access To Services ◽  
Spectrum Disorders ◽  
Care Costs

AbstractEarly identification of autism spectrum disorder (ASD) is considered by most scholars and clinicians to be a feasible and useful step for improving the wellbeing of individuals on the autism spectrum and their families. Arguments supporting early detection efforts include the benefit of earlier access to services providing autism-specific evidence-based interventions (Vivanti et al., Journal of Autism and Developmental Disorders, 46(7), 2441–2449, 2016; Zwaigenbaum et al., Pediatrics, 136(Suppl), S10–S40, 2015), and its potential to mitigate or even prevent the challenges associated with ASD symptoms, reduce care costs, and improve the quality of life and productivity of individuals with ASD (Constantino et al., Pediatrics, 146(3), e20193629, 2020; Jacobson et al., Behavioral Interventions, 13(4), 201–226, 1998; Jacobson and Mulick, Journal of Autism and Developmental Disorders, 30(6), 585–593, 2000). Nevertheless, controversies and challenges in this field exist.

scholarly journals Health-Related Quality of Life in Children with Developmental Disorders

2021 ◽  
Author(s):  
Marina M. Schoemaker ◽  
Suzanne Houwen
Keyword(s):  
Quality Of Life ◽  
Developmental Disorders ◽  
Developmental Coordination Disorder ◽  
Autism Spectrum ◽  
Future Research ◽  
Health Related Quality ◽  
Related Quality ◽  
Health Related ◽  
Lower Hrqol

Abstract Purpose of Review (1) To give an overview of what is currently known about health-related quality of life (HRQoL) in three common and co-occurring developmental disorders: attention deficit hyperactivity disorder (ADHD), autism spectrum disorders (ASD), and developmental coordination disorder (DCD), and (2) to provide directions for future research. Recent Findings HRQoL is compromised in all three developmental disorders, affecting various domains of HRQoL. However, some domains are more affected than others depending on the nature of the core deficits of the disorder. Overall, parents’ rate HRQoL of their children lower than the children themselves. Children with ASD and ADHD with co-occurring disorders have lower HRQoL compared to those with singular disorders. Future studies in DCD are needed to investigate the effect of co-occurring disorder in this population. Summary Children with developmental disorders have lower HRQoL than typically developing children. Future research should focus on the effects of co-occurring disorders on HRQoL and on protective factors that may increase HRQoL. HRQoL should be a part of clinical assessment, as it reveals the areas in life children are struggling with that could be targeted during intervention.

scholarly journals Predictors of Quality of Life Among an International Sample of Mothers of Children 12 and Under With Corpus Callosum Disorders

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Peggy Henninger ◽  
Donna M. L. Heretick
Keyword(s):  
Quality Of Life ◽  
Corpus Callosum ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Online Survey ◽  
Autism Spectrum ◽  
Double Abcx Model ◽  
Double Abcx ◽  
Abcx Model

Previous research supports application of the Double ABCX model of family adaptation of parents of children with autism spectrum disorder and other pervasive developmental disorders. This is the first study to consider processes of adaptation among parents of children with agenesis of the corpus callosum (ACC). Using a quantitative cross-sectional design, an international sample of 266 mothers of children, aged 12 or under, with ACC completed an online survey. Parental reports of stress, resources, coping, and sense of coherence were evaluated as predictors of four subdimensions of parental quality of life for 178 mothers. In general, findings support the Double ABCX model as a viable approach to understanding processes that are related to quality of life among this group of mothers.

Implementation Science, Professional Development, and Autism Spectrum Disorders

2013 ◽  
Vol 79 (2) ◽  
pp. 233-251 ◽  
Author(s):  
Samuel L. Odom ◽  
Ann W. Cox ◽  
Matthew E. Brock
Keyword(s):  
Professional Development ◽  
Autism Spectrum Disorders ◽  
Implementation Science ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Science Professional Development ◽  
Spectrum Disorders ◽  
Development Center

The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed for children and youth with ASD and their families. Implementation science provides guidance for moving innovation, such as utilizing evidence-based practices for students with ASD, into regular practice in schools. The National Professional Development Center on ASD (NPDC) incorporated the principles of implementation science, the scientific knowledge about evidence-based practices, and the measurement of program quality into an intervention approach for students with ASD. This article presents the NPDC model as an example of using implementation science to build systems of professional development that increase the quality of services and promote teachers’ use of evidence-based practices.

Using Technology to Support Social Competence

2015 ◽  
pp. 336-355
Author(s):  
Brenda Smith Myles ◽  
Jan Rogers ◽  
Amy Bixler Coffin ◽  
Wendy Szakacs ◽  
Theresa Earles-Vollrath
Keyword(s):  
Quality Of Life ◽  
Social Competence ◽  
High Technology ◽  
Autism Spectrum ◽  
Home School ◽  
Relationship Building ◽  
Weak Central Coherence ◽  
Central Coherence ◽  
Evidence Based

Social competence includes a complex set of skills that impacts quality of life across all environments: home, school, employment, and the community. Elements that impact social competence, such as theory of mind, weak central coherence, regulation and relationship building, must be taught to individuals with disabilities, including those with autism spectrum disorder. Evidence-based interventions that incorporate low, medium and high technology have the potential to support skill development in social competence in a meaningful manner. This chapter reviews the concept known as social competence and offers a variety of practices to support its development.

