《2016关于自闭症的英文.pptVIP

The Practice of Science and the Science of Practice in Autism Spectrum Disorders Samuel L. Odom FPG Child Development Institute University of North Carolina Goals of the Presentation Describe the origins of evidence-based practice Examine process and criteria for identifying evidence-based practice in behavioral intervention research Discuss issues related to implementation of EBPs Describe strategies for supporting implementation Animal Models for Intervention Neuroscience Autism and ASD: Agreeing on Terminology and Characteristics Definition and Diagnosis (Autistic Disorder) DSM-IV Criteria often the standard for diagnosis criteria Core features Social competence Communication Repetitive behavior/need for sameness Autism Spectrum Disorder Autistic Disorder Pervasive Developmental Disorder Not Otherwise Specified Asperger’s Disorder Practice of Science in Autism Intervention Research Goals have been: Cure autism Remediate or ameliorate condition for children and families Social science intervention research has focused on two classes of interventions in its research literature Comprehensive treatment models Focused intervention models What Do We Mean By Practice?Comprehensive Models vs. Focused Interventions Comprehensive models are multi-component programs designed to positively and systematically affect the lives of children with ASD and their families Focused interventions are procedures that promote individual skills or learning within a specific skill area. Origins of Evidence Based Practices Current emphasis may be traced to Cochrane’s (1972) concern about the lack of use of research in health care practice Formation of Cochrane Collaborative to conduct systematic reviews of effects of health care interventions Evidence-based medicine coined as a term at McMaster University in 1980’s Sackett and colleagues were primary early advocates for evidence-based medicine Sackett (1996) qualifications of EBM Neither old hat nor impossible to practice Not at “cook-boo