A Cross-National Review of Evidence-Based Psychosocial Treatments for Children and Adolescents with Autistic Spectrum Disorders in the United Kingdom, Ireland, and United States

Autor/inn/en	Robinson, Lee; Bond, Caroline
Titel	A Cross-National Review of Evidence-Based Psychosocial Treatments for Children and Adolescents with Autistic Spectrum Disorders in the United Kingdom, Ireland, and United States
Quelle	In: Psychology in the Schools, 54 (2017) 9, S.1160-1175 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Robinson, Lee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22051
Schlagwörter	Foreign Countries; Comparative Education; Autism; Pervasive Developmental Disorders; Evidence Based Practice; Outcomes of Treatment; Intervention; Educational Psychology; School Psychologists; Children; Adolescents; Periodicals; Literature Reviews; United Kingdom; Ireland; United States + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Autismus; Erziehungspsychologie; Pädagogische Psychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Großbritannien; Irland; USA
Abstract	The most thoroughly researched topic in relation to autistic spectrum disorders (ASDs) is the evaluation of interventions. Educational psychology in the United Kingdom and Ireland is the most closely allied profession to school psychology in the United States. In considering what is published by and for the profession, it is important to include all of those journals that are directly relevant to the profession including educational psychology journals. This review reports on the type, focus, and quality of school-based ASD intervention research reported in school and educational psychology journals between 2005 and 2015. Twelve evaluation studies are reported, which evaluated 10 discrete interventions and two commercial packages. These interventions targeted academic, social, communication, and behavioral outcomes. Implications for the practice of school psychologists are discussed including the application of research to the idiographic nature of the work of school psychologists. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01