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Background Health care provider ( HCP) responses to initial parental report of autism spectrum disorder ( ASD) symptoms were examined in relation to latency to diagnosis and child chronological age at diagnosis. Method Secondary data analyses were conducted for a sample of 1384 parents of children with ASD utilizing data from the National Survey of Children with Special Health Care Needs ( NS- CSHCN, 2009-2010 National Survey of Children with Special Health Care Needs, 2009) and the Centers for Disease Control and Prevention Pathways to Diagnosis and Services ( CDC PDS, Survey of pathways to diagnosis and services, 2011). Results Approximately 44% of the sample experienced predominantly delayed HCP responses, 38% experienced predominantly proactive responses, while the remaining 18% experienced a relatively even mix of delayed and proactive responses across HCPs. With regard to outcomes correlated with the type of HCP response, individuals exposed to proactive HCPs were diagnosed with ASD almost a year earlier for child chronological age than individuals exposed to mixed HCPs. This difference increased beyond a year between individuals receiving proactive HCPs versus individuals experiencing delayed HCPs. Finally, after controlling for socioeconomic status, parent-reported severity of ASD symptoms, and age at time of referral, proactive HCP was correlated with decreased time to diagnosis from parental first report of ASD symptoms. Conclusions Results are discussed with regard to increasing proactive HCP responses to parental first concerns of ASD symptomology versus a mix or delayed responses. [ABSTRACT FROM AUTHOR]

The age neutrality of the Social Communication Questionnaire (SCQ) was examined as a common screener for ASD. Mixed findings have been reported regarding the recommended cutoff score's ability to accurately classify an individual as at-risk for autism spectrum disorder (ASD) (sensitivity) versus accurately classifying an individual as not at-risk for ASD (specificity). With a sample from the National Database for Autism Research, this study examined the SCQ's sensitivity versus specificity. Analyses indicated that the actual sensitivity and specificity scores were lower than initially reported by the creators of the SCQ. Autism Res 2016, 9: 838-845. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

We examined the relationship of number of and readability of content of steps of task analyses with subsequent task performance. The results of the current study indicate that the number of and readability of steps were significantly associated with task performance via a non-linear, quadratic relationship. From our results, we suggest that task analyses may consider up to seven steps with a grade level of content (i.e., readability) of up to approximately 7th grade without diminishing task performance. These results do not provide final guidance as to the suggested number of steps or readability of content for task analyses but some initial guidance, especially in the absence of well-established task analyses. We suggest results should be used for those practitioners seeking guidelines for content development in the absence of well-established task analyses for suggested values for number of and readability of steps. • Number of and readability of steps were significantly were associated with task performance. • Task performance was maintained up to seven steps at the 7th grade level. • Results do not provide final guidance. • Results are useful in the absence of well-established task analyses. [ABSTRACT FROM AUTHOR]

Objective: Families of children with autism spectrum disorder are barraged by different treatment options. Some of these options have the support of empirical evidence while others do not. Stimulant treatments are typically utilized to treat symptoms of ADHD indicating an on-label use of such treatment. Methods: This study examines the association of stimulant treatment with the on- (symptoms of ADHD) and off- (symptoms of ASD) label symptoms among children with ASD via a non-clinical, population-based sample. Results: Results indicate no significant association of stimulant treatment with a reduction of on- or off-label symptoms among children with ASD. Conclusion: Stimulant medications utilized in the treatment of DSM core symptoms of autism spectrum disorder would be considered an off-label use because there is limited evidence to support that stimulants are effective in treating core symptoms of ASD, which is supported by the results of the current study. [ABSTRACT FROM AUTHOR]

