Psychology / Psychologie - Master's theses

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Browsing Psychology / Psychologie - Master's theses by Subject "ASD"

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    A Multidisciplinary Team versus Single Practitioners: Parental Satisfaction and Wait in the Autism Spectrum Disorder Diagnostic Experience
    (Laurentian University of Sudbury, 2014-05-16) Laverdière-Ranger, Lynn
    This is a mixed-methods study investigating parental satisfaction and wait times as parents inquire about an autism spectrum disorder diagnosis for their child in a Northern Ontario community. Satisfaction and wait times of those diagnosed with an autism spectrum disorder (ASD) by a single practitioner were compared to satisfaction and wait times of those diagnosed by the multidisciplinary assessment team in the Sudbury/Manitoulin region (the Autism Diagnostic Team; ADT). No significant differences were noted between groups on satisfaction or wait times. However, ADT group received much more consistent service, with less variation in wait times between clients, and more consistent provision of comprehensive services prior to the diagnostic meeting. Points of interest are noted for practitioners including increased wait times for parents of children with milder forms of ASD and for girls. No differences in wait time or satisfaction were noted between language groups. Content analysis of the qualitative interviews representing mainly single practitioners saw the emergence of themes including difficulty activating the assessment process, concerns regarding the wait, and appointment demands. The importance of professional expertise, empathy, and respectful communication also emerged. Parents felt the experience was deeply distressing and they often experienced abandonment following the diagnostic process. Additionally, parents whose children did not receive a diagnosis often felt confusion about what to do next. Reducing wait times, increasing professional expertise, completing comprehensive assessments, and using truly interdisciplinary teams should continue to be the focus of service improvements that may translate into improved satisfaction.
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    The transition from intensive behavioural intervention programs to the school system: the experiences of the transition team
    (Laurentian University of Sudbury, 2014-03-19) Price, Stephanie R.
    Students with ASD may experience challenges in school; however, literature suggests that they should still have access to public education with appropriate services and supports (Burge, Ouellette-Kuntz, Hutchinson & Box, 2008; Levy & Perry, 2008; Mesibov & Shea, 1996; Odom, 2000; Porter, 2008). The purpose of the current study was to examine the views and perceptions of those involved in the transition of students with ASD from IBI to school in Northern Ontario. Using a mixed-methods approach, members of multiple transition teams were asked to complete The Transition Beliefs Inventory (Levy & Perry, 2008) and the Transition Practices Questionnaire (Levy & Perry, 2008) to assess their transition beliefs and experiences. The results of this study suggest that the transition is occurring as outlined by the North region Autism Intervention Program (AIP) and the Connections for Students model and could be used to inform continuous improvement of service and practices.