Evaluating the Effectiveness of an Acceptance and Commitment Therapy-based Group Intervention for Parents of Children With a Diagnosis of Autism Spectrum Disorder

A five-stage protocol was used to support board certified behavior analysts providing telehealth support for children with autism spectrum disorder and their families. Stage 1 of the protocol involves two acceptance and commitment therapy exercises. Specifically, the Valued Living Questionnaire is used to identify a family member’s values, and the Bull’s-Eye Values Survey is employed to determine the extent to which a family member is living in accordance with stated values. Stage 2 of the protocol involves administering an adult version of the Meaningful Activity Participation Assessment (MAPA) to identify preferred activities of parents of a child with autism spectrum disorder. During Stage 3 of the protocol, the goals and objectives of a child with autism spectrum disorder are yoked with the preferred activities of a family member in order to promote child–parent engagement. Stage 4 of the protocol is focused on parent-implemented interventions, and Stage 5 of the protocol is designed as a primer for comprehensive support within an acceptance and commitment therapy model. The five-stage protocol provides guidelines for board certified behavior analysts interested in structuring telehealth sessions and optimizing engagement between a family member and a child with autism spectrum disorder.

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Treatment of Major Depressive Disorder with Autism Spectrum Disorder by Acceptance and Commitment Therapy Matrix

Case Reports in Psychiatry ◽

10.1155/2021/5511232 ◽

2021 ◽

Vol 2021 ◽

pp. 1-7

Author(s):

Takafumi Watanabe

Keyword(s):

Autism Spectrum Disorder ◽

Major Depressive Disorder ◽

Depressive Disorder ◽

Acceptance And Commitment Therapy ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Major Depressive ◽

Process Measures ◽

Commitment Therapy ◽

Acceptance And Commitment

Autism spectrum disorder (ASD) is known to increase a variety of psychiatric disorders, including major depressive disorder (MDD). Acceptance and commitment therapy (ACT) has been reported to be an effective psychotherapy for MDD. However, this is not the case with ASD. In this case study, based on the hypothesis that it is effective in treating MDD with ASD, we adapted the ACT Matrix, a tool for visualizing an individual’s experiences in the context of ACT, and administered 15 sessions to a woman with MDD with ASD following the onset of photo dermatosis. By the end of the final session, there was an increase in value-based behaviors and significant changes in depressive symptoms as well as significant changes in process measures such as experience avoidance, mindfulness, and progress toward a valued life. Six months after the end of the session, the improvement in symptoms was even stronger and the process measure of obstruction to a valued life was significantly improved. The ACT Matrix may thus ameliorate MDD in patients with ASD.

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PROPUESTA DE INTERVENCIÓN EN FAMILIARES DE NIÑOS CON TEA DESDE ACT PARA MEJORAR LA CONVIVENCIA FAMILIAR Y ESCOLAR

International Journal of Developmental and Educational Psychology Revista INFAD de psicología ◽

10.17060/ijodaep.2017.n1.v1.897 ◽

2017 ◽

Vol 1 (1) ◽

pp. 45

Author(s):

Mª Carmen Lozano-Segura ◽

Ana Manzano-León ◽

Carla Casiano Yanicelli ◽

Cristian Aguilera-Ruiz

Keyword(s):

Autism Spectrum Disorder ◽

Acceptance And Commitment Therapy ◽

Web Of Science ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Commitment Therapy ◽

