Handbook of Treatment Planning for Children with Autism and Other Neurodevelopmental Disorders PDF
Preview Handbook of Treatment Planning for Children with Autism and Other Neurodevelopmental Disorders
Autism and Child Psychopathology Series Series Editor: Johnny L. Matson Pamela McPherson Editor Handbook of Treatment Planning for Children with Autism and Other Neurodevelopmental Disorders Autism and Child Psychopathology Series Series Editor Johnny L. Matson, Department of Psychology, Louisiana State University, Baton Rouge, LA, USA Brief Overview The purpose of this series is to advance knowledge in the broad multidisciplinary fields of autism and various forms of psychopathology (e.g., anxiety and depression). Volumes synthesize research on a range of rapidly expanding topics on assessment, treatment, and etiology. Description The Autism and Child Psychopathology Series explores a wide range of research and professional methods, procedures, and theories used to enhance positive development and outcomes across the lifespan. Developments in education, medicine, psychology, and applied behavior analysis as well as child and adolescent development across home, school, hospital, and community settings are the focus of this series. Series volumes are both authored and edited, and they provide critical reviews of evidence-based methods. As such, these books serve as a critical reference source for researchers and professionals who deal with developmental disorders and disabilities, most notably autism, intellectual disabilities, challenging behaviors, anxiety, depression, ADHD, developmental coordination disorder, communication disorders, and other common childhood problems. The series addresses important mental health and development difficulties that children and youth, their caregivers, and the professionals who treat them must face. Each volume in the series provides an analysis of methods and procedures that may assist in effectively treating these developmental problems. Pamela McPherson Editor Handbook of Treatment Planning for Children with Autism and Other Neurodevelopmental Disorders Editor Pamela McPherson Department of Psychiatry and Behavioral Medicine Louisiana State University Health Sciences Center Shreveport, LA, USA ISSN 2192-922X ISSN 2192-9238 (electronic) Autism and Child Psychopathology Series ISBN 978-3-031-06119-6 ISBN 978-3-031-06120-2 (eBook) https://doi.org/10.1007/978-3-031-06120-2 © Springer Nature Switzerland AG 2022 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Notes on Language Use Words matter and language matters. Medicine has its’ own terminology to standardize communication among medical professionals with the goal of promoting quality patient care. An individual’s experience and preference also matter. Medical terminology may fail to respect lived experience. In the clinical setting, respectful inquiry should be made of an individual’s prefer- ence as using preferred language upholds the fundamental principles of medi- cal ethics – beneficence, nonmaleficence, autonomy, and justice. While recognizing that person-first language may not be preferred by all individu- als, it is the prevailing convention in medicine at the time this volume was written and is used by most authors in this volume. Still, we recognize and respect that some prefer identity-first language. In addition, the definitions of disability, developmental disability, medical complexity, and special needs can vary by use and, sometimes, legal statute. Chapter authors use terminol- ogy which best captures their subject matter. When referring to a specific study, the terminology of the study is followed. v Acknowledgments Before we venture into the world, our first teachers are our families. Words cannot express the gratitude that I hold for my family. Their enduring support of my professional and personal endeavors and especially during the process of preparing this book for publication has been uplifting and grounding. Because actions speak louder than words, I will strive to nurture each of these cherished relationships During a medical career, our patients become our teachers and remain our most important teachers. The trust that a parent places in us to care for their child is sacred and an immense privilege. Parents and children instruct us and inspire us to be better carers and better people. Seeing the hope and relief a parent feels when they are heard rallies us and weathering their criticism when we fall short reminds us that we don’t have all the answers and that lived experience has much to teach us. The best medical care is a partnership of trust between those providing and receiving care with mutual respect and learning. In our professional lives, if we are fortunate, we have beloved mentors and mentees who become friends and colleagues. I have been wonderfully blessed to work with incredible professionals in many settings. Instructors in clinical programs and colleagues have been and remain valued teachers. I thank all who guided me on my professional journey, including some who assisted with this book, including Dr. Johnny Matson who offered me the opportunity to edit this volume. The experience of asking each colleague my most press- ing questions about