Autism Spectrum Treatment

The field of autism interventions, as well as advice given to parents on educating children with autism spectrum disorders, is characterized by competing claims and controversy. This article compares two events targeted at parents, both of which were staged on the same weekend in Sydney, Australia, in 2007. One centered on applied behavioral analysis, holding out the promise of potential normalization for children with autism and their families. The other, mobilizing civil rights rhetoric, pushed for the full educational inclusion of all children with disabilities. This article investigates the assumptions underlying these varied positions and assesses some of the ways in which parents, especially mothers, make sense of and situationally negotiate these often emotionally charged claims and counter-claims.

Autism often is associated with general perceptual deficits. However, especially in visual processing, research shows a specific profile of strengths and problems. Details appear to have a particular meaning for individuals with autism and are spontaneously preferred to conceptual information. This way of information processing on the one hand leads to assets like recognizing small things quickly but on the other hand can result in problems to understand complex situations. Implications for a better understanding and support of persons with autism are discussed.

The Collaborative Model for Promoting Competence and Success (COMPASS) is an evidence-based, student-centered consultation and coaching intervention developed specifically for students with ASD.

What is COMPASS? It starts with parent-teacher consultation with a COMPASS trained consultant resulting in individualized goals and teaching plans using an Evidence Based Practice in Psychology (EBPP) framework. After the consultation, teachers receive evidence-based coaching with performance feedback and progress monitoring towards IEP progress.

What are the theoretical frameworks that inform COMPASS? COMPASS is an implementation strategy influenced by the framework  of Dunst, Trivette, and Raab (2013) (Figure 3) that considers the relationships between what the COMPASS consultant does (implementation practice) to impact what the teacher does (intervention practice) to improve child educational outcomes (practice outcomes).

What has the previous research on COMPASS found? Three previous randomized controlled trials found that COMPASS results in better IEP quality and goal attainment progress over the course of an academic year compared to control groups.

What is this study about? All previous studies have been delivered by the original developers. This study sought to train local, school-based consultants to implement COMPASS with high fidelity and satisfaction.

A new early intervention strategy created by a mum from Wollongong is helping parents of kids with learning difficulties give their children a better future
Everyone knows that early intervention is a key strategy for securing the best possible outcomes for a child with autism. What’s less clear is exactly what that intervention should involve and who is best equipped to provide it. In the chaos that follows a diagnosis the rush to provide effective early intervention can seem like yet another pressure on already overloaded parents............

Martin Degner und Christoph Müller gelingt es mit diesem Buch, Schnittpunkte der theoretischen  Erkenntnisse über Autismus und den TEACCH-Ansatz aufzuzeigen. Besondere Schwerpunkte sind die Beschreibung empirisch begründeter Erklärungsmodelle des Autismus und Möglichkeiten der Umsetzung des TEACCH-Ansatzes im pädagogischen Alltag. Dabei beziehen sich die Herausgeber auf den deutschen Sprachraum.
Mit dem Buch werden psychologische Erkenntnisse über Autismus und Fördermöglichkeiten so aufbereitet, dass ein erweitertes pädagogisches und therapeutisches Umfeld zur Umsetzung im pädagogischen Alltag angeregt wird.
Grundlegend ist die Annahme, dass Theorie und Praxis in der Arbeit mit autistischen Menschen in Deutschland bisher zu wenig miteinander verbunden sind.
In einem verständlichen Sprachstil, werden theoretische Zusammenhänge sowohl für praktisch tätige Personen als auch für theoretisch interessierte Leser verdeutlicht.
Aus dem Inhalt:
- Grundlegendes zu Autismus - Theoretische Grundlagen des Autismus, psychologische Erkenntnisse aus der empirischen Autismusforschung; zentrale Erklärungsmodelle des Autismus, auf denen der TEACCH-Ansatz aufbaut
- Von der Theorie zur Praxis – Darstellen der praktischen Relevanz theoretischer Erkenntnisse zu Autismus; Beispiele eines positiven Zusammenspiels von Forschung und Praxis
- Begleitung und Förderung von Menschen mit Autismus nach dem TEACCH-Ansatz – Darstellung praktischer Beispiele der Umsetzung in den verschiedenen Lebenskontexten; Diagnostik, Autismuszentrum, Schule, Wohnheim und Werkstatt, Fördermöglichkeiten innerhalb des Sozialtrainings