Acceptance And Commitment ◽

Revisión Sistemática ◽

The Family ◽

Theoretical Results

Abstract.PROPOSAL FOR INTERVENTION IN FAMILIES OF CHILDREN WITH TEA FROM ACT TO IMPROVE FAMILY AND SCHOOL COEXISTENCEIntroduction: The diagnosis of autism of a child reaches the heart of the family with difficulty and emotions. A stage begins in which a great variety of resources are put in place to make that the development of the person diagnosed with Autism Spectrum Disorder (ASD) is as close as possible to a neurotypical evolution.Objectives: The first objective of this work is to make a bibliographical search of articles that deal with the Programs to deal with the difficulties that parents or families encounter when it comes to educating or coexisting and teaching to live at home and in schools for their children. family, as well as intervention strategies to deal with the obstacles in the families of children diagnosed with ASD.As a second objective, we intend to carry out a proposal of intervention with families of children diagnosed with ASD from the framework of Acceptance and Commitment Therapy based on the results found.Methodology: A systematic review of scientific articles has been carried out consulting the Web of Science, Scopus and INDAGA databases. The materials have been restricted by date of publication (2000/2017) and have been searched in Spanish and English.Abstracts / abstracts have been reviewed and the selected articles have been thoroughly read as well as all articles with relevant empirical and theoretical results for this review.Results: As a result of the systematic search, an intervention has been proposed in families of children diagnosed with ASD under the framework of Acceptance and Commitment Therapy.Conclusions: It has been proven that there are many lines from which interventions are proposed for families of children diagnosed with ASD, but those based on Acceptance and Commitment Therapy (ACT) are the ones that show the greatest benefits in improving the coexistence in the home and the subsequent integration and coexistence of the child in the classroom. Therefore, the proposed intervention proposed is based on this third generation therapy.Keywords: Autism Spectrum Disorder, intervention in families, Acceptance and Commitment Therapy, family coexistence and school coexistence.Resumen.Introducción: El diagnóstico de autismo de un hijo llega al seno de la familia con dificultad y emociones encontradas. Se inicia una etapa en la que se ponen en marcha gran variedad de recursos para hacer que el desarrollo de la persona diagnosticada con Trastorno del Espectro Autista (TEA) se asemeje lo más posible a una evolución neurotípica.Objetivos: El primer objetivo de este trabajo es hacer una búsqueda bibliográfica de artículos que versen sobre los Programas para tratar las dificultades que encuentran los padres o familias a la hora de educar o convivir y enseñar a convivir en casa y en escuelas a sus hijos o familiares, así como estrategias de intervención para tratar los obstáculos existentes en familiares de niños con diagnóstico de TEA. Como segundo objetivo se pretende realizar una propuesta de intervención con familias de niños diagnosticados con TEA desde el marco de la Terapia de Aceptación y Compromiso basada en los resultados encontrados.Metodología: Se ha realizado una revisión sistemática de artículos científicos consultando las bases de datos Web of Science, Scopus e INDAGA. Los materiales han sido restringidos por fecha de publicación (2000/2017) y se han buscado en idioma español e inglés. Se han revisado resúmenes/abstracts y se han leído en profundidad los artículos seleccionados así como todos los artículos con resultados empíricos y teóricos de relevancia para esta revisión.Resultados: Como resultado de la búsqueda sistemática se ha propuesto una intervención en familias de niños con diagnóstico de TEA desde el marco de la Terapia de Aceptación y Compromiso.Conclusiones: Se ha comprobado que son muchas las líneas desde las que se proponen intervenciones para familias de niños diagnosticados con TEA, pero son las basadas en Terapia de Aceptación y Compromiso (ACT) las que mayores beneficios reportan en la mejora de la convivencia en casa y la posterior integración y convivencia del niño en el aula. Por ello la propuesta de intervención que se propone está basada en esta terapia de tercera generación.Palabras clave: Trastorno del Espectro Autista, intervención en familias, Terapia de Aceptación y Compromiso, convivencia familiar y convivencia escolar.

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Telehealth for Family Guidance: Acceptance and Commitment Therapy, Parent-Focused Preference Assessment, and Activity-Based Instruction for the Support of Children with Autism Spectrum Disorder and Their Families

Behavior Analysis in Practice ◽

10.1007/s40617-020-00443-w ◽

2020 ◽

Author(s):

Michael J. Cameron ◽

Tiffanie Moore ◽

Carla Bogran ◽

Alexandria Leidt

Keyword(s):

Autism Spectrum Disorder ◽

Acceptance And Commitment Therapy ◽

Preference Assessment ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Commitment Therapy ◽

Acceptance And Commitment ◽

Based Instruction

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Outcomes of an acceptance and commitment therapy-based skills training group for students with high-functioning autism spectrum disorder: A quasi-experimental pilot study

Autism ◽

10.1177/1362361313501091 ◽

2013 ◽

Vol 18 (8) ◽

pp. 953-964 ◽

Cited By ~ 31

Author(s):

Johan Pahnke ◽

Tobias Lundgren ◽

Timo Hursti ◽

Tatja Hirvikoski

Keyword(s):

Autism Spectrum Disorder ◽

Acceptance And Commitment Therapy ◽

Training Group ◽

Skills Training ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Commitment Therapy ◽

Acceptance And Commitment ◽

Quasi Experimental ◽

Skills Training Group

Autism spectrum disorder is characterized by social impairments and behavioural inflexibility. In this pilot study, the feasibility and outcomes of a 6-week acceptance and commitment therapy-based skills training group were evaluated in a special school setting using a quasi-experimental design (acceptance and commitment therapy/school classes as usual). A total of 28 high-functioning students with autism spectrum disorder (aged 13–21 years) were assessed using self- and teacher-ratings at pre- and post-assessment and 2-month follow-up. All participants completed the skills training, and treatment satisfaction was high. Levels of stress, hyperactivity and emotional distress were reduced in the treatment group. The acceptance and commitment therapy group also reported increased prosocial behaviour. These changes were stable or further improved at the 2-month follow-up. Larger studies are needed to further evaluate the benefits of acceptance and commitment therapy for autism spectrum disorder.

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