ABSTRACT
LAY ABSTRACT: Insomnia is common in children with autism. Cognitive behavioral treatment for childhood insomnia (CBT-CI) may improve sleep and functioning in children with autism and their parents, but typical delivery involving multiple office visits can make it difficult for some children to get this treatment. This pilot study tested telehealth delivery of CBT-CI using computers, which allowed children and their parents to get the treatment at home. This pilot shows therapists that parents and children were able to use telehealth CBT-CI to improve child and parent sleep, child behavior and arousal, and parent fatigue. Parents found telehealth CBT-CI helpful, age-appropriate, and autism-friendly. Telehealth CBT-CI holds promise for treating insomnia in school-aged children with autism and deserves further testing.
Subject(s)
Autism Spectrum Disorder , Cognitive Behavioral Therapy , Sleep Initiation and Maintenance Disorders , Telemedicine , Autism Spectrum Disorder/complications , Autism Spectrum Disorder/therapy , Child , Feasibility Studies , Humans , Personal Satisfaction , Pilot Projects , Sleep Initiation and Maintenance Disorders/therapyABSTRACT
Universal screening is useful in the early identification of behavioral and emotional concerns, but teacher-related variance can potentially influence screening scores and resulting decisions. The current study examined the extent to which burnout and self-efficacy as teacher-level variables accounted for variance in universal screening scores. The study participants included 1,314 K-6 students and 56 elementary school teachers. Teachers completed the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) for each student in their classroom, while also completing rating scales regarding their personal self-efficacy and levels of burnout. Hierarchical linear modeling was employed to estimate the extent of teacher-related variance and whether burnout and self-efficacy accounted for this variance. Unconditional models indicated 12-30% of variance in screening scores was between teachers. Conditional models indicated teacher self-efficacy and the depersonalization component of teacher burnout were statistically significant predictors of Emotional Behavior and Total Behavior scores on the SAEBRS. Results further suggested that when combined, burnout and self-efficacy variables accounted for 7-30% of between-teacher variance in screening scores. Implications for practice and future research are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