چکیده
هدف از پژوهش حاضر، تعیین اثربخشی آموزش بازی های گروهی بر مهارت های اجتماعی کودکان دارای اختلال اتیسم با عملکرد بالا بود. روش پژوهش از نوع نیمه آزمایشی با طرح پیش آزمون-پس آزمون با گروه کنترل بود. جامعه آماری این پژوهش را کلیه کودکان 7 تا 11ساله دارای اتیسم که درسال 1397 درحال دریافت خدمات درمانی از مراکز درمانی و توانبخشی شهر تهران بودند، تشکیل دادند. در این پژوهش 20 کودک پسر دارای اختلال اتیسم با عملکرد بالا با استفاده از روش نمونه گیری در دسترس براساس پرسشنامه سنجش دامنه طیف اتیسم از موسسه حمایتی و خدماتی حیات ارغوانی تهران انتخاب و 10 نفر از آن ها در گروه آزمایش و 10 نفر دیگر در گروه کنترل به شیوه تصادفی گمارش شدند. در ابتدا هردو گروه توسط نیمرخ مهارت های اجتماعی بلینی مورد ارزیابی قرار گرفتند. گروه آزمایش در 10 جلسه 45 دقیقه ای در طول 5 هفته بازی های گروهی رادریافت کردند در حالی که گروه کنترل چنین مداخله ای را دریافت نکردند. در پایان دوباره هر دو گروه مجددا توسط نیمرخ مهارت های  اجتماعی بلینی مورد ارزیابی قرار گرفتند. داده ها با استفاده از تحلیل کوواریانس مورد تجزیه و تحلیل قرار گرفت. یافته ها این پژوهش نشان داد که آموزش بازی های گروهی بر مهارت های اجتماعی کودکان دارای اختلال اتیسم با عملکرد بالا موثر است. از این رو با توجه به نتایج به دست آمده می توان آموزش بازی های گروهی را به عنوان یک روش تاثیرگذار بر بهبود مهارت های اجتماعی کودکان دارای اختلال اتیسم با عملکرد بالا پیشنهاد داد تا بخشی از مشکلات این کودکان کاهش یابد.                                                                                                 
واژه های کلیدی: بازی های گروهی، مهارت های اجتماعی، اختلال اتیسم

Our musical instruments should be reconsidered in various sizes, for various purposes and being reexamined their effect and capabilities. The original instruments are already exceptional, colourful and they are suitable to be used for duo, trio, quarted chamber music teams (İlerici, 1964). It is seen that Autism spectrum disorders children are innate gifted in music. As they cannot communicate with the outside world and the social environment, they live in a withdrawn world. They should be ensured to interact with music starting from of pre-school ages. Considering the place, these children live and their socio-cultural environment, a different kind of style of musical therapy should be chosen for every children. The therapist is the half of the treating with music, and the other half is the child who is going to be treated. Children teach the therapist the style of the treatment. In other words, they are the teacher of the therapist, because these children lead the way through their interactive behavior, body language and sensory organs.

Imiona i nazwiska autorów : Katarzyna Szamburska-Lewandowska, Anita Bryńska, Tomasz Srebnicki
Afiliacja/afiliacje: Warszawski Uniwersytet Medyczny, Klinika Psychiatrii Wieku Rozwojowego
Tytuł: Metody terapeutyczne wspomagające rozwój umiejętności komunikacyjnych u dzieci z zaburzeniami ze spektrum autyzmu.
Streszczenie: Jednym z podstawowych objawów zaburzeń ze spektrum autyzmu (autism spectrum disorder – ASD) są zaburzenia komunikacji, obejmujące deficyty ilościowe (brak lub opóźnienie mowy i jej ograniczony zakres), jakościowe (np. agramatyzmy, neologizmy, echolalia, wady artykulacyjne), a także pragmatyczne, związane ze społecznym i sytuacyjnym użyciem języka. Posługiwanie się językiem stanowi jedną z najbardziej kompleksowych i ważnych umiejętności wpływających na rozwój człowieka. U prawie 50% dzieci z autyzmem obserwuje się całkowity brak mowy, pozostałe osoby wykształcają specyficzny język, w małym stopniu służący wzajemnemu społecznie komunikowaniu się. Dodatkowo liczne badania potwierdzają wyraźny związek pomiędzy deficytami w obszarze komunikacji a zwiększonym ryzykiem pojawiania się tzw. zachowań trudnych, które negatywnie wpływają na proces rozwoju i  socjalizacji dziecka.
Celem wystąpienia jest krytyczny przegląd poszczególnych metod terapeutycznych wspomagających rozwój umiejętności komunikacyjnych u dzieci z ASD: (1) opartych na integracji sensorycznej, treningach słuchowych, muzykoterapii oraz na budowaniu kontaktu przez ruch; (2) opartych na głównych kategoriach werbalnych zachowań sprawczych Skinnera (werbalna analiza zachowania) i na analizie funkcjonalnej zachowania – treningi funkcjonalnej komunikacji oraz modelowanie zachowań z wykorzystaniem technik video;  (3) z wykorzystaniem wspomagających i alternatywnych sposobach porozumiewania się (AAC); (4) wykorzystujących podejście rozwojowe (m.in. model interwencji rozwojowej Greenspana); (5) rozwijających relacje interpersonalne.
Rodzaj wystąpienia: ustne

