Understanding the Landscape of Psychosocial Intervention Practices for Social, Emotional, and Behavioral Challenges in Youth With ASD: A Study Protocol. Issue 3 (3rd July 2017)

• Record Type: Journal Article
• Authors: Wainer, Allison; Drahota, Amy; Cohn, Elizabeth; Kerns, Connor; Lerner, Matthew; Marro, Bianca; Moskowitz, Lauren; Soorya, Latha
• Is Part Of: Journal of mental health research in intellectual disabilities. Volume 10:Issue 3(2017)
• Page Start: 178
• Page End: 197
• Publication Date: 2017-07-03
• Subjects: Autism spectrum disorder -- behavioral health -- co-morbid mental health disorders -- mental health services -- psychosocial intervention; Mental retardation -- Periodicals; Psychiatry -- Research -- Periodicals; Autism -- Research -- Periodicals; 616.89005
• DOI: 10.1080/19315864.2017.1284289
• Languages: English
• ISSNs: 1931-5864

Abstract

ABSTRACT: Introduction : There is a significant gap between research and practice for mental health services for youth with autism spectrum disorder (ASD). Despite increased numbers of individuals with ASD treated in community settings, little is known about the array of practices used with this population and the extent to which providers are aware of and use evidence-based strategies. The goal of this article is to describe a protocol for developing a more comprehensive understanding of the landscape of current intervention practices and attitudes regarding the treatment of psychosocial issues in youth with ASD in community settings within the United States. Methods : This article describes our research protocol for developing a comprehensive survey—the Usual Care for Autism Survey (UCAS)—to capture the depth and breadth of practices for youth with ASD and attitudes of community-based providers. Phase 1 will involve a comprehensive review of published literature to identify intervention practices for social difficulties, anxiety, and externalizing symptoms in youth with ASD (7–22 years). Phase 2 will involve developing and piloting the UCAS using the qualitative approaches and Delphi methodology. In Phase 3, we will distribute the UCAS to approximately 700 providers across the United States to ascertain the frequency of intervention practices being delivered to youth with ASD and provider attitudes toward practices in usual care practice settings. Conclusions : Results will assist the work of researchers, clinicians, and policymakers to support the implementation of effective practices and improve the quality of services for youth with ASD.