Child care arrangements, costs, and satisfaction among parents of children with emotional or behavioral disorders were examined as compared with parents of children with other disabilities. The current study used a large, nationally representative, and community-based sample of approximately 3,000 parents of children with disabilities aged 3 to 5 years. Results indicate that parents of children with emotional or behavioral disorders did not appear to have significantly different types of child care arrangements or levels of satisfaction with these arrangements as compared with parents of children with other disabilities. Parents of children with emotional or behavioral disorders did appear to spend significantly more on child care as compared with parents of children with other disabilities. Parents of children with emotional and behavioral disorders spent $570 a year as compared with children with other disabilities. The overarching implication for policy would appear to be that special child care subsidies or more publicly fund child care services for parents of children with emotional or behavioral disorders should be provided. [ABSTRACT FROM AUTHOR]

This study examined children's trajectories of mathematics and reading achievements from kindergarten to eighth grade along with the gender differences in these trajectories. A total of 8503 participants drawn from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) formed the sample of the study. The results of the latent growth curve modeling indicate that (a) children's growth is curvilinear, specially, quadratic for both mathematics and reading achievement, and their growth in reading demonstrate a more complex pattern than that of mathematics; (b) there appear to be positive correlations between the intercept parameter (i.e. initial status) and the slope parameter (i.e. growth rate) in both reading and mathematics trajectories, indicating the 'Matthew effects' in education; (c) despite the statistically equivalent initial status in mathematics, boys outperform girls as early as first grade in both achievement score and positive growth rate; (d) for reading trajectories, girls outperform boys in both initial status and positive growth rate starting the baseline measurement. Finally, limitations and recommendations for future studies are discussed. [ABSTRACT FROM AUTHOR]

This study explores the attitudinal and motivational factors underlying graduate students' attitudes towards team research. Guided by the Theory of Planned Behavior, we hypothesize that attitude, subjective norm, and perceived behavioral control are three major determinants of graduate students' intentions to conduct team research. An instrument was developed to measure the influences of these factors on students' intentions and relevant scholarly productivity. A total of 281 graduate students from a large, comprehensive university in the southwest United States participated in the survey. Descriptive statistics reveal that around two-thirds of graduate students have no co-authored manuscripts submitted for publication since they started graduate school. Factor analyses validated the factor structure of the instrument, and the results of Structural Equation Modeling show that (a) graduate students' attitudes towards team research have a positive correlation with their attitudes towards individual research; (b) attitude towards team research, subjective norm, and perceived behavioral control, along with students' discipline/major areas and classification, account for 58% of the variance in the intention to conduct team research; and (c) subjective norm appears to be the most influential factor in the model, followed by attitude; while perceived behavioral control is not of much importance. These findings provide implications for academic departments and programs to promote graduate students' team research. Specifically, creating a climate for collaborative research in academic programs/disciplines/universities may work jointly with enhancing students' appraisals of such collaborations. [ABSTRACT FROM AUTHOR]

The results of a pilot program to provide transition services for high school seniors with disabilities via one-on-one mentoring services over the course of an academic year were examined. Results indicate significantly improved attitudes toward requesting accommodations over the course of the nine month program. These results suggest positive outcomes associated with the pilot program including increased application and subsequent enrollment to postsecondary education over and above national estimates. Information highlighting aspects of the program are provided including the positive preliminary results of the program. The paper concludes with a section on lessons learned and future adjustments in order to provide some practical program guidance for individuals who anticipate beginning a similar program. [ABSTRACT FROM AUTHOR]

The No Child Left Behind Act of 2001 specifically mandates that all students participate in the general assessment process or some form of alternate assessment as a measure of school accountability for student academic progress. Although levels of communication difficulties, intellectual impairment, and specific diagnoses such as autism spectrum disorders (ASDs) are correlated with increased probability of participating in alternate assessment methods, very little empirical research has focused on identifying predictors for students’ assessment modality. Archival data from the Special Education Elementary Longitudinal Study (SEELS; 2005) were used to examine variables that predict whether elementary school students with ASD participated in the general or alternate assessment. Results indicated that receptive and expressive communication abilities appear to influence participation in the general vs. alternate assessment in tandem with access to assistive technology. Students with ASDs were approximately 2.71 times more likely to participate in the general assessment when they had access to assistive technology. Next, we performed a second, follow-up analysis for only ASD students with communication problems. The odds ratio value increased to 14.9 indicating that ASD students with communication problems that had access to assistive technology were almost 15 times more likely to participate in the general assessment than students with communication problems without access to assistive technology. [ABSTRACT FROM AUTHOR]

