scholarly journals Phase 2 and Later of COVID-19 Lockdown: Is it Possible to Perform Remote Diagnosis and Intervention for Autism Spectrum Disorder? An Online-Mediated Approach

2020 ◽  
Vol 9 (6) ◽  
pp. 1850 ◽  
Author(s):  
Antonio Narzisi
Keyword(s):  
Autism Spectrum Disorder ◽  
Phase 1 ◽  
Autism Spectrum ◽  
Functional Adaptation ◽  
Spectrum Disorder ◽  
Phase 2 ◽  
Older Children ◽  
Working Models ◽  
Communication Competencies ◽  
Online Format

COVID-19 is still in phase 2. The lockdown has been significantly reduced compared to phase 1. The centers and institutions that deal with the diagnosis and intervention of children with autism spectrum disorder (ASD) require rapid functional adaptation to respond to patients’ needs. The possibility of using technology to activate and manage diagnostic (preliminary diagnosis) and intervention processes should be explored. Two developed telemedicine working models for diagnosis and intervention, including synchronous and asynchronous transmissions, are presented. They are proposals not yet supported by the data. The diagnosis step is composed by two different and consecutives phases: (A) pre-specialistic consultation (PSC) and (B) specialistic assessment. The intervention step implemented well-recognized evidence-based models for preschoolers, school-aged, and older children in an online format. Parents’ support is also included. The described working models have the purpose of carrying out preliminary specialistic answers to the families without aiming to replace preferable in-person assessment. Based on previous research findings, the telemedicine approach is accepted by parents, increases their sense of competence, increases the parent intervention adhesion, and improves the social communication competencies for children with ASD. In conclusion, the presented working models must be considered partial responses to the current emergency status and at the same time as possible integrations into traditional approaches.

scholarly journals Challenges and Successes in Raising a Child With Type 1 Diabetes and Autism Spectrum Disorder: Mixed Methods Study

10.2196/17184 ◽  
2020 ◽  
Vol 22 (6) ◽  
pp. e17184
Author(s):  
Tamara K Oser ◽  
Sean M Oser ◽  
Jessica A Parascando ◽  
Lee Ann Grisolano ◽  
Kanthi Bangalore Krishna ◽  
...  
Keyword(s):  
Health Care ◽  
Autism Spectrum Disorder ◽  
Type 1 Diabetes ◽  
Phase 1 ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Barriers And Facilitators ◽  
Phase 2 ◽  
Web Based

Background Self-management of type 1 diabetes (T1D) requires numerous decisions and actions by people with T1D and their caregivers and poses many daily challenges. For those with T1D and a developmental disorder such as autism spectrum disorder (ASD), more complex challenges arise, though these remain largely unstudied. Objective This study aimed to better understand the barriers and facilitators of raising a child with T1D and ASD. Secondary analysis of web-based content (phase 1) and telephone interviews (phase 2) were conducted to further expand the existing knowledge on the challenges and successes faced by these families. Methods Phase 1 involved a qualitative analysis of publicly available online forums and blog posts by caregivers of children with both T1D and ASD. Themes from phase 1 were used to create an interview guide for further in-depth exploration via interviews. In phase 2, caregivers of children with both T1D and ASD were recruited from Penn State Health endocrinology clinics and through the web from social media posts to T1D-focused groups and sites. Interested respondents were directed to a secure web-based eligibility assessment. Information related to T1D and ASD diagnosis, contact information, and demographics were collected. On the basis of survey responses, participants were selected for a follow-up telephone interview and were asked to complete the adaptive behavior assessment system, third edition parent form to assess autism severity and upload a copy of their child’s most recent hemoglobin A1c (HbA1c) result. Interviews were transcribed, imported into NVivo qualitative data management software, and analyzed to determine common themes related to barriers and facilitators of raising a child with both ASD and T1D. Results For phase 1, 398 forum posts and blog posts between 2009 and 2016 were analyzed. Common themes related to a lack of understanding by the separate ASD and T1D caregiver communities, advice on coping techniques, rules and routines, and descriptions of the health care experience. For phase 2, 12 eligible respondents were interviewed. For interviewees, the average age of the child at diagnosis with T1D and ASD was 7.92 years and 5.55 years, respectively. Average self-reported and documented HbA1c levels for children with T1D and ASD were 8.6% (70 mmol/mol) and 8.7% (72 mmol/mol), respectively. Common themes from the interviews related to increased emotional burden, frustration surrounding the amount of information they are expected to learn, and challenges in the school setting. Conclusions Caregivers of children with both T1D and ASD face unique challenges, distinct from those faced by caregivers of individuals who have either disorder alone. Understanding these challenges may help health care providers in caring for this unique population. Referral to the diabetes online community may be a potential resource to supplement the care received by the medical community.

scholarly journals Challenges and Successes in Raising a Child With Type 1 Diabetes and Autism Spectrum Disorder: Mixed Methods Study (Preprint)

