Kristie Koenig

Efficacy of the Get Ready to Learn yoga program among children with autism spectrum disorders: a pretest-posttest control group design

Occupational therapists use school-based yoga programs, but these interventions typically lack manualization and evidence from well-designed studies. Using an experimental pretest-posttest control group design, we examined the effectiveness of the Get Ready to Learn (GRTL) classroom yoga program among children with autism spectrum disorders (ASD). The intervention group received the manualized yoga program daily for 16 wk, and the control group engaged in their standard morning routine. We assessed challenging behaviors with standardized measures and behavior coding before and after intervention. We completed a between-groups analysis of variance to assess differences in gain scores on the dependent variables. Students in the GRTL program showed significant decreases (p < .05) in teacher ratings of maladaptive behavior, as measured with the Aberrant Behavior Checklist, compared with the control participants. This study demonstrates that use of daily classroomwide yoga interventions has a significant impact on key classroom behaviors among children with ASD.

Reconsidering Insider Status for Families During the Transition From Early Intervention to Preschool Special Education

Scholars know little about families’ experiences when receiving related services and how these services affect the shift from a family-centered to an educational program. In this qualitative interview study, the authors explored the transition experiences of six families over a 3-month period, focusing on the role of related therapy services and therapists. In the metatheme titled The Outsiders, the authors discuss these families’ views of their changing roles as their children enter preschool programs. Families in this study felt removed from their former role as an integral member of their children’s intervention team once their children entered school. Based on these families’ reported experiences, the authors propose strategies for professionals to improve their communication with parents to help them during this transition.

The ASD Nest Program: A Model for Inclusive Public Education for Students with Autism Spectrum Disorders.

with autism spectrum disorders (ASD) has risen dramatically, to an estimated 1 in 150 children. Under the Individuals With Disabilities Education Improvement Act of 2004 (IDEA), children with ASD are entitled to a free appropriate public education in the least restrictive environment. To ensure this, school districts are looking for ways to educate children with ASD that address their core challenges in least restrictive settings. The New York City Department of Education developed the ASD Nest Program to facilitate successful learning in an inclusive classroom. Essential to the success of the program are classroom modifications and a variety of strategies designed to meet the specific academic, behavioral, sensory, and social needs of students with ASD. As reported by the Centers for Disease Control (CDC, 2007) the rate of children being diagnosed with autism spectrum disorders (ASD) has risen dramatically, to an estimated 1 in 150 children. In 2002, educators in the New York City Department of Education— the largest public school district in the country—conducted a study of the growing number of higher functioning students on the autism spectrum attending New York City public schools. Led by District 15 Superintendent Carmen Farina, with support from Dorothy Siegel and Shirley Cohen, the group studied the research findings of the National Research Council’s report, Educating Children with Autism (Lord & McGee, 2001), which articulated the belief that “education, both directly of children, and of parents and teacher, is currently the primary form of treatment in autism” (p. 12); that is, that the classroom has the potential to be a major vehicle for change for children with ASD. New York group’s recommendations formed the foundation of the ASD Nest Program model of inclusive education. Superintendent Farina launched a pilot project in September 2003 to determine the model’s feasibility. The goal of the ASD Nest Program is to help higher functioning children with ASD learn how to function well— academically, behaviorally, and socially—in school and in their community. The idea of a “nest” is a nurturing home that provides structure, support, and services in order to succeed in inclusive settings. There are currently 59 inclusive ASD Nest classrooms from kindergarten to eighth grade serving 235 children with ASD in 15 neighborhood schools (14 elementary schools and 1 middle school) across all areas of New York City. Nest programs typically begin with two kindergarten classes. As Nest children progress through first, second, and higher

Characterization and Utilization of Preferred Interests: A Survey of Adults on the Autism Spectrum

ABSTRACTThis descriptive study examined the role that preferred interests played in an adult population with autism spectrum disorders—how preferred interests are viewed retrospectively during childhood, as well as how adults on the spectrum have incorporated these interests into their current lives. Results showed that participants have a positive view of preferred interests, view preferred interests as a way to mitigate anxiety, and engage in vocational and avocational pursuits around their preferred interests. Findings support a strength-based view of preferred interests with the majority of participants articulating that their areas of interest were positive, beneficial, and should be encouraged.ABSTRACT This descriptive study examined the role that preferred interests played in an adult population with autism spectrum disorders—how preferred interests are viewed retrospectively during childhood, as well as how adults on the spectrum have incorporated these interests into their current lives. Results showed that participants have a positive view of preferred interests, view preferred interests as a way to mitigate anxiety, and engage in vocational and avocational pursuits around their preferred interests. Findings support a strength-based view of preferred interests with the majority of participants articulating that their areas of interest were positive, beneficial, and should be encouraged.

