Brown Cynthia, Lerner Matthew, Stadheim Jenna, Kerns Connor, Moskowitz Lauren, Cohn Elizabeth, Drahota Amy, Soorya Latha, Wainer Allison
School of Graduate Psychology, Pacific University.
Department of Psychology, Stony Brook University.
J Clin Child Adolesc Psychol. 2025 Mar-Apr;54(2):240-254. doi: 10.1080/15374416.2023.2251163. Epub 2023 Sep 14.
To examine predictors of implementation and perceived usefulness of four empirically supported strategies for treating externalizing behavior in youths with ASD.
Participants were 557 providers in the United States with experience treating externalizing behavior in youths with ASD. Generalized estimating equations were used to determine whether self-reported use and usefulness of four empirically supported intervention strategies (functional communication training, functional behavior analysis, visual tools/supports, token economy) were predicted by key provider characteristics: professional discipline, experience, and practice specialization (across three indices) in ASD. Post-hoc contrasts were performed to identify provider groups reporting the greatest use and usefulness of the four strategies.
Strategies were most often used by providers with behavioral backgrounds, though perceived usefulness of strategies varied by providers' professional discipline. Compared to providers with more than 10 years of experience, less experienced providers endorsed the highest average use and usefulness of almost all strategies. Regarding ASD practice specialization, a lower volume of ASD cases, treating fewer youths with ASD over a 5-year period, and having a higher proportion of practice time working with youths with ASD reported were associated with greater use and usefulness of the strategies.
Empirically supported strategies are widely used by and perceived as useful by providers who treat youths with ASD and co-occurring externalizing behaviors. Use and usefulness varies based on provider discipline, experience, and ASD practice specialization.
探讨治疗患有自闭症谱系障碍（ASD）青少年外化行为的四种经验证有效的策略的实施预测因素及感知有用性。
研究对象为557名在美国有治疗ASD青少年外化行为经验的提供者。采用广义估计方程来确定四种经验证有效的干预策略（功能性沟通训练、功能性行为分析、视觉工具/支持、代币制）的自我报告使用情况及有用性是否可由关键提供者特征预测：专业领域、经验以及在ASD方面的实践专长（三个指标）。进行事后对比以确定报告对这四种策略使用最多且认为最有用的提供者群体。
有行为学背景的提供者最常使用这些策略，不过策略的感知有用性因提供者的专业领域而异。与有超过10年经验的提供者相比，经验较少的提供者认可几乎所有策略的平均使用量和有用性最高。关于ASD实践专长，ASD病例数量较少、在5年期间治疗的ASD青少年较少以及报告的与ASD青少年一起工作的实践时间比例较高，都与这些策略的更多使用和更高有用性相关。
经验证有效的策略被治疗患有ASD及共病外化行为青少年的提供者广泛使用且认为有用。使用情况和有用性因提供者的专业领域、经验以及ASD实践专长而异。
