Hostname: page-component-78c5997874-ndw9j Total loading time: 0 Render date: 2024-11-10T21:15:54.972Z Has data issue: false hasContentIssue false
  • English
  • Français

Multidisciplinary Teamwork in Autism: Can One Size Fit All?

Published online by Cambridge University Press:  07 August 2014

Karola Dillenburger Open the ORCID record for Karola Dillenburger [Opens in a new window] ,
Hanns-Rüdiger Röttgers ,
Katerina Dounavi ,
Coleen Sparkman ,
Mickey Keenan ,
Bruce Thyer  and
Christos Nikopoulos
Karola Dillenburger*
Affiliation:
School of Education, Queen's University Belfast, Northern Ireland
Hanns-Rüdiger Röttgers
Affiliation:
School of Social Sciences, University of Applied Science, Germany
Katerina Dounavi
Affiliation:
School of Education, Queen's University Belfast, Northern Ireland
Coleen Sparkman
Affiliation:
Kendall School & Therapeutic Pathways, Inc., USA
Mickey Keenan
Affiliation:
School of Psychology, University of Ulster, Northern Ireland
Bruce Thyer
Affiliation:
School of Social Work, Florida State University, USA
Christos Nikopoulos
Affiliation:
School of Health Sciences and Social Care, Brunel University, UK
*
Address for correspondence should be addressed to: Karola Dillenburger, School of Education, Queen's University Belfast, Belfast, Northern Ireland. Email: k.dillenburger@qub.ac.uk
Get access

Abstract

Multidisciplinary practice has become an accepted approach in many education and social and health care fields. In fact, the right to a multidisciplinary assessment is enshrined in the United Nations Convention of the Rights for Persons with Disabilities (United Nations, 2007). In order to avert a ‘one size fits all’ response to particularly heterogeneous diagnoses, such as autism spectrum disorders (ASD), the National Institute for Clinical Excellence (NICE) recommends multidisciplinary input. Yet, multidisciplinarity lacks empirical evidence of effectiveness, is fraught with conceptual difficulties and methodological incompatibilities, and therefore there is a danger of resorting to an ill-defined eclectic ‘hodgepodge’ of interventions. Virtually all evidence-based interventions in autism and intellectual disabilities are behaviourally based. Not surprisingly, therefore, professionals trained in behaviour analysis to international standards are increasingly becoming key personnel in multidisciplinary teams. In fact, professionals from a range of disciplines seek training in behaviour analysis. In this article we brought together a multidisciplinary group of professionals from education, health, and social care, most of whom have a dual qualification in an allied health, social care, or educational profession, as well as in behaviour anlaysis. Together we look at the initial training in these professions and explore how behaviour analysis can offer a common and coherent conceptual framework for true multidisciplinarity, based on sound scientific knowledge about behaviour, without resort to reifying theories. We illustrate how this unifying approach can enhance evidence-based multidisciplinary practice so that ‘one size’ will fit all.

Keywords

autismapplied behaviour analysismultidisciplinary teamwork
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 31 , Issue 2 , December 2014 , pp. 97 - 112
Copyright
Copyright © Australian Psychological Society Ltd 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

