MEYA是针对儿童自闭症相关临床需求的模块化心理治疗和咨询的免费在线自学课程,从业人员在MEYA中的坚持度和能力。

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Jeffrey J Wood, Karen S Wood, Kashia A Rosenau, An Chuen Cho, Amanda R Johnson, Virginia S Muscatello, Ingrid S Tien, Jolie Straus, Samara Wolpe, Ari Zeldin, Kristofer Kazlauskas, Bryce D McLeod
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引用次数: 0

摘要

公立学校和其他社区环境中为自闭症谱系学龄青少年提供的护理质量参差不齐,而且往往不是以证据为基础的。对这些环境中的从业人员进行循证实践(EBPs)培训可以提高护理质量。我们开发了一个基于互联网的免费培训和临床指导系统,综合了针对自闭症谱系青少年的多种 EBPs,解决了一系列心理健康需求和自闭症相关行为,名为 "自闭症谱系青少年模块化 EBPs"(MEYA; meya.ucla.edu)。研究人员从美国各地的心理健康实践环境中招募了七名从业人员,为自闭症谱系儿童(6 至 17 岁)提供服务。从业人员被随机分配接受为期2至8周的基线培训。MEYA 在线培训开始后,从业人员在算法指导下进行自闭症 EBPs 自我指导。参与者对课程进行录像。独立编码员使用 MEYA 忠诚度量表(MEYA-FS)对自闭症 EBPs 的依从性和能力进行评分。实践者还完成了与实施结果有关的测量,家长则对青少年的个性化目标行为结果进行了评分。七名从业者中有五名在接受 MEYA 培训后提高了对 MEYA 实践的依从性(即 MEYA-FS 分数)。能力方面的研究结果与此类似,但稍显逊色。实践者普遍认为 MEYA 是可行的、可理解的和可接受的。在 MEYA 培训期间,大多数青少年的成绩都有所提高。对 MEYA 进行随机对照试验将有助于确定其在学校和社区服务环境中支持从业人员实施 EBP 和青少年成果的有效性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Practitioner Adherence and Competence in MEYA, a Free Online Self-Instruction Program in Modular Psychotherapy and Counseling for Children's Autism-Related Clinical Needs.

Practitioner Adherence and Competence in MEYA, a Free Online Self-Instruction Program in Modular Psychotherapy and Counseling for Children's Autism-Related Clinical Needs.

The quality of care in public schools and other community settings for school-aged youths on the autism spectrum is variable and often not evidence-based. Training practitioners in these settings to deliver evidence-based practices (EBPs) may improve the quality of care. We developed a free internet-based training and clinical guidance system synthesizing multiple EBPs for youth on the autism spectrum addressing a range of mental health needs and autism-related behaviors, entitled Modular EBPs for Youth on the Autism Spectrum (MEYA; meya.ucla.edu). A multiple baseline study was conducted with seven practitioners recruited from mental health practice settings across the United States who were providing services to children on the autism spectrum (aged 6 to 17 years). Practitioners were randomly assigned to undergo baseline conditions of 2 to 8 weeks. Once online training in MEYA commenced, practitioners engaged in algorithm-guided self-instruction in EBPs for autism. Participants video-recorded sessions. Independent coders used the MEYA Fidelity Scale (MEYA-FS) to rate adherence and competence in EBPs for autism. Practitioners also completed measures pertaining to implementation outcomes and parents rated youth outcomes on personalized target behaviors. Five of seven practitioners increased their adherence to MEYA practices (i.e., MEYA-FS scores) following MEYA training. Findings for competence were similar, though somewhat less robust. Practitioners generally viewed MEYA as feasible, understandable, and acceptable. Most youth outcomes improved during MEYA. A randomized, controlled trial of MEYA would be helpful in characterizing its effectiveness for supporting practitioner EBP implementation and youth outcomes in school and community service settings.

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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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