With more and more families presenting with two or more children with autism, this revolutionary treatment method in autism is transforming the lives of these autistic children and their families. Not only that, this approach is healing the lives of the entire family, thus being the FIRST, scientifically proven healing approach in autism that is truly (W) Holistic in every sense of the term. This is a win-win situation for all, as one can see the RESULTS of this path-breaking treatment in autism, right from Day ONE. The Problem While it is known that there is a " risk " of another child with autism being born in a family where the parents already have one child with autism, the actual statistics for the same is lacking. This article is inspired by my experience in healing children with autism in families with more than one child with autism. Autism Treatment Approach The healing method that was applied was Intent Healing™ that is based on Applied Energy Medicine and Applied Intentional Epigenetics. One can know more details about the same by perusing these articles on the scientific basis of the same and the case reports of successfully healed cases here: http://www.intenthealing.com/blog/ and in this online course on 'The Energy Basis of Autism and the Solution' , where the Testimonials and the Evidence of successfully healed cases of Autism, in line with EBM (Evidence Based Medicine) applying Intent Healing™ is available here: http://authenticautismsolutions.usefedora.com The treatment method applied was as follows: 1. Energy assessments of both parents and the autistic children: The energy patterns of the parents and the children were assessed over two days and two nights and the reports shared with the parents. This helps in understanding the underlying specific causes for the symptoms of autism seen in each child with autism, which was unique to each child. 2. Individual healing sessions with each parent: These sessions were done over skype and as Remote Healing sessions timed according to the time zones where the parents lived. Intent Healing™ energies were channeled in the sessions and the individual parents' energies were realigned first. 3. Individual sessions for each child: These sessions were done as Remote Healing sessions while each child was sleeping in bed at different times of the night. In some cases the sessions were done for one child and once the symptoms disappeared in that child the ISSN 2379-7150 sessions were done for the other child who had autism and then the third child after that. In some cases with two children with autism the sessions were done on the same day at different timings and improvements in the symptoms in both the children with each session were noted and documented till complete disappearance of all the symptoms was achieved. Results 1. In all the cases improvements of the symptoms in the children were seen right from the very FIRST session. 2. With consecutive sessions, PROGRESSIVE improvements in the symptoms were seen and documented in both the children with autism in the cases where the families had two children with autism and those families with more than two children with autism, the improvements were seen in ALL the autistic children. 3. In ALL the cases of families with two or more than two children with autism, 70-80% of the limiting symptoms of autism in each child disappeared over a span of 20-30 days were the sessions were done on consecutive days with no break in between. In families where the sessions were done for each child one after the other (doing the sessions for one child only first till the symptoms disappeared and then moving on to the next child and so on), the time period for recovery was correspondingly longer due to the logistics involved. 4. The ENTIRE FAMILY including the parents got healed in the process. By this I mean the physical well-being of the parents improved and they had more energy to devote to their individual creative pursuits and careers and were able to see progress in ALL aspects of their lives individually, as well as collectively, as a family.