American Psychological Association. (2009). Inaugural editorial for Journal of Educational Psychology. Journal of Educational Psychology, 101, 259–261.CrossRefGoogle Scholar
American Psychiatric Association. (2013). DSM-5. Retrieved November 2, 2011, from www.dsm5.org/Google Scholar
Associated Press. (2014). Autism families push for better, uniform coverage. Retrieved May 27, 2014, from www.journalnow.com/news/state_region/autism-families-push-for-better-uniform-coverage/article_993124b8-e489-11e3-a6b2-001a4bcf6878.htmlGoogle Scholar
Australian Psychological Society. (2013). APS College of Educational and Developmental Psychologists. Retrieved May 23, 2013, from www.groups.psychology.org.au/cedp/Google Scholar
Bahsoun, P. (2012). Government expands insurance coverage of ABA therapy for treatment of autism. Retrieved July 28, 2013, from www.examiner.com/article/government-expands-insurance-coverage-of-aba-therapy-for-treatment-of-autismGoogle Scholar
Behavior Analyst Certification Board (BACB). (2014). Eligibility standards. Retrieved June 28, 2014, from http://www.bacb.com/index.php?page=53Google Scholar
Bond, C. & Eldridge, S. (2012). A challenge of identity for academic primary care: Keeping the whole greater than the sum of its parts. Primary Health Care Research & Development, 13, 403–405CrossRefGoogle Scholar
British Psychological Society (BPS). (2012). Accreditation through partnership handbook: Guidance for undergraduate and conversion programmes in psychology. Retrieved November 2, 2013, fromhttps://www.bps.org.uk/system/files/user-files/Society%20Member/undergraduate_accreditation_2013_web.pdfGoogle Scholar
Centres for Disease Control and Prevention. (2013). Data & statistics. Retrieved from www.cdc.gov/ncbddd/autism/data.htmlGoogle Scholar
Chasson, G.S., Harris, G.E., & Neely, W.J. (2007). Cost comparison of early intensive behavioral intervention and special education for children with autism. Journal of Child and Family Studies, 16, 401–413.Google Scholar
Chiesa, M. (2006). ABA is not a therapy for autism. In Keenan, M., Henderson, M., Kerr, K.P., & Dillenburger, K. (Eds.), Applied behaviour analysis and autism: Building a future together (pp. 225–240). London: Jessica Kingsley Publishers.Google Scholar
Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied behaviour analysis. New York: Macmillan Publishing Company.Google Scholar
Crowder, D., & Nordal, K. (2013, March). How should the practice of behavior analysis be regulated? Paper presented at the Association for Professional Behavior Analysts 3rd Annual Convention, Las Vegas.Google Scholar
Department of Health, Social Services, and Public Safety. (2013). The estimated prevalence of autism in school age children Northern Ireland. Belfast: Author.Google Scholar
Dillenburger, K. (2011). The Emperor's new clothes: Eclecticism in autism treatment. Research in Autism Spectrum Disorder, 5, 1119–1128.Google Scholar
Dillenburger, K. (2012) Autism Spectrum Disorder: Evidence-based interventions. National Association of Primary Care (NAPC) Review, Spring/Summer, 134–135.Google Scholar
Dillenburger, K., & Keenan, M. (2009). None of the As in ABA stands for autism: Dispelling the myths. Journal of Intellectual & Developmental Disability, 34, 193–195.Google Scholar
Dillenburger, K., McKerr, L., & Jordan, J.A. (2014). Lost in translation: Public policies, evidence-based practice, and autism spectrum disorder. International Journal of Disability, Development and Education, 61, 134–151.CrossRefGoogle Scholar
Dounavi, K., & Dillenburger, K. (2013). Behaviour analysis and evidence-based education. Effective Education, 4 (2), 191–207.CrossRefGoogle Scholar
Ernsperger, L. (2002). Key to success for teaching students with autism. Arlington, TX: Future Horizons.Google Scholar
Fein, D., Barton, M., Eigsti, I.M., Kelley, E., Naigles, L., . . . Tyson, K. (2013) Optimal outcome in individuals with a history of autism. Journal of Child Psychology and Psychiatry, 54, 195–205Google Scholar
Freeman, S. (2003). Science for sale in the Autism Wars: Medically necessary autism treatment, the court battle for health insurance and why health technology academics are enemy number one. Langley, BC: SKF Books.Google Scholar
Friman, P.C., & Jones, , , K.M. (2005). Behavioral treatment for nocturnal enuresis. Journal of Early and Intensive Behavior Intervention, 4, 259–267.CrossRefGoogle Scholar
Fryling, M.J. (2013). Theory, philosophy, and the practice of applied behavior analysis. European Journal of Behavior Analysis, 14, 45–54.CrossRefGoogle Scholar