Due to a variety of factors, Autism Spectrum Disorder (ASD) has long been tethered to use of low-value practice (LVP), arguably moreso than any other psychiatric or neurodevelopmental condition. Although dissemination of empirically supported treatments (EST) for autistic individuals has expanded markedly over the past decade, there has not been concomitant reduction in the use of LVP. It is critical that clinicians and scientists not only promote the implementation of EST, but also facilitate the de-implementation (abandonment and/or divestment) of ineffective or harmful practices. In this review, we describe a data-driven approach that can be used to identify LVP, drawing from established criteria for identification of evidence-based treatments (e.g., APA Division 12, National Clearinghouse on Autism Evidence and Practice; SAMHSA), as well as broader considerations such as social validity, cost, and parsimony. Herein, a data-based approach to LVP identification is proposed with a goal of improving quality of service access. Within an implementation science framework, we identify specific facilitators that sustain LVP use, and recommendations for subsequent de-implementation strategies are offered. [ABSTRACT FROM AUTHOR]

Institutional distance education goals reflective of policy can have an impact on practice. These goals have been noted as possibly being associated with improving access and outcomes for students with disabilities. The purpose of this study is to re-examine the association of institutional distance education goals with the frequency in which students with disabilities request accommodations in courses offered at a distance; it consists of a nationally representative sample of institutions of higher education. Results indicate a positive and significant relationship between institutional distance education goals and the frequency with which students with disabilities request accommodations in online courses [ABSTRACT FROM AUTHOR]

The Classroom Community Scale (CCS) has been utilized in previous research to measure sense of community of learners including those learners in blended learning environments. In the current study, the CCS was examined with respect to its psychometric properties in the blended learning environment. Reliability analyses indicate an acceptable level of internal consistency of scores for the data obtained. Confirmatory factor analyses, however, do not indicate evidence to support the construct validity of the CCS as previously defined. [ABSTRACT FROM AUTHOR]

College students with disabilities develop and utilize strategies to facilitate their learning experiences due to their unique academic needs. Using a semi-structured interview technique to collect data and a technique based in grounded theory to analyze this data, the purpose of this study was to discern the meaning of disclosure for college students with disabilities in relation to the strategies they invoke while seeking accommodations. The study revealed three underlying themes common to the accommodation-seeking strategies of the participants who were academically successful college students with disabilities. These themes include: scripting disclosure of one's disability; negotiating accommodations with faculty; and downplaying one's disability status. [ABSTRACT FROM AUTHOR]

The article examines the difference of delayed kindergarten entrance or known as academic red-shirting to non-delayed entrance in the academic achievement of children with learning disabilities. The authors cite that there were no significant difference to the issue of delayed and non-delayed kindergarten entrance to the special students. However, they adds that it benefits the children in the other academic-related areas.

This article reports on a pilot study of the Integrated Literacy Study Group, a digitally delivered professional learning intervention to prepare elementary school teachers to provide evidence‐based reading instruction and behavioral strategies to students with or are at risk for emotional and behavioral disorders. Using broadcast methods, we recruited 72 teachers across five states in the western United States to participate in the randomized controlled trial. Intervention teachers, relative to controls, made significant gains in self‐efficacy and use of the reading and behavioral strategies learned in the professional learning program. Students with or at risk of emotional and behavioral disorders served by participating teachers made significant improvements in academic competence and engagement. Teacher professional learning can improve teacher knowledge of evidence‐based reading and behavioral strategies for students with (or at risk for) emotional and behavioral disorders, teacher self‐efficacy, and teacher practice, with positive impacts on student early literacy and academic competence. Practitioner Points: 1.Elementary teachers are challenged by students with or at risk for emotional and behavioral disorders.2.An online intervention helped teachers manage student behavior and improve reading instruction.3.Teachers improved self‐efficacy and students gained academic competence. [ABSTRACT FROM AUTHOR]

