12655

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Oxford High School, Oxford *

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MANAGERIAL

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Psychology

Date

Nov 24, 2024

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docx

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Uploaded by EarlDugongMaster616

Student’s Name: Course Code: Course Title: Dated: Instructed By: Annotated Bibliograph

Article 1: Comparison of the Efficacy of Online Versus In-Vivo Behavior Analytic Training for Parents of Children With Autism Spectrum Disorder Cite: Blackman, A.L., Jimenez-Gomez, C. and Shvarts, S. (2020) ‘Comparison of the efficacy of online versus in-vivo behavior analytic training for parents of children with autism spectrum disorder.’, Behavior Analysis: Research and Practice , 20(1), pp. 13–23. This study compares “the effectiveness of behaviour analytic training for parents of children with autism spectrum disorder” whether the training is delivered online vs in person. In this article, the authors focused on the most promising lines of psychological research and treatment techniques for autistic children. The goal of this research was to assess the effectiveness of information provided in a group environment vs self-guided online training modules. Researchers discussed how Early Intensive Behavioral Intervention is often used to assist individuals with autism spectrum disorder gain skills and regulate their undesirable behaviour in this article. Clinic advancements, however, cannot be employed in other locations without the assistance of caregivers. In-person training is now the most popular alternative, but it is costly and not accessible to many individuals. This research compared how effectively material is delivered in a group environment with self-directed online training courses. Parents and children in both the online and in-person training groups got along better and understood more about Applied Behavior Analysis after 6 weeks of instruction than parents and children in the waitlist control group. This demonstrates that both types of training were equally effective. Based on these findings, asynchronous online training seems to be a less expensive option to parent education and maybe even other behavior- analytic services. The information provided is claimed to be credible in terms of its accuracy and authenticity. This is because the article's major goal is to illustrate how psychological principles might aid autistic youngsters. Keep the following in mind: The purpose of this research was to

determine if online, self-paced parent education may be a viable alternative to in-person parent education. By comparing changes in parent-child interactions, parental grasp of ABA material, parental stress, and parental competence before and after parent-training modules were finished, it was hoped to determine the efficacy of both online and in-person training.The dyads' parent- child interactions and knowledge assessment ratings improved significantly in both the online and face-to-face groups. There was no such difference in the control group, which consisted of parents and children on a waiting list. These findings indicate that both online and in-person delivery modalities were equally effective in increasing parental awareness of ABA techniques and improving connections between parents and children. This might make it simpler for behavioral treatment techniques to be employed and remembered for a longer period of time. However, there were no significant differences in how stressed out parents were or how skilled they were at parenting before and after the training. People believed that if parents received training, they would become less stressed and better parents. However, it's crucial to realise that both of these assessments depended on the parents' own reports, which might be influenced by factors unrelated to parenting. The reference convinced me that the article was correct, and it explains why high-quality research on the psychological elements that cause autism in children will continue to be published in the journal Psychology. Because Applied Behavior Analysis than parents and children in the waitlist control group, this psychological study is still in its early phases. This demonstrates that both kinds of training were equally successful. Based on these findings, it seems that asynchronous online training might be a less expensive option to parent education and perhaps other behavior-analytic services.

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Article 2: A Randomised Controlled Feasibility Trial of Immersive Virtual Reality Treatment with Cognitive Behaviour Therapy for Specific Phobias in Young People with Autism Spectrum Disorder Cite: Maskey, M. et al. (2019) ‘A Randomised Controlled Feasibility Trial of Immersive Virtual Reality Treatment with Cognitive Behaviour Therapy for Specific Phobias in Young People with Autism Spectrum Disorder’, Journal of Autism and Developmental Disorders , 49(5), pp. 1912– 1927. This research explores if providing young autistic people with specific phobias cognitive behaviour therapy (CBT) in an immersive virtual reality setting may benefit them (VRE). A qualified research team that was focused on the most relevant psychological studies and treatment choices for autistic children wrote this paper (Maskey et al., 2019). This research set out to determine if it was feasible and acceptable to utilise a virtual reality environment (VRE) to help people with autism. In this research, an immersive virtual reality treatment for a specific phobia in children and adolescents with autism spectrum disorder is examined in a randomised controlled experiment. Researchers are examining the effectiveness and acceptability of combining cognitive behaviour therapy with an immersive virtual reality environment (VRE) for autistic children who experience anxiety (CBT). 32 people were divided into the treatment and control groups at random. Four VRE sessions and one session explaining how CBT functions as part of the therapy were done by regional clinical therapists. Different criteria were used to assess the intended behaviour change. 38 percent of the treatment group's participants were responding six months after therapy, while none of the control group's participants were. After two weeks, four members in the therapy group (or 25%) reacted, while no one in the control group did. The difficulties of having one person in therapy and five others not in therapy worsened six months after therapy began. It is simple, appropriate, and successful for some individuals to use CBT to offer short VRE exposure through child clinical services.