Hart, J.E., & Malian, I. (2013). A statewide survey of special education directors on teacher preparation and licentiate in autism spectrum disorders: A model for university and state collaboration. International Journal of Special Education, 28, 3–13.Google Scholar
Health and Care Professions Council. (August 2012). Practitioners psychologists: Standards of proficiency. Retrieved May 20, 2013, from www.hpc-uk.org/assets/documents/10002963SOP_Practitioner_psychologists.pdfGoogle Scholar
Heward, W.L., Heron, T.E., Neef, N.A., Peterson, S.M., Sainato, D.M., Cartledge, G.Y., . . . Dardig, J.C. (2005). Focus on behavior analysis in education: Achievements, challenges, & opportunities. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.Google Scholar
Hilton, J. (2012). Senate hearing on medical necessity of autism care for military families. Retrieved November 2, 2013, from www.huffingtonpost.com/jeremy-hilton/medical-necessity-of-autism_b_1646537.htmlGoogle Scholar
Howard, J., Sparkman, C., Cohen, H., Green, G., & Stanislaw, H. (2005). A comparison of intensive behavior analytic and eclectic treatments for young children with autism. Research in Developmental Disabilities, 26, 359–383.Google Scholar
Howley, M. (2009). Foreword. In Cumine, V., Dunlop, J., & Stevenson, G. (Eds.), Autism in the early years: A practical guide (2nd ed., pp. vii–viii). New York: Routledge.Google Scholar
Howlin, P. (2010). Evaluating psychological treatments for children with autism-spectrum disorders. Advances in Psychiatric Treatment, 16, 133–140.CrossRefGoogle Scholar
Howlin, P. (2013). 70 years of autism research-how far have we come? Autism Europe Newsletter, December, 4–6.Google Scholar
Jacobson, J.W., Mulick, J.A., & Green, G. (1998). Cost-benefit estimates for early intensive behavioral intervention for young children with autism — General model and single state case. Behavioral Interventions, 13, 201–226.Google Scholar
Johnston, J.M., & Pennypacker, H.S. (1993). Strategies and tactics of behavioral research. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Jordan, R. (2005). Autistic spectrum disorders. In Lewis, A. & Norwich, B. (Eds.), Special teaching for special children? Pedagogies for inclusion (pp. 110–220). Maidenhead, UK: Open University Press.Google Scholar
Keenan, M. (1997). W-ing: Teaching exercises for radical behaviourists. In Dillenburger, K., O’Reilly, M., & Keenan, M. (Eds.), Advances in behaviour analysis (pp. 48–80). Dublin: University College Dublin Press.Google Scholar
Keenan, M. & Dillenburger, K., (2012). If all you have is a hammer . . . RCTs and hegemony in science. Research in Autism Spectrum Disorders, 5, 1–13.Google Scholar
Keenan, M., Gallagher, S., Dillenburger, K., Byrne, T., Booth, N., Martin, N., . . . Douvani, K. (2013). Simple Steps Autism: An online teaching platform for the treatment of autism. Retrieved July 23, 2013, from www.simplestepsautism.comGoogle Scholar
Keenan, M., Henderson, M., Kerr, K.P., & Dillenburger, K. (Eds.) (2006). Applied behaviour analysis and autism: Building a future together. London: Jessica Kingsley Publishers.Google Scholar
Lang, R., O’Reilly, M., Healy, O., Rispoli, M., Lydon, H., Streusand, W., . . . Giesbers, S. (2013). Sensory integration therapy for autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 6, 1004–1018.Google Scholar
Lord, C., Rutter, M., Goode, S.Heemsbergen, J., Jordan, H., Mawhood, L., & Schopler, E. (1989). Autism diagnostic observation schedule: A standardized observation of communicative and social behavior. Journal of Autism and Developmental Disorders, 19, 185–212.Google Scholar
Lord, C., Rutter, M., & LeCouteur, A. (1994). Autism diagnostic interview-revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24, 659–685.Google Scholar
McDaniel, B., & Dillenburger, K. (2014). Child neglect and behavioural parent education: Research and practice. Dorset, UK: Russell House Publishing Ltd.Google Scholar
Maginnis, K. (2008). Independent review of autism services. Belfast: Department of Health, Social Services and Public Safety.Google Scholar
Maglione, M.A., Gans, D., Das, L., Timbie, J., & Kasari, C., for the Technical Expert Panel, and HRSA Autism Intervention Research — Behavioral (AIR-B) Network. (2012). Nonmedical interventions for children with ASD: Recommended guidelines and further research needs. Pediatrics, 130, 169–178.Google Scholar
Maine Department of Health and Human Services and the Maine Department of Education. (2009). Interventions for autism spectrum disorders: State of the evidence (Maine Review). Augusta, ME: The Maine Department of Health and Human Services and the Maine Department of Education.Google Scholar