their field has been incredible and I thank each of you for your contributions to this volume and the expert care you provide to children each day. vii Introduction Teamwork promotes success. None of us can achieve the successes we envi- sion for our patients if we work alone. This is especially true for those of us treating children living with autism spectrum disorders or other intellectual/ developmental disabilities. It is critical to children’s health that partnerships be forged with the family, across specialties, and with community partners to address medically complex needs. Ideally, a patient-centered, pediatric medi- cal home links a child and family to their network of providers; however, this is not the reality for most children living with disability and the burden falls on families to coordinate care. Medical providers also experience the burden and frustrations of coordinating care. Obtaining a subspecialty consultation or special education services can take months. Our patients cannot wait, and neither can we. We have questions for our colleagues that we want answered now. This book provides answers to the questions you would ask your col- leagues if only you have them on speed dial. This volume of Dr. Johnny Matson’s Autism and Child Psychopathology Series provides valuable clinical insights into the contributions of 20 subspe- cialists for the care of children living with disability from perinatal consider- ations to navigating the emerging adult’s transition to adult healthcare services. If you have decades of experience, this book will provide a view of what has changed since your days in training, and if you are in the early years of your career, you will find the wisdom of seasoned experts to be priceless. The clinical insights shared in this volume will allow you to make goal- directed referrals, prepare families for consultation with specialists, and begin evaluations or interventions while awaiting specialist assessments. In short, the goal of this volume is to provide the valuable knowledge that will enhance your practice, allow you to communicate more effectively with families and colleagues, and help you to achieve the success you envision for your patient. This volume is arranged in two sections. The first provides an overview of treatment planning with a focus on the medical home model, opening with the history and basic elements of individualized treatment planning. From the rise of the overarching biopsychosocial to the evolving medical home and wraparound models of care, the reader is guided through these basic models of care delivery. The foundations of treatment planning and care coordination including engaging children and parents, goal setting, and progress monitor- ing are detailed for you. Section I includes chapters detailing family as well as systems perspectives to promote comprehensive treatment planning and concludes with comprehensive recommendations for progress monitoring. ix x Introduction Section II provides chapters with in-depth clinical insights from 20 spe- cialists. Each chapter explores the specialist’s scope of practice highlighting the conditions treated, common procedures, recommendations for referrals, and tips for preparing families for appointments. The needs of children and their families are explored from the perinatal period, across childhood and adolescence, to the transition to adult care across community and hospital settings. Section II is designed to promote efficient, goal-directed communi- cation between specialists in order to promote successful care coordination and advance the goals set by our patients for health and wellness. Contents Part I Overview of Treatment Planning 1 Treatment Planning for Children with Autism and Developmental Disability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Pamela McPherson and Noeen Sarfraz 2 Medical Home for Children with Autism Spectrum Disorder and Other Developmental Disabilities . . . . . . . . . . . . . 23 Colleen Kraft 3 The Family Perspective: Treatment Planning for Children with Autism Spectrum Disorder, Developmental Disabilities, and Medical Complexity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Rebecca Pistorius 4 Systems of Care for Children and Youth with Autism Spectrum Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Andres J. Pumariega 5 Progress Monitoring During the Treatment of Autism and Developmental Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Celeste Tevis, Megan Callahan, and Johnny L. Matson Part II Professional Perspectives on Treatment 6 Allergy and Immunology in Autism Spectrum Disorder and Other Neurodevelopmental Disorders . . . . . . . . . . . . . . . . . . 105 Dexter A. Matrana, Elizabeth R. Smith, and Luke A. Wall 7 The Pediatric Cardiologist’s Role in the Care of Children with Autism and Other Intellectual and Developmental Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Ryan Jones, Kristen Sandoz, and Kelvin Lee 8 Oral Health Treatment Planning: Dental Disease Prevention and Oral Health Promotion for Children with Autism Spectrum Disorder and Developmental Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Donald L. Chi and Leah I. Stein Duker xi
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