ABSTRACT
OBJECTIVE: A number of studies have documented the benefits of neuropsychological evaluation as a tool for understanding brain-behavior relationships in various childhood disorders; however, little is known about the process by which children are referred for neuropsychological evaluation. From a systems perspective, it is important to understand whether there are identifiable referral patterns, and if so, how being aware of such patterns could shape the behavior of providers making those referrals. We aim to examine child characteristics that influence referral for neuropsychological evaluation. METHODS: Retrospective chart review of 773 children who received neuropsychological evaluation and were diagnosed with autism, attention-deficit/hyperactivity disorder, and/or anxiety was completed. Children were divided into groups based on referral source (professional or caregiver) and compared on demographic, behavioral, and medical characteristics. RESULTS: Overall, professionals were more likely than caregivers to refer children for neuropsychological evaluation. Though standardized measures suggested children referred by professionals and caregivers were similar, their clinical presentation appears to be different (i.e., those referred by professionals had more comorbidities and were more likely to be prescribed psychotropic medication than those referred by caregivers). Also, children with public insurance were more likely to be referred by a professional than by their caregiver. CONCLUSIONS: Findings highlight the important role of professionals in identifying "at-risk" children and supporting families through the process of receiving further evaluation when indicated. This information can be used to create a more efficient system for evaluating children and developing treatment plans, providing neuropsychologists with direct information to share with referral sources.
Subject(s)
Neuropsychological Tests , Referral and Consultation/statistics & numerical data , Socioeconomic Factors , Adolescent , Anxiety Disorders/psychology , Attention Deficit Disorder with Hyperactivity/psychology , Autistic Disorder/psychology , Caregivers , Child , Child, Preschool , Comorbidity , Demography , Female , Health Personnel/statistics & numerical data , Humans , Insurance, Health/statistics & numerical data , Male , Psychotropic Drugs/therapeutic use , Retrospective Studies , Young AdultABSTRACT
Individuals with Autism Spectrum Disorder (ASD) and/or intellectual and developmental disabilities (DD) often struggle with behavior management and emotion-regulation (ER). In this manuscript, we describe the results of a chart review examining a group treatment program designed to address ER deficits in youth with ASD and/or DD. The intensive 5 week program utilizes cognitive behavior, applied behavior analysis, and mindfulness techniques and includes biweekly child and parent groups. Results indicate that this program is feasible and associated with high caregiver satisfaction. Pre-and-post outcome results indicate statistically significant improvement on behavioral measures, but did not demonstrate significant improvment on the Pediatric Quality of Life Family Impact Module. Based on overall positive outcomes, a randomized controlled trial of the program is indicated.
Subject(s)
Ambulatory Care/psychology , Autism Spectrum Disorder/psychology , Emotions/physiology , Outpatients/psychology , Patient Acceptance of Health Care/psychology , Psychotherapy, Group , Adolescent , Ambulatory Care/methods , Ambulatory Care/trends , Autism Spectrum Disorder/therapy , Child , Developmental Disabilities , Feasibility Studies , Female , Humans , Male , Parents/psychology , Psychotherapy, Group/methods , Psychotherapy, Group/trends , Quality of Life/psychologyABSTRACT
When the overall magnitude of reinforcement is matched between 2 alternative work schedules, some students prefer to complete all of their work for continuous access to a reinforcer (continuous work) rather than distributed access to a reinforcer while they work (discontinuous work). We evaluated a student's preference for continuous work by manipulating the overall magnitude of reinforcement associated with continuous work. Preference for continuous work persisted despite a 20% decrease in reinforcer magnitude; however, a 40% decrease in reinforcer magnitude produced a shift in preference to discontinuous work.