Motiwala, S.S., Gupta, S., Lilly, M.B., Ungar, W.J., & Coyte, P.C. (2006). The cost-effectiveness of expanding intensive behavioural intervention to all autistic children in Ontario. Healthcare Policy, 1, 135–151.Google Scholar
National Autism Center. (NAC). (2009). Evidence-based practice and autism in the schools: A guide to providing appropriate interventions to students with autism spectrum disorders. Randolph, MA: Author. Retrieved June 23, 2013, from http://www.nationalautismcenter.org/pdf/NAC%20Ed%20Manual_FINAL.pdfGoogle Scholar
National Institute for Health Care Excellence (NICE). (2011). Autism: recognition, referral and diagnosis of children and young people on the autism spectrum. Retrieved from http://guidance.nice.org.uk/CG128.Google Scholar
National Institute for Health Care Excellence (NICE). (2012). Autism: recognition, referral, diagnosis and management of adults on the autism spectrum. Retrieved from http://guidance.nice.org.uk/CG142Google Scholar
National Institute for Health Care Excellence (NICE). (2013a). Autism in general practice (Royal College of General Practitioners). Retrieved from http://www.nice.org.uk/usingguidance/education/AutismInGeneralPractice.jspGoogle Scholar
National Institute for Health Care Excellence (NICE). (2013b). Autism: Management of autism in children and young people. Retrieved from www.nice.org.uk/nicemedia/live/14257/64946/64946.pdfGoogle Scholar
Nuñez, J.C. (2011). Psicólogo Educativo. Papeles del Psicólogo, 32, 202–203.Google Scholar
Odom, S., Hume, K., Boyd, B., & Stabel, A. (2012). Moving beyond the intensive behavior treatment versus eclectic dichotomy: Evidence-based and individualized programs for learners with ASD. Behavior Modification, 36, 270–297.Google Scholar
Offit, P.A. (2010). Autism's false prophets: Bad science, risky medicine, and the search for a cure. New York: Columbia University Press.Google Scholar
Ontario Ministry of Education. (2007). Incorporating methods of Applied Behaviour Analysis (ABA) into programs for students with Autism Spectrum Disorders (ASD) (Policy/Program Memorandum. No 140). Toronto, ON: Author.Google Scholar
Orinstein, A.J., Helt, M., Troyb, E., Tyson, K.E., Barton, M.L., Eigsti, I-M., Naigles, L., & Fein, D.A. (2014). Intervention for optimal outcome in children and adolescents with a history of autism. Journal of Developmental and Behavioral Pediatrics, 35, 247–256.Google Scholar
Oxford Educational Assessment Centre. (2011). White Paper — Autism and educational psychology. Retrieved August 5, 2013, from www.oeac.co.ukGoogle Scholar
Psychoeducational Profile (PEP; 2013). Psychoeducational Profile — Third Edition (PEP-3). Retrieved July 29, 2013 from http://portal.wpspublish.com/portal/page?_pageid=53,70083&_dad=portal&_schema=PORTALGoogle Scholar
Queens University. (2013). Doctorate in Educational, Child & Adolescent Psychology (DECAP): Program specification. Retrieved July 23, 2013, from www.qub.ac.uk/schools/psy/StudyingAtTheSchool/PostgraduateTaught/DECAP/ProgrammeSpecification/Google Scholar
Rhoten, D. (2003). A multi-method analysis of the social and technical conditions for interdisciplinary collaboration. San Francisco, CA: The Hybrid Vigor Institute. Retrieved October 31, 2013, from www.hybridvigor.net/interdis/pubs/hv_pub_interdis-2003.09.29.pdfGoogle Scholar
Ryle, G. (1949). The concept of mind. Chicago, IL: University of Chicago Press.Google Scholar
Science and the Treatment of Autism (STAMPPP). (2013). A multimedia package for parents and professionals Retrieved May 15, 2014, from www.stamppp.comGoogle Scholar
Simple Steps. (2013). The online teaching platform for the treatment of autism. Retrieved May 15, 2014, from www.simplestepsautism.comGoogle Scholar
Surgeon General. (1999). Surgeon General report. Retrieved from http://profiles.nlm.nih.gov/ps/access/NNBBHS.pdfGoogle Scholar
The Option Institute. (2014). The Son-Rise Program. Retrieved from www.autismtreatmentcenter.orgGoogle Scholar
Thyer, B.A., & Kropf, N.P. (Eds.) (1995). Developmental disabilities: A handbook for interdisciplinary practice. Cambridge, MA: Brookline Books.Google Scholar
Thyer, B.A., & Pignotti, M. (2010). Science and pseudoscience in developmental disabilities: Guidelines for social workers. Journal of Social Work in Disability and Rehabilitation, 9, 110–129.Google Scholar
United Nations. (2007). United Nations Convention on the Rights of Persons with Disabilities. Retrieved from http://treaties.un.org/doc/Publication/CTC/Ch_IV_15.pdfGoogle Scholar
Van Houten, R., Axelrod, S., Bailey, J.S., Favell, J.E., Foxx, R.M., Wata, B.A., & Lovaas, O.I. (1988) The right to effective behavioral treatment. Journal of Applied Behavior Analysis, 21, 381–384.CrossRefGoogle ScholarPubMed