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Multidimensional Collaboration: Bridging for Success across Multiple Settings |
Tuesday, May 29, 2007 |
9:00 AM–10:20 AM |
Ford C |
Area: AUT; Domain: Service Delivery |
Chair: Naomi Swiezy (Christian Sarkine Autism Treatment Center, Riley) |
Discussant: Naomi Swiezy (Christian Sarkine Autism Treatment Center, Riley) |
Abstract: This symposium will offer research and discussion surrounding educational and treatment issues that transcend three service domains of intervention for children with an ASD: home, school, and clinical service. While each domain will be discussed independently, an emphasis will be on how these various domains and systems must ultimately integrate and influence one another for the most efficient and efficacious of service delivery systems. The symposium focuses on the increasing realization in the field that there is a need for ABA-based strategies that are transportable across systems to effect the most positive and long-term change for children and families. It is no longer commonly accepted that effective strategies only be utilized by trained therapists and only in a one on one setting. Rather, there is a need to bridge environments through multidimensional and collaborative efforts. ABA-based strategies should be utilized with a goal of transportability and generalizability for ultimate treatment outcome. |
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Diagnostic Implications on Caregiver Burden and Health-Related Quality of Life. |
MELISSA STUART (Christian Sarkine Autism Treatment Center), John H. McGrew (Indiana University, Purdue University, Indianapolis), Naomi Swiezy (Christian Sarkine Autism Treatment Center, Riley), Silvia Bigatti (Indiana University, Purdue University, Indianapolis) |
Abstract: The aim of this study is to provide information on the process and impact of receiving a diagnosis of an Autism Spectrum Disorder (ASD) in one’s child on burden and health-related quality of life. Primary caregivers of children recently diagnosed with an ASD were asked to report on several variables thought to influence positive and negative outcomes associated with caregiving and based on the double ABCX model of family adaptation: severity of autistic symptoms, additional life demands, locus of control, social support, appraisal, and coping strategies. Additionally, burden was measured across three domains: individual, marriage/relationship, and family burden. Caregivers reported on these variables within 6 months of receiving a diagnosis in their child. Results regarding the experience of burden across domains will be discussed in relation to the caregivers experience of receiving a diagnosis and the diagnostic process. |
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Product Rating: An Evaluation of IEP, BIP, and Permanent Product Samples as an Outcome in Professional Training. |
PATRICIA A. KORZEKWA (Christian Sarkine Autism Treatment Center, Riley), Naomi Swiezy (Christian Sarkine Autism Treatment Center, Riley), Melissa Stuart (Christian Sarkine Autism Treatment Center, Riley), Stacie L. Pozdol (Christian Sarkine Autism Treatment Center, Riley), Kara Hume (Indiana University), Heather L. Coates (Christian Sarkine Autism Treatment Center, Riley) |
Abstract: The mission of HANDS in Autism (Helping Answer Needs by Developing Specialists in Autism) is to provide practical and application-based information to professionals working with children across the autism spectrum in educational environments. Principles are taught from an ABA-based framework and training is provided that promotes practical learning opportunities through an innovative and intensive hands-on and coaching experience. Participants submitted sample IEP, BIP, and other permanent products prior to attending the training week. Participants then provided a second set of samples during follow up. The IEP, BIP, and other permanent product samples were rated using scales developed by the authors as a way to measure training outcomes. Analysis of the pre and post IEP and BIP data as well as other permanent products samples will be discussed with emphasis on the use of this as an appropriate outcome for educator training. |
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Social Skills Training in Children with ASD: A Comparison of Weekly Groups and Summer Camp Formats. |
STACIE L. POZDOL (Christian Sarkine Autism Treatment Center, Riley), Naomi Swiezy (Christian Sarkine Autism Treatment Center, Riley), Melissa Stuart (Christian Sarkine Autism Treatment Center, Riley), E. Brady Beach (Christian Sarkine Autism Treatment Center, Riley) |
Abstract: The general purpose of this study is to compare two different methods of teaching social skills to children with ASDs. The use of weekly social skills therapy groups is a widely used method for teaching social skills to children with ASD. Another possible way to teach social skills is through social skills summer camps. Various ASD social skills therapy summer camps have been established, but little is known regarding the efficacy of social skills therapy in a camp format compared to the efficacy of social skills therapy in a weekly group format. The goal of this study was to directly compare the efficacy of each method of social skills training. A social skills therapy curriculum that consists of 20 hours of therapy was established. Both group therapy formats also incorporated typically developing peer models into the curriculum. The social skills curriculum was delivered to two different groups of children with ASD; one group attended a 5-day summer camp for 4 hours per day and the other group attended 10 weeks of group therapy for 2 hours per week. Pre and post-test data will be discussed and the efficacy of the two formats will be compared. |
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