• Social Skills Groups • Consulta;on to Schools • School Social Work • Research on families of children with ASD: Challenges, benefits, and strategies for support
able to ar;culate the central role of the family in health and adjustment of individuals with ASD. • Iden;fy specific family factors that contribute to ASD outcomes and service delivery success. • Learn specific prac;ces and skills to successfully deliver family-‐centered ASD services .
examine whether parent characteris;cs contribute to ASD awareness among parents of young children in the general public. Methods • An online survey was distributed through Amazon’s Mechanical Turk (MTurk) to parents (N=497) who have a child 2-‐years or younger (and who do not have a child with ASD).
children with ASD currently receiving treatment for ASD symptoms • 226 Mothers; 34 Fathers; 13 Close rela;ves • 70% Caucasian, 23.1% African-‐American, 6.2% Other background Method • Mail and Online Ques;onnaires • Paired t-‐tests and mul;ple linear regression
• Examine factors that interfere with families’ ability to use the PDD program treatment hours alloTed to their child. • Elicit parent perspec;ves on factors that would make it easier for families to u;lize treatment hours. • Explore parents’ level of knowledge about the PDD program while they were on the wai;ng list.
children ages 3-‐11 with Pervasive Developmental Disorders • Provides ABA through private providers throughout the state. • Three years of intensive in-‐home and clinic-‐based interven;on • Outcomes measured by provider at baseline, ager year1, and ager year2
0 10 20 30 40 50 60 70 Provider ;mes were inconvenient Provider did not offer enough hours overall Other child treatment demands Parent work schedule Loca;on of services Family disagreement Child's school schedule Addi;onal caregiver demands Child is overburdened
respect each child and his or her family. • Tailor services to the needs, beliefs, and cultural values of each child and family • Share complete, honest, and unbiased informa;on with pa;ents and their families • Provide and ensure formal and informal support • Collaborate with pa;ents and families at all levels of service delivery • Recognize and build on the strengths of children and families • Ensure coordinated services
“What do you hope to get out of this process? How do you imagine you will use the informa9on from this assessment?” • Defining Family: “What other important people in your child's life would you like to be involved in this process? Are there people who disagree with your decision to bring Johnny here? Who else provides care for Johnny?”
aUtudes including the percep;on of effec;veness and the percep;on of burden. "I know that this would be a lot for anyone to add into their lives. How are you doing with all of this? Are there challenges that you and your family are facing that we haven't talked about yet?“ "What's your sense of how things are going so far? Are things changing for the beDer? Is this going the way that you had hoped?" • REGULARLY SEEK FEEDBACK FROM FAMILY MEMBERS
adults in assessment feedback and treatment planning • Deliver services at more flexible ;mes and loca;ons • Augment child treatments with brief family interven;ons targe;ng beliefs • Group-‐based parent Interven;ons • Parent-‐to-‐parent support interven;ons
Increase communica;on between agencies-‐develop shorthand communica;on strategies • Develop rela;onships with community support organiza;ons (churches, YMCA, etc.) • Pa;ent Naviga;on Models • Devo;ng resources to raising public awareness about the signs and symptoms of ASD and the effec;veness of treatment-‐strategic and informed messaging • Shared or braided funding across agencies to serve families more responsively (PalmeTo Coordinated System of Care)
Disorders • Tes;ng models of pa;ent naviga;on • Bringing behaviorists, family scholars, and others together to develop integra;ve models of how children and parents influence each other • Develop more precise and adap;ve models of family interven;on
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