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For example, in both the U.S. and Mexico the most frequently reported screening tool was the Modified Checklist for Autism in Toddlers (M-CHAT, Robins et al., 2001, 2009). \nOther similarities included parent involvement, key concerns around language development, a lack of routine screening for ASD, and the screening of children between the ages of 2 to 4 years old. Differences in screening and diagnostic practices involved the professionals engaged in screening for ASD and the referral process in the aftermath of failed ASD screenings. \nIn the second article, Multicultural Counselor Supervision and Perceived Differences on Client Outcomes, Dr. Perez and colleagues present original research exploring the differences in perceptions among counselor supervisors and supervisees about the impact of multicultural supervision upon client outcomes. In this study, sixty-one participants consisted of faculty, counselor supervisors, counselors, and graduate students in counseling programs. 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引用次数: 0
摘要
我很高兴代表我的联合创始人和编辑同事,Roy Chen博士和Veronica Umeasiegbu博士,向大家介绍下一期《当代残疾与康复研究》(CRDR)。本期有两篇文章。在第一篇文章《美国和墨西哥的自闭症谱系障碍筛查实践》中,Maria Valdez和她的同事们用定性数据和描述性统计分析了35名专业人员(美国30名,墨西哥5名)的筛查和诊断实践,这些专业人员通常与自闭症儿童一起工作。在这项研究中,瓦尔迪兹和他的同事发现,美国和墨西哥的专业人员在筛查实践中有许多相似之处。例如,在美国和墨西哥,最常被报道的筛查工具是《幼儿自闭症改良检查表》(M-CHAT, Robins et al., 2001,2009)。其他相似之处还包括父母的参与、对语言发展的主要关注、缺乏对自闭症谱系障碍的常规筛查,以及对2至4岁儿童的筛查。筛查和诊断实践的差异涉及从事ASD筛查的专业人员和ASD筛查失败后的转诊过程。在第二篇文章《多元文化辅导员监督和对来访者结果的感知差异》中,Perez博士及其同事提出了一项原创性研究,探讨了辅导员主管和被辅导员对多元文化监督对来访者结果影响的感知差异。在这项研究中,61名参与者包括教师、辅导员主管、辅导员和咨询项目的研究生。本研究发现,多元文化监管/能力预测了监管者对来访者结果的看法,从而强调了多元文化监管的重要性以及改善多元文化能力培训的必要性。话虽如此,我希望你喜欢CRDR的出版。真诚的,Saara Terry Grizzell博士,CRC, LVRC, LCDC, LPC离职编辑,CRDR
Editor’s Introduction to This Issue
Saara Terry Grizzell University of Texas Rio Grande Valley
On behalf of my co-founders and editorial colleagues, Dr. Roy Chen and Dr. Veronica Umeasiegbu, I am pleased to present the next issue of Contemporary Research in Disability and Rehabilitation (CRDR).
This issue contains two articles. In the first article, Autism Spectrum Disorder Screening Practices in the United States and Mexico, Maria Valdez and colleagues present survey results using qualitative data and descriptive statistics to explore the screening and diagnostic practices of 35 professionals (30 in the U.S. and 5 in Mexico) who routinely work with children with ASD. In this study, Valdez and colleagues found many similarities in screening practices between professionals in the U.S. and Mexico. For example, in both the U.S. and Mexico the most frequently reported screening tool was the Modified Checklist for Autism in Toddlers (M-CHAT, Robins et al., 2001, 2009).
Other similarities included parent involvement, key concerns around language development, a lack of routine screening for ASD, and the screening of children between the ages of 2 to 4 years old. Differences in screening and diagnostic practices involved the professionals engaged in screening for ASD and the referral process in the aftermath of failed ASD screenings.
In the second article, Multicultural Counselor Supervision and Perceived Differences on Client Outcomes, Dr. Perez and colleagues present original research exploring the differences in perceptions among counselor supervisors and supervisees about the impact of multicultural supervision upon client outcomes. In this study, sixty-one participants consisted of faculty, counselor supervisors, counselors, and graduate students in counseling programs. This study found that multicultural supervision/competence predicted supervisor perceptions of client outcome, thus highlighting the importance of multicultural supervision and the need to improve training in multicultural competence.
With that being said, I hope you enjoy this publication of CRDR.
Sincerely,
Saara Terry Grizzell, Ph.D., CRC, LVRC, LCDC, LPC Outgoing Editor, CRDR