• We examined the association between obsessive compulsive disorder (OCD) and autism spectrum disorder (ASD) symptoms among a community-based sample of adults. • The correlation between overall OCD symptoms (i.e., obsessions and compulsions) and ASD symptoms was small but statistically significant. • Similarly, obsession and compulsion subscales showed almost identical results for correlation with ASD symptoms (i.e., small but statistically significant) for the entire sample. We examined the association between obsessive compulsive disorder (OCD) and autism spectrum disorder (ASD) symptoms among a community-based sample of adults (n = 217) that completed an OCD and ASD screening instrument. Approximately 39% of the sample that met the ASD screener cutoff criteria also met the screener cutoff criteria for OCD. The correlation between overall OCD symptoms (i.e., obsessions and compulsions) and ASD symptoms was small but statistically significant for the entire sample of participants. Similarly, obsession and compulsion subscales showed almost identical results for correlation with ASD symptoms (i.e., small but statistically significant) for the entire sample. These results suggest that levels of compulsions and obsessions are equally correlated with ASD symptoms, and neither elevated compulsions nor obsessions differentially predicted the severity of ASD symptoms in a community-based sample of adults. However, when the analysis was restricted to only the participants that met screening criteria cutoff score for ASD, statistically significant results occurred with only elevated compulsions accurately predicting severity of ASD symptoms. These results suggest that compulsive behavior appears to be a good candidate for targeting intervention resources for individuals with characteristics of ASD given the mounting data suggesting that compulsions are more common than obsessions. [ABSTRACT FROM AUTHOR]

• Policy reform is needed to provide appropriate guidance for implementation. • Practitioners must create positive relationships with individuals prior to crisis. • Consent and positive communication may lead to more positive experiences. • Debriefing helps individuals process their emotions after a crisis event. • Culture and the climate must be addressed for implications to be successful. Physical and mechanical restraint are reactive procedures implemented to maintain the safety of individuals. Physical and mechanical restraint are most frequently used on children and young adults with disabilities and mental health disorders who exhibit an imminent threat of physical harm to themselves or others. However, the current body of research on the use of restraint is limited, especially when examining the synthesis of perceptions of the use of restraint. There has only been one review conducted within the past three decades examining attitudes on the use of restraint on individuals with intellectual disabilities. The current review synthesizes the body of literature by investigating the attitudes, perceptions, and experiences of those receiving and implementing physical and mechanical restraint, including caregivers, service providers, medical professionals, and children and young adults with disabilities and mental health disorders. We also examine attitudes, perceptions, and experiences of the use of restraint across time and barriers to eliminating the use of restraint. Recommendations for future research and practitioners are discussed. [ABSTRACT FROM AUTHOR]

Parents of children with autism experience higher levels of parenting stress than parents of neurotypical children or non-autistic children with other conditions such as intellectual developmental disabilities (Hayes & Watson, 2013). Although several factors might contribute to parenting stress, the presence of child externalizing behaviors and limited social communication skills, and adherence to treatment have all been investigated as influencers of parenting stress. This longitudinal study examined scores on the Parenting Stress Index at intake and every six months for the first year of treatment in an early intensive behavioral intervention model. Additionally, child externalizing behavior, adaptive behavior, and parent adherence to treatment were examined in relation to parent stress levels throughout treatment. Stress scores, on average, decreased steadily throughout the first year of treatment, even for families experiencing the most stress at intake. The presence of multiple categories of child behaviors was associated with higher levels of stress while increased adherence to direct treatment hours was associated with lower levels of stress across time. For adherence to family guidance hours, a statistically non-significant relationship existed with parenting stress across time. [ABSTRACT FROM AUTHOR]