Evidence Based Practices
Evidence Based Practices in Autism
Lynetric Rivers
Liberty University
3-11-13
Abstract
Autism and ASD (Autism Spectrum Disorders) has been one of the biggest misunderstood and misdiagnosed disorders. Working with children with autism presents different obstacles in regards to dealing with emotional, aggressive and depressive behaviors. This paper will show how Evidence-Based Practices can be highly effective when dealing with children with autism in the classroom, community and in the home. Further the definition of autism, ASD and what constitutes a medical/mental health diagnosis will be investigated also certain behavior problems that plague this population will be identified. In addition, Evidence-Based Practices will be explored …show more content…
Pervasive disorders include: Classic Autism, Asperger Syndrome, Rhett Syndrome, and Pervasive Development Disorder NOS (not otherwise specified). Historically, autism was identified in the 1940s and was interconnected with schizophrenia. Dr. Coplan stated, “Prior to 1980, physicians use the term childhood schizophrenia to cover a vast range of disorders, from delusions and hallucinations to what we now call ASD.” (2010, p. 85) Children can be diagnosed with autism or ASD by a licensed professional such as a psychologist, psychiatrist, or therapist who can also identify and complete a multidisciplinary evaluation for children as well. These professionals utilize interviews with the child, parent/caregiver, observation and evaluations. Evaluations can include the use of the DSM-IV, the Social Communication Questionnaire, Autism Diagnostic Observation Schedule, Gilliam Autism Rating Scales, and Autism Diagnostic Interview-Revised. “These tests may take the form of either parent completing rating scales for interviews, or they may need to be based on actual work of the child.” (Volkmar & Wiesner, 2009, p. 68)The parents will usually be the first to notice something is not quite right in their child’s development, by noticing the child does not respond to their name, there is no ‘baby talk” or babbling, and …show more content…
The studies have been able to rule out certain misconceptions about autism, and practices that are effective with this population. Mesibov was certain about the advances EBP has made in this field he stated, “Many years ago empiricism putting into psychodynamic speculations about parental pathology is the cause of autism. Empiricism continues to enable the field to move beyond testimonial and antecedents from family members and with autism has resulted.” (Mesibov & Shea, 2011, p. 114). He goes on to say also how EBP has acted as a counterbalance in educational settings and has been a great authority in how services will ultimately be provided for students with autism. Social validity also plays a part in empirical studies regarding EBP in autism. “Social validity refers to the social acceptability of the goals, procedures and outcomes of programs and interventions.” (Callahan, Henson, & Cowan, 2008, p. 678) This is according to Callahan hypothesizes that social validity is correlated with effectiveness. According to his outcomes this appears to be true he used “overall in group means and standard deviations and Omega squares for all surveyed items, ranked by overall mean from highest to lowest.” (Callahan, Henson, & Cowan, 2008, p. 680) Through these examinations is been proven EBP continues to be effective in children with autism. Studies continue to develop in order to
Lynetric Rivers
Liberty University
3-11-13
Abstract
Autism and ASD (Autism Spectrum Disorders) has been one of the biggest misunderstood and misdiagnosed disorders. Working with children with autism presents different obstacles in regards to dealing with emotional, aggressive and depressive behaviors. This paper will show how Evidence-Based Practices can be highly effective when dealing with children with autism in the classroom, community and in the home. Further the definition of autism, ASD and what constitutes a medical/mental health diagnosis will be investigated also certain behavior problems that plague this population will be identified. In addition, Evidence-Based Practices will be explored …show more content…
Pervasive disorders include: Classic Autism, Asperger Syndrome, Rhett Syndrome, and Pervasive Development Disorder NOS (not otherwise specified). Historically, autism was identified in the 1940s and was interconnected with schizophrenia. Dr. Coplan stated, “Prior to 1980, physicians use the term childhood schizophrenia to cover a vast range of disorders, from delusions and hallucinations to what we now call ASD.” (2010, p. 85) Children can be diagnosed with autism or ASD by a licensed professional such as a psychologist, psychiatrist, or therapist who can also identify and complete a multidisciplinary evaluation for children as well. These professionals utilize interviews with the child, parent/caregiver, observation and evaluations. Evaluations can include the use of the DSM-IV, the Social Communication Questionnaire, Autism Diagnostic Observation Schedule, Gilliam Autism Rating Scales, and Autism Diagnostic Interview-Revised. “These tests may take the form of either parent completing rating scales for interviews, or they may need to be based on actual work of the child.” (Volkmar & Wiesner, 2009, p. 68)The parents will usually be the first to notice something is not quite right in their child’s development, by noticing the child does not respond to their name, there is no ‘baby talk” or babbling, and …show more content…
The studies have been able to rule out certain misconceptions about autism, and practices that are effective with this population. Mesibov was certain about the advances EBP has made in this field he stated, “Many years ago empiricism putting into psychodynamic speculations about parental pathology is the cause of autism. Empiricism continues to enable the field to move beyond testimonial and antecedents from family members and with autism has resulted.” (Mesibov & Shea, 2011, p. 114). He goes on to say also how EBP has acted as a counterbalance in educational settings and has been a great authority in how services will ultimately be provided for students with autism. Social validity also plays a part in empirical studies regarding EBP in autism. “Social validity refers to the social acceptability of the goals, procedures and outcomes of programs and interventions.” (Callahan, Henson, & Cowan, 2008, p. 678) This is according to Callahan hypothesizes that social validity is correlated with effectiveness. According to his outcomes this appears to be true he used “overall in group means and standard deviations and Omega squares for all surveyed items, ranked by overall mean from highest to lowest.” (Callahan, Henson, & Cowan, 2008, p. 680) Through these examinations is been proven EBP continues to be effective in children with autism. Studies continue to develop in order to