This research paper will seek to address the ensuing principal research question: “What has been the role of early childhood education for the mentally ill child?” The Montessori principles which can be found in the proposed research lies in the fact that relative research undertaken on the role of mentally ill children’s education still continue to be in its infancy stage. There are a number of academic publications which have focused on the identification of key areas in need of further study between students’ social, emotional well-being, mental health and their school success as well as academic achievement. This research aims to investigate to what extent Maria Montessori‘s argument could be significant for today’s educational policies for the mentally ill. Montessori studied her mentally disabled patients, listening and carefully noting their response to her attempts to implement Seguin's educational methods, as well as their progress in becoming increasingly independent a...

This article argues that Canada fails to meet its obligation under article 24 of the United Nations Convention on the Rights of Persons with Disabilities to provide students with autism with access to inclusive education. Moving beyond Canadian legislation, under which every province and territory recognises the right of all students to an inclusive education, it analyses Canada’s education system and the implementation of the goal of inclusive education. It points out the effect of five interrelated factors on the inclusiveness of the Canadian education system and its accessibility for students with autism: reductions in funding for education; the inadequacy of individual support measures and parent participation; the lack of education and training for teachers; the use of language indicative of the medical model of disability by governments; and "voluntary segregation" – the voluntary removal of children from the public education system by their parents. It concludes that Canada likely does not meet its obligations under the United Nations Convention on the Rights of Persons with Disabilities.

Introduction

Medical conditions that are known to have signs and symptoms of atypical sensory reactivity may present particular challenges during lactation and breastfeeding as a daily activity.

Problem

There is limited information about the experiences and needs of breastfeeding women with autism spectrum conditions. Those on the autism spectrum have key patterned behaviors of atypical sensory reactivity to tactile, visual, auditory, olfactory, proprioceptive, and vestibular stimuli as well as a strong need for movement, sameness, and predictability which can be experienced when engaging in any daily activity.

Discussion

Observations in clinical practice indicate that unique, heightened sensory experiences occur for some women on the autism spectrum in response to the typical sensory stimuli of breastfeeding, but are largely unexplored in the lactation literature.

Conclusion

This article seeks to increase the visibility of atypical sensory reactivity in lactation and proposes the inclusion of autism spectrum conditions and sensory sensitivities in the lactation intake process.

Background Procedures that reduce errors while learning a repertoire play an important role in Applied Behavior Analysis for people with autism due to the detrimental effects that excessive exposure to error may have on learning. Previous studies have investigated the effects of correction procedures that require active student response after a trial with error. Some intervention manuals recommend against reinforcing responses after correction to prevent the establishment of prompt dependence. This study directly investigated the effect of reinforcement after an active-response correction procedure during tact training in four children with autism. An echoic-to-tact training procedure was used to train tacts. A “no reinforcement after correction” (NRC) condition was compared to a “reinforcement after correction” (RC) condition, using an adapted alternated treatments design. Results All participants needed less correction trials in RC than in NRC, and considering all 26 sessions in w...

Children with a diagnosis of autism are more likely to experience anxiety than their typically developing peers. Research suggests that Cognitive Behavioural Therapy (CBT) could offer a way to help children with autism manage their anxiety but most evidence is based on clinical trials. This study investigated a school-based CBT programme using a quasi-experimental design incorporating the child and parent versions of the Spence Children's Anxiety Scale (Spence, J Abnorm Psy 106(2):280–297, 1997) and the Coping Scale for Children and Youth (Brodzinsky et al., J Appl Dev Psychol 13:195–214, 1992). Interview data was incorporated to help understand the process of change further. Children in the experimental condition had lower levels of anxiety, maintained at follow up and changes were found in coping behaviours such as lower behavioural avoidance strategies but increased problem solving strategies at follow-up. Limitations of the research together with future directions are also discussed.

It has been argued, in view of the social evolutionary origins of music and the social deficits found in autism, that individuals with autism will be emotionally unresponsive to music. However, a recent study of high-functioning adults with autism has shown that they appear to have a range of responses to music similar to typically developing people, including the deliberate use of music for mood management. In examining why these responses appear unaffected in autism, we explore possible mechanisms for musical mood induction in listeners, hypothesizing that the simulation theory of empathy may illuminate current controversies over the nature of emotion in music.
Drawing on these ideas, we put forward suggestions for
using a simple associative learning process between musically induced emotions and their cognitive correlates for the clinical treatment of alexithymia, a disorder that is common in autism and characterized by an absence of cognitive insight into one’s emotions.