Clinical guidelines and patient related outcomes: summary of evidence and recommendations

2019 ◽  
Vol 24 (3) ◽  
pp. 230-238
Author(s):  
Luciana Pereira de Vasconcelos ◽  
Luiza de Oliveira Rodrigues ◽  
Moacyr Roberto Cuce Nobre
Keyword(s):  
Medical Practice ◽  
Positive Impact ◽  
The Other ◽  
Evidence Based ◽  
Content Type ◽  
Good Medical Practice ◽  
Other Hand ◽  
Care Improvement ◽  
Based Medicine

Purpose Good medical practice, evidence-based medicine (EBM) and clinical practice guidelines (CPG) have been recurring subjects in the scientific literature. EBM advocates argue that good medical practice should be guided by evidence-based CPG. On the other hand, critical authors of EBM methodology argue that various interests undermine the quality of evidence and reliability of CPG recommendations. The purpose of this paper is to evaluate patient related outcomes of CPG implementation, in light of EBM critics. Design/methodology/approach The authors opted for a rapid literature review. Findings There are few studies evaluating the effectiveness of CPG in patient-related outcomes. The systematic reviews found are not conclusive, although they suggest a positive impact of CPGs in relevant outcomes. Research limitations/implications This work was not a systematic review of literature, which is its main limitation. On the other hand, arguments from EBM and CPG critics were considered, and thus it can enlighten health institutions to recognize the caveats and to establish policies toward care improvement. Originality/value The paper is the first of its kind to discuss, based on the published literature, next steps toward better health practice, while acknowledging the caveats of this process.

scholarly journals Indian nurses’ views on a collaborative model of best practices: Evidence-based practice, job satisfaction, learning environment, and nursing quality

2018 ◽  
Vol 8 (9) ◽  
pp. 87
Author(s):  
Kaisa Bjuresäter ◽  
Sister Tessy Sebastian ◽  
Bhalchandra Kulkarni ◽  
Elsy Athlin
Keyword(s):  
Job Satisfaction ◽  
Quality Of Care ◽  
Clinical Practice ◽  
Nursing Students ◽  
Learning Environment ◽  
Evidence Based Practice ◽  
Positive Impact ◽  
Evidence Based ◽  
Collaborative Model

Introduction: This study is a part of a project aimed at implementing and evaluating the Collaborative Model of Best Practice, (CMBP) to promoting evidence-based practice (EBP) in health care contexts. The aim of the study was to assess nurses’ interest, attitudes, utilisation, and views on promotors of and resources related to EBP before and after taking part in the CMBP project, and to investigate their views on the CMBP in relation to collaboration between the academy and clinical practice, the earning environment, job satisfaction, and nursing quality.Methods: A descriptive, comparative design was used with pre- and post-test measurements. The Research Utilization Questionnaire (RUQ) and study-specific questions were distributed to ward nurses (n = 67) in a rural Indian hospital.Results: Most of the nurses thought that the CMBP had a positive impact on quality of care, on their attitudes to, interest in, and knowledge EBP, and on their job satisfaction. They also considered that the collaboration between the nursing college and clinical practice had a positive impact on the learning environment and that more resources were available at the end of the project.Conclusions: The CMBP project was an attempt to improve the quality of care for patients and the learning environment for nursing students and nurses on the project wards. The results indicated fulfilment of these goals, which strengthens the usability of the model. Implementation of EBP is challenging and requires long-lasting activities and comprehensive support from leaders and facilitators. More studies are needed in which EBP is systematically implemented, accomplished, evaluated, and reported.

An Empirical Review of Peer-Mediated Interventions: Implications for Young Children With Autism Spectrum Disorders

2016 ◽  
Vol 33 (3) ◽  
pp. 131-141 ◽  
Author(s):  
Alison L. Zagona ◽  
Ann M. Mastergeorge
Keyword(s):  
Social Communication ◽  
Rating Scale ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Future Research ◽  
Evidence Based ◽  
Social Communication Skills ◽  
Communication Needs

Peer-mediated instruction and intervention (PMII) is a systematic, evidence-based method for addressing the social-communication needs of children with autism spectrum disorder (ASD). Despite existing research on this practice, gaps remain in the implementation of PMII. The purpose of this empirical review was to examine recent applications of this evidence-based practice and systematically assess the quality of the analytic approaches implemented. Recent studies selected for this review included participants with ASD and targeted social-communication skills. The Scientific Merit Rating Scale (SMRS) was used to review the quality of the research studies, and the results suggest that PMII continues to be an effective practice. These results indicate that future research should focus on larger study Ns, particularly for those who are preschool-age, and include measures of generalization and maintenance as well as treatment integrity measures of peers’ actions. The effectiveness of PMII relative to positive developmental outcomes is discussed.

scholarly journals Perception of Special Teachers on the Evidence based Intervention Strategies for Children with Autism Spectrum Disorder

2019 ◽  
Vol 8 (3S2) ◽  
pp. 427-434
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Disorders ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Intervention Strategies ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Graduate Degree ◽  
Chi Square ◽  
Children With Asd

Autism Spectrum Disorder (ASD) is one of five developmental disorders, it is a complex neurodevelopmental disorder affecting the ability of the person to socialize, communicate along with stereotype behaviours. ASD can affect any person irrespective of the gender, caste, creed or religion. Intervention means doing something, taking action or using a treatment to try to improve a particular condition or a problem. When it comes to ASD, there are many kinds of interventions offered. Depending on the type, they can involve the child, the parent or both. They might be one-off events or involve many sessions spread over years. Interventions are based on different theories about what causes ASD. The current study which is a part of the PhD tries to study the perception of special teachers on the current Intervention strategies for children with ASD. The study was conducted by circulating the questionnaire developed to the special teachers (n=40) working for ASD in the country. The participants consisted of special teachers having Diploma, Degree) and Post Graduate degree in the field of ASD (n=40). Descriptive statistics; frequency, percentages, and chi square tests were done using SPSS. The results indicated that teachers accepted the need for evidence based intervention strategies for training children with ASD.

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