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Journal of Intellectual Disability - Diagnosis and Treatment

The Learning of Conceptual Categories for Students with Level 1 Autism Spectrum Disorder
Pages 117-12888x31
Manuel Ojea Rúa

DOI: http://dx.doi.org/10.6000/2292-2598.2016.04.02.6

Published: 15 August 2016

 


Abstract: This article presents a study where the overall objective is to measure any changes found as a result of the application of a program to facilitate the development of the semantic memory of people with Level 1 Autism Spectrum Disorder, following the implementation of a specific program to facilitate the creation of conceptual categories.

The study, based on a quasi-experimental design, analyzes the effectiveness of the program designed around four cognitive variables, comparatively observed in three groups of participants (N:19), distributed across one experimental group (N:7) and two control groups (made up of 7 and 5 participants respectively), conducted over three successive measures, 1 pre-test and 2 post-test measures at 6-month intervals. The results, found by repeatedly testing measures of intra-subject effects, show the effectiveness of the designed program, as it has aided in the development of meaningful learning for the members of the experimental group.

Keywords: Autism Spectrum Disorder, semantic memory, concepts, categories.

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Journal of Intellectual Disability - Diagnosis and Treatment

Editorial: Harnessing the Power of Interprofessional Practice and Education to Meet the Multi-Faceted Needs of Individuals with Intellectual Disability 
Pages 1-288x31
SallyAnn Giess

Published: 14 March 2016

 


Editorial

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Journal of Intellectual Disability - Diagnosis and Treatment

Exploring an Interprofessional Staff-Training Model: Application for Teachers and Therapists Working with Children Diagnosed with Autism 
Pages 3-16
Lina Slim and Genevieve Pinto Zipp

DOI: http://dx.doi.org/10.6000/2292-2598.2016.04.01.1

Published: 14 March 2016

 


Abstract: Increased prevalence of Autism Spectrum Disorder (ASD) has generated higher special needs enrollment in schools requiring teachers and therapists to acquire, incorporate and implement specialized strategies needed to address unique educational and behavioral challenges facing children diagnosed with ASD. Budget cuts have generated a shortage of qualified professionals with expertise in autism interventions. Currently, staff training is minimal, ineffective or lacking on how to do acquire these skills. More effective staff training may provide an avenue for addressing this shortage. This study investigates the impact that an Interprofessional Staff Training Procedure (STP), consisting of Video SelfMonitoring (VSM), Performance Feedback (PF) and Reflection (R) with and without Mentoring has on sustained and generalized teacher performance on two Dependent Variables – application of the Learn Unit (LU) and Rate of Effective Instruction (ROI). An exploratory study was conducted with 10 female teachers instructing 35 year old autistic children in two private schools utilizing principles of Applied Behavior Analysis. Teacher performance on LU and ROI was evaluated after: Phase 1 – 2hour workshop; Phase 2 – training period using STP with and without Mentoring and Phase 3 – followup period when STP and Mentoring are removed. While the STP appeared to enhance teacher performance and sustainability of procedural integrity, the greatest and most consistent improvement in performance was observed among teachers who received STP plus Mentoring as opposed to STP alone. Findings revealed that adding Mentoring to an existing STP appears to enhance teacher performance and Procedural Integrity with sustainable outcome.

Keywords: Training, mentoring, Autism Spectrum Disorders, teacher training, video selfmonitoring.
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Journal of Intellectual Disability - Diagnosis and Treatment

Inter-Professional Collaborative Care: A Way to Enhance Services for Adults with Intellectual Disability and/or Autism Spectrum Disorder and Mental Health Problems 
Pages 17-2488x31
Jane Summers, Christina Bartha, Pushpal Desarkar, Lisa Duggan, Julia Fineczko, Lew Golding, Ali Shahrami and Christopher Uranis

DOI: http://dx.doi.org/10.6000/2292-2598.2016.04.01.2

Published: 14 March 2016 


Abstract: This article describes our inter-professional mental health service for adults with intellectual disability and/or autism spectrum disorder. The service consists of an inpatient unit and outpatient program that are closely aligned and operate within a mental health and addictions teaching hospital. We provide information about recent changes to our model of care and the structures and activities that are used to support inter-professional team development and team functioning. Roles and functions of different mental health professionals on the team are outlined and case examples of adults with intellectual disability and complex mental health needs are provided to illustrate how the inter-professional team members work together.

Keywords: Inter-professional mental health team, intellectual disability, autism spectrum disorder, collaborative care, inpatient and outpatient services.
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