The prevalence of Autism is on the rise worldwide with studies presenting the worldwide prevalence rates as 1 in 68 children. This is rising alarmingly every year and the combined presentation of Autism with ADHD in the same child is also increasing. In this scenario it is shocking to note that many medical professionals in general and paediatricians in particular are unaware of the availability of an Autism Cure that is already being accessed by parents with children with autism from all over the world and these children are thriving completely free from their limiting symptoms. This article seeks to enlighten medical professionals about this Autism Cure and emphasizes the urgent necessity for them to update themselves about the same so that more children with Autism and ADHD (and their parents) need not suffer unnecessarily due to this " autism cure awareness gap " that is currently prevailing among medical professionals and paediatricians worldwide. Read More ... #Autism #AutismCure #AutismTreatment

Summary The hypothesis as to whether a benign species of bacteria could kill a virulent kind has to this point been untested. Recently it was shown that in the macrophage, bacteriophages, when properly introduced through a nonvirulent
microbe, had a killing rate for virulent AIDS Mycobacterium tuberculosis and Mycobacterium avium far in excess of modern day antibiotics. The study in effect brought a natural phenomena, lysogeny, whereby one bacterial colony kills another thru phage weaponry, to bear in the conquest of hard-to-kill, antibiotic resistant pathogens. This killing occurred intracellularly, within the white blood cell using Mycobacterium smegmatis, a benign bacterial species found generally in smegma secretions from human genitalia as well as soil, dust and water, and first identified
in 1884. The subsequent treatment of M. avium-infected, as well as M. tuberculosis-infected RAW 264.7 macrophages, with M. smegmatis transiently infected with TM4 resulted in a unexpectedly large time- and titer-dependent reduction in the number of viable intracellular bacilli. In addition, the M. smegmatis vacuole harboring TM4 fused with the M. avium vacuole in macrophages. These results suggested a potentially novel concept to kill intracellular pathogenic bacteria and warrant future
development.

The existing literature suggests that while impairments in Autism Spectrum Disorders (ASDs) continue into adulthood, some behavioral symptoms tend to abate with age. However, there is a dearth of research examining changes in ASD symptoms from childhood to adulthood, especially for Restricted Repetitive Behaviors (RRBs). We examined age-related changes in RRBs in a sample of 34 high-functioning adults with ASDs at current age and retrospectively at age 4–5 years using the Autism Diagnostic Interview—Revised, and the Repetitive Behavior Scale—Revised. We found significant changes in all RRBs over time with the exception of the Self-injurious Behavior subscale of the RBS-R. In addition, the degree of change also differed for RRB subtypes. Based on the RBS-R, the highest proportion of participants showed improvements on the Compulsive Behavior subscale (75%), and the lowest proportion showed improvement on the Restricted Behavior subscale (44.1%). We also found a low base rate for certain symptoms (e.g., self-injurious behavior, unusual preoccupations, and unusual sensory interests) in this sample of higher-functioning individuals with ASDs. Future research should examine further changes in RRBs in late adulthood and also evaluate contextual variables that are likely to be related to symptom abatement over time.

Based on the work a mother did helping her own autistic son learn how to speak, The Flashcards is now being used by both parents and teachers to help children and adults with autism, brain injury, stroke, cerebral palsy, down’s syndrome and hearing impairment find their voice.........Read More>> http://www.theflashcards.com.au

Whilst findings from experimental studies suggest that perceptual mechanisms underpinning musical cognition are preserved or enhanced in autism, little is known about how higher-level, structural aspects of music are processed. Twenty participants with autism, together with age and intelligence matched controls, completed a musical priming task in which global and local musical contexts were manipulated. The results from the study revealed no between-group differences and showed that both global and local musical contexts influenced participants’ congruity judgements. The findings were interpreted within the context of studies showing weakened sensitivity to verbal/semantic information in autism.