2019 ◽  
Author(s):  
Tamara K Oser ◽  
Sean M Oser ◽  
Jessica A Parascando ◽  
Lee Ann Grisolano ◽  
Kanthi Bangalore Krishna ◽  
...  
Keyword(s):  
Health Care ◽  
Autism Spectrum Disorder ◽  
Type 1 Diabetes ◽  
Phase 1 ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Barriers And Facilitators ◽  
Phase 2 ◽  
Web Based

BACKGROUND Self-management of type 1 diabetes (T1D) requires numerous decisions and actions by people with T1D and their caregivers and poses many daily challenges. For those with T1D and a developmental disorder such as autism spectrum disorder (ASD), more complex challenges arise, though these remain largely unstudied. OBJECTIVE This study aimed to better understand the barriers and facilitators of raising a child with T1D and ASD. Secondary analysis of web-based content (phase 1) and telephone interviews (phase 2) were conducted to further expand the existing knowledge on the challenges and successes faced by these families. METHODS Phase 1 involved a qualitative analysis of publicly available online forums and blog posts by caregivers of children with both T1D and ASD. Themes from phase 1 were used to create an interview guide for further in-depth exploration via interviews. In phase 2, caregivers of children with both T1D and ASD were recruited from Penn State Health endocrinology clinics and through the web from social media posts to T1D-focused groups and sites. Interested respondents were directed to a secure web-based eligibility assessment. Information related to T1D and ASD diagnosis, contact information, and demographics were collected. On the basis of survey responses, participants were selected for a follow-up telephone interview and were asked to complete the adaptive behavior assessment system, third edition parent form to assess autism severity and upload a copy of their child’s most recent hemoglobin A<sub>1c</sub> (HbA<sub>1c</sub>) result. Interviews were transcribed, imported into NVivo qualitative data management software, and analyzed to determine common themes related to barriers and facilitators of raising a child with both ASD and T1D. RESULTS For phase 1, 398 forum posts and blog posts between 2009 and 2016 were analyzed. Common themes related to a lack of understanding by the separate ASD and T1D caregiver communities, advice on coping techniques, rules and routines, and descriptions of the health care experience. For phase 2, 12 eligible respondents were interviewed. For interviewees, the average age of the child at diagnosis with T1D and ASD was 7.92 years and 5.55 years, respectively. Average self-reported and documented HbA<sub>1c</sub> levels for children with T1D and ASD were 8.6% (70 mmol/mol) and 8.7% (72 mmol/mol), respectively. Common themes from the interviews related to increased emotional burden, frustration surrounding the amount of information they are expected to learn, and challenges in the school setting. CONCLUSIONS Caregivers of children with both T1D and ASD face unique challenges, distinct from those faced by caregivers of individuals who have either disorder alone. Understanding these challenges may help health care providers in caring for this unique population. Referral to the diabetes online community may be a potential resource to supplement the care received by the medical community. CLINICALTRIAL

The Oral and Written Language Scales: Is it useful for older children with autism spectrum disorder?

2008 ◽  
Vol 2 (1) ◽  
pp. 137-146 ◽  
Author(s):  
Sigan L. Hartley ◽  
G. Robert Buckendorf ◽  
Kristin Haines ◽  
Trevor A. Hall ◽  
Darryn M. Sikora
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Written Language ◽  
Spectrum Disorder ◽  
Older Children

scholarly journals Sensory subtypes and anxiety in older children and adolescents with autism spectrum disorder

2016 ◽  
Vol 9 (10) ◽  
pp. 1073-1078 ◽  
Author(s):  
Mirko Uljarević ◽  
Alison Lane ◽  
Amanda Kelly ◽  
Susan Leekam
Keyword(s):  
Autism Spectrum Disorder ◽  
Children And Adolescents ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Older Children ◽  
Adolescents With Autism

Parents training parents: Lessons learned from a study of reciprocal imitation training in young children with autism spectrum disorder

Autism ◽  
2018 ◽  
Vol 23 (6) ◽  
pp. 1601-1606
Author(s):  
Trevor A Hall ◽  
Sarah Mastel ◽  
Robert Nickel ◽  
Allison Wainer
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Phase 1 ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Treatment Services ◽  
Reciprocal Imitation Training ◽  
Young Children With Autism ◽  
Reciprocal Imitation

Parent-mediated interventions are cost-effective ways to increase access to appropriate treatment services to children with autism spectrum disorder. We aimed to engage parents working as partners within rural autism identification teams to facilitate prompt initiation of autism-specific treatment services and expand the amount of treatment available to young children with autism spectrum disorder. To do this, we sought to employ a two-phase training approach: (Phase 1) train parents to fidelity in an evidence-based parent-mediated intervention (reciprocal imitation training), and (Phase 2) evaluate the extent to which parents could effectively coach other parents of newly diagnosed children to implement reciprocal imitation training with their child. We experienced several unexpected barriers to completing all aspects of the Phase 1 training workflow. This led us to pivot toward a process evaluation. We used qualitative interviewing with our partner parents to systematically identify barriers and enhance the likelihood for successful future efforts at such an approach. The lessons we learned and recommendations for others attempting this type of research are presented.

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