Comparison of Sensory Integrative Therapy (specifically weighted vests) and Applied Behavioral Analysis (specifically a differential schedule of reinforcement) in the treatment of children who have Autism Spectrum Disorder

Scope and Method of Study:Alternating treatments design was utilized and each student received both of the treatments on alternating days.Findings and Conclusions:For many years several different treatments have been utilized, and not all have empirical support. Applied Behavioral Analysis is a treatment shown to improve some of the problematic behaviors displayed by children with autism, which is likely the reason for its widespread use. On the other hand, Sensory Integrative Therapy, specifically the use of weighted vests to eliminate stereotyped behaviors, is also used for this very population; however, there is not enough research in support of it to evaluate its effectiveness. The present study tested the efficacy of such treatments and sought to determine how effective they are in treating those who have autism. Participants included 4 elementary school students who have been diagnosed with autism and display a class of stereotyped behaviors consistent with the diagnosis. These behaviors included body-rocking, hand and limb flapping, repetitive verbalizations, repeated actions, spinning objects and self-injurious behaviors. Alternating treatments design was utilized and each student received both of the treatments on alternating days. The findings and implications of this study suggest that though there are limitations to both treatments, Applied Behavioral Analysis was the most effective across participants

Autism assessment in the schools: A review of rating scales and observation systems.

School psychologists are tasked with assessing students with Autism Spectrum Disorders (ASD). While not used alone, ASD measures can help practitioners make informed decisions regarding special education eligibility. The purpose of this paper is to review the psychometric strengths and weaknesses of the following measures: Autism Diagnostic Interview, Revised (ADI-R); Autism Diagnostic Observation Schedule, Second Edition (ADOS-2); Autism Spectrum Rating Scale (ASRS); Childhood Autism Rating Scale, Second Edition (CARS-2); and Gilliam Autism Rating Scale, Third Edition (GARS-3)

Microaggression: My Story as a Higher Education Professional

The purpose of the Special Issue, Microaggression: My Story as a Higher Education Professional, is to share the personal microaggression experiences of higher education professionals (i.e. faculty, administrators, and staff). Microaggressions are negative, unintentional or intentional, statements and/or actions towards a member or members of a historically underrepresented group (Sue, 2010). The statement or action may be unintentional but nonetheless causes a negative emotional reaction by the recipient of the statement/action

Documenting illegal land occupancy from the air

Unmanned aerial vehicles have the potential to empower indigenous communities to become equal partners in the efforts to safeguard their territories and natural resources

The Development of School Psychology Assessment Centers as Training, Service Delivery, and Research Sites

School Psychologists have an ongoing responsibility to promote and support healthy schools, families, and communities, while contributing to knowledge, research, teaching, and supervision. Consequently, School Psychology programs should seek to meet these goals by providing their students with opportunities to engage in research and effective service delivery, participate in outreach services, and continued professional development. During Fall of 2013, faculty, students, and personnel of the School Psychology Program at Stephen F. Austin State University successfully developed a School Psychology Assessment Center, which is maintained on the university’s campus. The primary objective of this university-approved Center is the enhancement of service delivery to the on-campus student population and surrounding community and positive impact on training and professional development of masters and doctoral-level School Psychology trainees. This article describes the steps involved in the development and maintenance of School Psychology Assessment Centers

Diversity Of Diagnoses And Student Learning Experiences In An On-Campus School Psychology Assessment Center: Future Directions And Focus

School Psychology Assessment Centers (SPAC) developed at the University-level are crucial in developing competent school psychologists. While many models on how to develop mental health centers are in existence, a new model exists for creating a SPAC on a University campus that is specifically designed to serve the diverse surrounding community and postsecondary students (see Ellis-Hervey et al., 2016). The community’s needs were reviewed, including missing service links in the region, and identification of potential clients who would benefit most from services provided. Senior students who work with clients in the SPAC gain assessment skills and build supervision skills through close interactions and consultation with junior students. New goals of the SPAC is to develop and implement academic, behavioral, social skills and therapy/counseling services