Viele Eltern von Kindern mit Autismus beobachten, dass ihre Kinder besonders sensibel auf visuelle Reize reagieren. Sie finden manchmal kleinste Kieselsteine oder bleiben fasziniert vor bunten Lichtern stehen. Wie sind solche Besonderheiten der Wahrnehmung zu erklären und was bedeuten sie für die Förderung autistischer Menschen? In diesem Buch wird der wissenschaftliche Kenntnisstand zur visuellen Wahrnehmung bei Menschen mit Autismus systematisch zusammengefasst. Es wird untersucht, ob sich Kinder mit Autismus stärker an visuellen Reizen wie Details und Farbe als an der Bedeutung ihrer Umwelt orientieren. Dieser Einblick in die Wahrnehmung von Menschen mit Autismus ermöglicht ein besseres Verständnis von autistischen Verhaltensauffälligkeiten und zeigt Wege der Unterstützung auf. Christoph Müller hat in Heilpädagogischer Psychologie promoviert und verfügt über eine mehrjährige Erfahrung in der Förderung von Menschen mit Autismus.

This interview relates to my book Naming Adult Autism: Culture, Science, Identity (Rowman & Littlefield International, 2017) and took place at Leeds Beckett University.*
Some of my answers to questions at the end are quite unfocused – see also 1 minute 27 seconds into this link to the conversation…

In April 2012 Becky had a grand mal seizure and almost suffocated in bed. We were not sleeping due to concerns Becky would have a seizure at night and die or have a serious medical issue. We never knew when the next seizure would occur and were constantly worried. Her behavior was out of control
Due to our income level Becky did not qualify for any services!
We did not know what to do. We needed help and 4 Paws for Ability became a life changer for us

More than 2 million people in the United States are unable to speak or use handwriting as an effective and efficient mean of communication (ASHA,2004). This paper discusses a brief history of augmentative alternative communication (AAC) devices. The ultimate goal of an AAC intervention is to enable individuals to efficiently and effectively engage in a variety of interactions. Communication is a critical element of staying connected to society and is the tool for redefining one’s self. This paper discusses the history of AAC, as well as etiologies that may benefit from AAC use. Without access to speech, individuals are severely restricted within communication and participation in all aspects of life. Furthermore, new mobile technology such as the iPad has brought AAC into the mainstream. The iPad and other mobile technologies provide powerful new tools to potentially enhance communication for individuals with developmental disabilities, acquired neurogenic disorders, and degenerative neurological conditions. A brief comparison between today's mobile technologies and traditional AAC devices such as the Picture Exchange Communication System (PECS) and the Voice Output Communication Device (VOCD) proves which speech generating device (SGD) is more beneficial to individuals that require AAC.


Keywords: Augmentative alternative communication; Picture Exchange Communication System; Voice Output Communication; Speech Generating Device; iPad; Mobile technology

Ο σκοπός της εργασίας ήταν η κατασκευή του εγχειριδίου «Πηγαίνοντας στον οδοντίατρο» για παιδιά με διαταραχή του φάσματος του αυτισμού. Στις περιπτώσεις των ατόμων με αυτισμό η αντιμετώπιση των δυσκολιών στηρίζεται κυρίως σε εναλλακτικά συστήματα επικοινωνίας. Στα συγκεκριμένα συστήματα χρησιμοποιούνται τρόποι επικοινωνίας πέρα από τους συνηθισμένους (προφορική ομιλία, νοηματική γλώσσα, γραπτός λόγος) και επειδή στηρίζονται στην οπτική επικοινωνία χρησιμοποιούν εικόνες ή σύμβολα. Τα πιο γνωστά εναλλακτικά συστήματα που χρησιμοποιούνται είναι το γλωσσικό πρόγραμμα ΜΑΚΑΤΟΝ και το Picture Exchange Communication System (PECS). Τα δύο παραπάνω εναλλακτικά συστήματα αν χρησιμοποιηθούν σωστά μπορούν να εξελίξουν τις επικοινωνιακές δεξιότητες των ατόμων που το έχουν ανάγκη. Τα παιδιά με διαταραχές του φάσματος του αυτισμού χρειάζονται ιδιαίτερη οδοντιατρική φροντίδα καθώς η ιδιαιτερότητά τους τα κάνει ευαίσθητα σε αισθητήρια ερεθίσματα, όπως υπερευαισθησία στον άγνωστο ήχο, την αφή και αυξημένη αντίδραση στο φως. Το βούρτσισμα των δοντιών ή η επίσκεψη στον οδοντίατρο είναι μια διαδικασία που αισθητηριακά μπορεί να προβληματίσει το παιδί με αυτισμό γι' αυτό η οδοντιατρική κοινότητα οφείλει να βρει τρόπους για την ομαλή προσέγγιση αυτών των παιδιών. Στην παρούσα εργασία περιγράφεται το εγχειρίδιο που δημιουργήθηκε με σκοπό την βελτίωση των συμπεριφορών των ατόμων με αυτισμό κατά την οδοντιατρική φροντίδα. ΕιΣαγωγή Από το 1938 ο Leo Κanner παρατήρησε ότι ορισμένα παιδιά που είχαν χαρακτηριστεί ως ψυχωτικά διέφεραν με έντονο και μοναδικό τρόπο από τα υπόλοιπα μέλη της ομά-δας. Επιπλέον παρατήρησε ότι τα προβλήματα που παρου-σίαζαν ήταν εμφανή από τις πρώτες κιόλας μέρες της ζωής τους. Για να προσδιορίσει το φαινόμενο αυτό, χρησιμοποί-ησε τον όρο αυτισμός 1. Με την δημοσίευση της πέμπτης έκδοσης του Διαγνωστικού και Στατιστικού Εγχειριδίου των Ψυχικών Διαταραχών (DSM-5, Μάιος 2013) 2 η διαταρα-χή του φάσματος του αυτισμού (ΔΑΦ) και ο αυτισμός είναι δύο γενικοί όροι για μια ομάδα σύνθετων διαταραχών της ανάπτυξης του εγκεφάλου. Η διαταραχή του φάσματος του αυτισμού είναι η νέα ονομασία σύμφωνα με το DSM-5 και χαρακτηρίζεται από α) ελλείμματα στην κοινωνική επικοι-Λέξεις ευρετηρίου : Διάχυτη αυτιστική διαταραχή, οδοντίατρος, συνεργασία, άγχος, στοματική υγιεινή