The trial outcomes for treatment fidelity and trial retention confirm our prior conclusion that this novel therapy is successful and acceptable for treating a specific phobia. In a randomised clinical research, families were ready to volunteer their loved ones, and NHS physicians were delighted to suggest them. All of the children and parents attended all four treatment sessions in the group that received quick assistance. Eleven assistant psychologists and registered nurses began the therapy after a two-hour training session and the first round of supervision. Most kids and their parents gained self-assurance in their capacity to influence the intended outcome as treatment progressed. There is a tonne of information available on the primary outcome metric for grading the goal behaviour. The main goal of this article is to utilise psychological examples to clarify how Cognitive Behaviour Therapy may be used to treat autism-related issues. As a result, the source is considered reliable and accurate. The reliability of the results in this single-blind experiment was confirmed using randomization, high levels of fidelity in manualized treatment, 100% retention, detailed outcome evaluation by a blinded assessor, and assessments of target behaviour by a second blinded panel. Low response rates and the impact of self-placebo reporting were two potential issues. Nobody saw any development over time. Instead, biassed parent reports on their children's development were used. Despite being similar across the treatment and control groups, the times from baseline assessment to treatment and from treatment to outcome evaluation differed between groups. This was necessary so that they could determine the circumstances and whether or not the parents were accessible. This article is reliable since it discusses their plan to conduct a controlled, randomised study of an immersive virtual reality therapy for certain phobias in children and adolescents with autism spectrum disorder. VR may be a useful substitute for traditional CBT's exposure hierarchies, which go from imaginal desensitisation to real exposure, for those with ASD and certain phobias. Virtual reality (VR) technology may make it simpler to expose the person to their fear in a controlled fashion, and a therapist may help the person develop coping skills.

Article 3: Real life Experience of Medical Cannabis Treatment in Autism: Analysis of Safety and Efficacy. Cite: Bar-Lev Schleider, L. et al. (2019) ‘Real life Experience of Medical Cannabis Treatment in Autism: Analysis of Safety and Efficacy’, Scientific Reports , 9(1). This article talks about how medical cannabis could help people with autism. In this article, a group of experts talk about the best psychological studies and treatments for children with autism. The goal of this study was to find out how safe and helpful medical marijuana is and how many people with ASD use it. This article looks at recent stories that suggest cannabis products might be good for your health. At the six-month follow-up, less than 15% of patients had stopped therapy, which shows that the treatment plan was followed well. More than 80% of parents said that their child's overall grade had gotten better, either a little bit or a lot. The information was collected as part of medical cannabis treatment plans for 188 people with ASD from 2015 to 2017. The source for this article has been checked and found to meet the standards. The results in this article should be taken with care for a number of reasons. First of all, because this is observational research without a control group, there is no way to show that cannabis therapy makes autistic people healthier. Children whose parents use cannabis to treat an illness may not be a good way to tell how a patient with that illness is doing (self-selection bias). Even though the ASD diagnosis hasn't been officially confirmed, all of the children in the trial had already been diagnosed with ASD by a licenced neurologist or psychiatrist before they started treatment with cannabis. This was required by the Ministry of Health. For this study, it was the parents of the patients who wrote about what they saw, not the patients themselves. Because they talk about subjective things like quality of life, mood, and overall effect, these reports might be affected by how the parent thinks treatment is going. Also, even if the results were looked at after six months, it would be hard to be sure that the "miracle" effects of the experimental drug were not overstated. Six months later, only 60% of the people who were asked to fill out a questionnaire did so. This means that estimates of how well the treatment works and how safe it is may be wrong. But if more than 80% of the patients follow the treatment plan, it means that both the

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patients and their parents are happy with it. Even though our study shows that cannabis treatment is safe, can relieve ASD symptoms, and can improve the quality of life for people with ASD, we think that double-blind, placebo-controlled trials are needed to learn more about how cannabis affects people with ASD. Because of the source, I now know that therapy for autism should be based on efficacy studies, which I didn't know before reading the full post. Because of this, it seems like cannabis is a safe, effective, and well-tolerated way for people with ASD to treat their symptoms. Article 4: A Randomized Controlled Trial of COMPASS Web-Based and Face-to-Face Teacher Coaching in Autism Cite: Ruble, L. A., McGrew, J. H., Toland, M. D., Dalrymple, N. J., & Jung, L. A. (2013). A randomized controlled trial of COMPASS web-based and face-to-face teacher coaching in autism. Journal of Consulting and Clinical Psychology, 81(3), 566. The Collaborative Model for Promoting Competence and Success is a time-tested consulting strategy that meets the demand for improved educational results. The goal of this study was to find out how safe and helpful medical cannabis is, as well as how many ASD patients utilise it. Despite the fact that schools are the primary setting for intervention for many autistic children, research suggests that teachers seldom use data-backed interventions. To meet the need for improved educational outcomes, a previously attempted consultation intervention called as the Collaborative Model for Promoting Competence and Success was examined in a second randomised controlled trial, this time with the addition of a web-based group. Although standard methods of teacher education have been acknowledged for at least 30 years to have limitations, research has lagged in establishing new ideas that may influence teachers' behaviour and, more crucially, may be shown to have a beneficial impact on student outcomes. Conferences and workshops remain the major form of training for classroom instructors of autistic pupils because to how rapidly they can be given. This is due to a lack of scientific data supporting various training methodologies. If permitted efforts to increase teacher training are not implemented, there will be gaps in autism knowledge and low adoption of research-backed therapy in