Occupational Therapy Interventions for Adolescents With Autism Spectrum Disorder.

Evidence Connection articles provide a clinical application of systematic reviews developed in conjunction with the American Occupational Therapy Association’s (AOTA’s) Evidence-Based Practice Project. In this Evidence Connection article, we describe a case report of an adolescent with autism spectrum disorder. The occupational therapy assessment and treatment processes for school, home, community, and transition settings are described. Findings from the systematic reviews on this topic were published in the September/October 2015 issue of the American Journal of Occupational Therapy and in AOTA’s Occupational Therapy Practice Guidelines for Individuals With Autism Spectrum Disorder. Each article in this series summarizes the evidence from the published reviews on a given topic and presents an application of the evidence to a related clinical case. Evidence Connection articles illustrate how the research evidence from the reviews can be used to inform and guide clinical decision making.

Issues in implementing a comprehensive intervention for public school children with autism spectrum disorders

Many students with autism spectrum disorders (ASD) are educated separately from their typically developing peers, while others are placed in inclusive classes but without supports that would help them benefit from less restrictive placements. The needs of students with ASD who are in inclusive settings are often not planned for or met appropriately, resulting in continuing problems and movement to increasingly restrictive environments or private placements. There is a critical need for school models to fill the gap in appropriate services for this population of children with ASD. These models should include those that are inclusive and academically challenging, that can be implemented by many school districts, and that are responsive to the unique combination of strengths and deficits in these students. In the current article, the authors describe the development and core components of the model, and implementation of the ASD Nest program in public schools in New York City.

The Effectiveness of a Manualized Yoga Intervention on Classroom Behaviors in Elementary School Children with Disabilities: A Pilot Study

The purpose of this study is to examine the effectiveness of the Get Ready to Learn (GRTL) program in improving classroom behaviors of elementary students with disabilities. A pretest-posttest research design was used for a cohort of 51 elementary students with disabilities. The GRTL program was carried out daily, for 20 minutes, in self-contained classrooms. The primary outcome measure was the GRTL© Supplemental Data Sheet, a Likert scale that measured improvements in independence, attention, transition, and self-regulation. Results indicate that the GRTL program significantly improved four key classroom behaviors when the program was implemented for 16 to 19 weeks.

Menschen mit einer Autismus-Spektrum-Störung

Leitlinien der Ergotherapie - Instrumente fur Praxis, Lehre und Wissenschaft Praxis verbessern, Versorgungsqualitat steigern, Kosten sparen und Zufriedenheit der Klienten erhohen: Die Anforderungen an die therapeutischen Gesundheitsfachberufe sind hoch. Praxisleitlinien stellen Informationen und Interventionen bereit - systematisch und evidenzbasiert.Band 1: Menschen mit einer Autismus-Spektrum-StorungMenschen mit einer Autismus-Spektrum-Storung (ASS) sind in ihrer Entwicklung -beeintrachtigt: Sie haben Schwierigkeiten im Verstandnis sozialer Signale und Kommunikation, zeigen stereotype Verhaltensweisen bei eingeschrankten Interessen. Fur die Evaluation von Klienten mit ASS braucht es typischerweise ein kombiniertes Bottom-up- und Top-down-Vorgehen und die Beobachtung von Klienten in verschiedenen Kontexten, um deren Bedurfnisse an sozialer, betatigungs- oder arbeitsorientierter Partizipation oder Teilhabe zu erfullen. Die Leitlinie umfasst:Gegenstandsbereich und Prozess der ErgotherapieUberblick zu Autismus-Spektrum-StorungenErgotherapeutischer Prozess bei Klienten mit Autismus-Spektrum-StorungenBest Practice und Zusammenfassung der EvidenzSchlussfolgerungen fur Praxis, Ausbildung, ForschungEvidenzbasierte Praxis und Ubersicht zur EvidenzGlossar aus dem Occupational Therapy Practice Framework (OTPF, 2014) des AOTA in deutscher Sprache