Music Therapy is an emerging and socially-benefitting field in not only music and holistic treatment stream but also gradually occupying its place in the medical science. Music therapy and interventions have been proved immensely effective and life-changing among the children or adults especially dealing with mental disabilities. For instance, music therapy is a very well-received tool among the people having diagnosed Autism spectrum disorder (ASD). Indian music therapy, aka Raga Chikitsa is also a music healing tool which has been proven as one of the most therapeutic and engaging. As an Indian autistic client, it is highly beneficial to provide Indian music therapy interventions.

This paper comments on a recent “umbrella review” of intervention research for children on the autism spectrum (Whitehouse, Varcin, Waddington, Sulek, Bent, Ashburner, Eapen, Goodall, Hudry, Roberts, Silove, Trembath, 2020).  The umbrella review, undertaken by the Autism Cooperative Research Centre (CRC) at the request of the National Disability Insurance Agency (NDIA), stated that clinical and policy decisions should be made in an evidence-based practice (EBP) framework, and that such a framework “does not impose a prescriptive approach on service provision” (p.19).  Despite this, the lead author has argued before the Senate Select Committee on Autism that only “evidence-based practices” (EBPs) should be funded by the NDIS (Commonwealth of Australia, 2021, p.12).

The almost identical terms – Evidence-Based Practice (EBP) and Evidence-Based Practices (EBPs) - belie a vast conceptual difference.  EBP refers to a model for decision-making derived from Evidence-Based Medicine (EBM), in which clinical and policy recommendations are informed by research evidence; practitioners’ clinical experience; and consumer factors including values and preferences.  None of these three factors is automatically afforded authority over the others.  In contrast, EBPs are interventions identified solely on the basis of research evidence, with no input from practitioners or consumers.  The concept of EBPs developed in the context of American human services policy, and its applicability in Australia has not been examined.

The Australian National Health and Medical Research Council (NHMRC) has, since 1999, modelled its advice to reviewers and guideline developers on EBM and EBP.  Current advice is based on the internationally accepted GRADE approach (Schünemann, Brożek, Guyatt, Oxman, 2013).

Inexplicably, Whitehouse et al. (2020), chose to selectively apply a superseded hierarchy of evidence (NHMRC, 2009), equating quality exclusively with study design.  A methodological checklist was also applied, but did not influence selection of systematic reviews for the umbrella review.  Hierarchies and checklist are more compatible with an EBPs approach.  They lead to a loss of important detail in research synthesis; inappropriately truncate the research-to-policy process; impoverish research programs; and render Whitehouse et al. (2020) inadequate for its stated purpose as a foundation for clinical and policy recommendations.