classrooms. The 2001 No Child Left Behind Act mandates the adoption of research-based teaching approaches. Why shouldn't all professional development, support, and training for teachers adhere to the same high standards of evidence-based rigour? The source of this article's dependability was evaluated and judged to be satisfactory. For a variety of reasons, the conclusions of this study, as presented in this report, should be regarded with scepticism. This replication adds to our previous study by giving more evidence that COMPASS consultation improves customised outcomes in autistic children. There aren't many randomised controlled intervention studies that indicate how using direct (behavioural) or indirect (consultation) techniques may enhance overall outcomes for autistic children. The results of this second demonstration have also reinforced our confidence in COMPASS's effectiveness. Furthermore, both investigations demonstrated significant effects, validating the magnitude and significance of the reported effect. Importantly, these findings indicate that this paradigm has the potential to improve outcomes in critical areas such as social, learning, and communication abilities. Many therapies place an inadequate focus on certain abilities. The findings also provide early support for the notion that the WEB group outperformed the control group. Furthermore, despite the poor comparisons, we were unable to find significant differences in effectiveness between the WEB and FF conditions. Despite having no direct connection with the teachers in the FF group, the WEB educators demonstrated fidelity equivalent to the FF professors. This is an important finding. My investigation led me to the conclusion that this article may be trusted since additional research into the important components necessary for the model's web-based implementation is critical if students whose instructors get web-based aid are to achieve similar results. The startling finding that there was an IQ difference between groups despite randomization is remarkable. The tiny size of each group might be a concern. This study emphasises the need of researchers conducting in-depth baseline analyses to ensure group equality and make required changes. These evaluations are required to ensure that the essential adjustments can be made.

Article 5: Challenging the knowledge-transfer orthodoxy: Knowledge co-construction in technology-enhanced learning for children with autism. Cite: Guldberg, K., Parsons, S., Porayska‐Pomsta, K., & Keay‐Bright, W. (2017). Challenging the knowledge‐transfer orthodoxy: Knowledge co‐construction in technology‐enhanced learning for children with autism. British Educational Research Journal, 43(2), 394-413. This article examines how beneficial training in behaviour analysis is for parents of children with autism spectrum disorder. The authors of this post concentrated on the most significant psychological studies and therapies for autistic youngsters. This study aimed to determine the relationship between experimental intervention studies and other forms of research currently used in the area of autism education. The foundation of these strategies is knowledge transfer, a training approach supported by research. This strategy is utilized by researchers to conduct studies, and the results are "transferred" to practitioners so that they may construct therapies based on the most recent scientific discoveries. Children with autism are the fastest-growing category of SEN pupils in the United Kingdom and worldwide. Since it has been shown that "passive involvement" in research has minimal influence on how students learn, the urge for educational professionals to participate in research as "active agents" as opposed to "passive participants" has grown substantially. In spite of the fact that knowledge-transfer models of evidence-based practise (EBP) are widely regarded and encouraged in the context of educational interventions for children with autism, there is a need to develop, implement, and critically evaluate methods of including teachers in research. This is because educators must participate in research. One of the most crucial things, therefore, is to determine how to provide instructors with the tools they need to collaborate on the development of new knowledge in a manner that allows them to record, analyses, and promote deeper viewpoints as a foundation for innovation in their own teaching practices. The SHAPE project demonstrates how the process and practise of creating digital tales may contribute to the development of new types of situated evidence for use

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by academics and practitioners. This helps individuals comprehend the relationship between people, pedagogy, and technology. According to the author's study, instructors were better able to recognize how pupils utilized technology while creating digital tales. Additionally, they were able to use an autistic student's inherent familiarity with technologies to better include him into classroom activities. This was made possible by the capacity to create digital tales on personal devices. Not only did the digital stories help teachers reflect and observe more effectively, but they also demonstrated how students could be encouraged to take turns, how teenagers' conversational skills could be improved, and how traditionally difficult-to-reach students' motivation, engagement, and emotional regulation could be enhanced by using technology. In the digital era, it has been shown that storytelling is an effective method for spreading new ideas. Their findings might help bring together the many perspectives and responsibilities of individuals who assist autistic children learn and develop in both conventional and special schools. This article focuses on technology-enhanced practices for autistic children in its research and methodology. However, many of the SHAPE project's results are applicable to general education and address issues that influence a variety of instructional techniques. This is true even if the article merely discusses technological studies and approaches for assisting autistic individuals. To be honest, not all academic environments or instructors are prepared to contribute to the production of new knowledge in the manner that we had planned. If researchers and schools wish to expand the amount of possibilities for really collaborative and insightful teaching practices that both critically inform and are informed by the evidence base, they must develop more long- term, trust-based connections. This study assisted me in determining which of the several research designs most often used in the area of autism education is optimal for experimental intervention studies. The foundation of these strategies is knowledge transfer, a training approach supported by research.

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