This preprint is under consideration at Journal of Neurodevelopmental Disorders. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
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Research
Emily Hickey
University of Wisconsin-Madison
Corresponding Author
ORCiD: https://orcid.org/0000-0002-9526-4468
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background. Adults with autism spectrum disorder (ASD) have lower participation in post-secondary education, higher rates of unemployment/underemployment, and continued difficulties with challenging behavior and mental health problems compared to their peers. Multi-family psychoeducation emphasizes education and problem-solving with the goal of improving outcomes for the individual with the disability.
Methods. Using a randomized waitlist control design, the present study evaluated a multi-family group psychoeducation intervention, Working Together, for adults on the autism spectrum without intellectual disability (n=40). Five waves of data were collected at three-month intervals. In this design, families in the intervention condition participated in intervention during the 6 months between baseline and Time 3 data collection; the waitlist control condition received the intervention immediately after the Time 3 data collection. We compared these two conditions, intervention group vs waitlist control group, on key outcomes for the adults with ASD: engagement in work, engagement in positive activities, and behavior problems.
Results. Results indicated that the Working Together intervention was associated with increases in engagement as well as decreases in behavior problems, particularly internalizing problems. We also found maintenance of the treatment effect through 6 months post-treatment for the intervention group and replication of the treatment effect within the control group after they received the intervention.
Conclusion. Working Together is a promising multi-family group psychoeducation intervention designed to improve functioning during adulthood. These findings highlight the need for more intervention services research during adulthood and specifically the need for family-centered supports.
Keywords
autism spectrum disorder, adulthood, multi-family group psychoeducation, behavior problems
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CURRENT STATUS: Under Review
Version (no preprint)
Posted 21 Jul, 2021
Review #1 received
Received 21 Jul, 2021
Reviewers invited
Invitations sent on 08 Jul, 2021
Editor assigned
On 08 Jul, 2021
Reviewer #1 agreed
On 07 Jul, 2021
Submission checks complete
On 07 Jul, 2021
Editor invited
On 07 Jul, 2021
First submitted
On 07 Jul, 2021
This version was not preprinted
Version (no preprint)
Posted 14 Jun, 2021
Review #2 received
Received 14 Jun, 2021
Reviewer #2 agreed
On 29 May, 2021
Review #1 received
Received 27 May, 2021
Reviews received
Received 15 May, 2021
Reviewer #1 agreed
On 14 May, 2021
Editor assigned
On 12 May, 2021
Reviewers invited
Invitations sent on 12 May, 2021
Submission checks complete
On 12 May, 2021
Editor invited
On 12 May, 2021
First submitted
On 10 May, 2021
Editorial decision: Major revision
On 02 Feb, 2021
This version was not preprinted
Version (no preprint)
Posted 09 Apr, 2021
Editorial decision: Major revision
On 09 Apr, 2021
Review #1 received
Received 04 Apr, 2021
Review #2 received
Received 04 Apr, 2021
Reviewer #2 agreed
On 11 Mar, 2021
Reviewers invited
Invitations sent on 11 Mar, 2021
Reviewer #1 agreed
On 11 Mar, 2021
Editor assigned
On 09 Mar, 2021
Submission checks complete
On 09 Mar, 2021
Editor invited
On 09 Mar, 2021
This version was not preprinted
Version 1
Posted 04 Jan, 2021
No community comments so far
Review #2 received
Received 01 Feb, 2021
Editorial decision: Major revision
On 01 Feb, 2021
Review #1 received
Received 23 Jan, 2021
Review #3 received
Received 20 Jan, 2021
Reviewer #3 agreed
On 06 Jan, 2021
Reviewer #2 agreed
On 27 Dec, 2020
Reviewers invited
Invitations sent on 22 Dec, 2020
Reviewer #1 agreed
On 22 Dec, 2020
Editor assigned
On 22 Dec, 2020
Submission checks complete
On 22 Dec, 2020
Editor invited
On 22 Dec, 2020
First submitted
On 21 Dec, 2020
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This preprint is under consideration at Journal of Neurodevelopmental Disorders. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research
Emily Hickey
University of Wisconsin-Madison
Corresponding Author
ORCiD: https://orcid.org/0000-0002-9526-4468
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Under Review
Version (no preprint)
Posted 21 Jul, 2021
Review #1 received
Received 21 Jul, 2021
Reviewers invited
Invitations sent on 08 Jul, 2021
Editor assigned
On 08 Jul, 2021
Reviewer #1 agreed
On 07 Jul, 2021
Submission checks complete
On 07 Jul, 2021
Editor invited
On 07 Jul, 2021
First submitted
On 07 Jul, 2021
This version was not preprinted
Version (no preprint)
Posted 14 Jun, 2021
Review #2 received
Received 14 Jun, 2021
Reviewer #2 agreed
On 29 May, 2021
Review #1 received
Received 27 May, 2021
Reviews received
Received 15 May, 2021
Reviewer #1 agreed
On 14 May, 2021
Editor assigned
On 12 May, 2021
Reviewers invited
Invitations sent on 12 May, 2021
Submission checks complete
On 12 May, 2021
Editor invited
On 12 May, 2021
First submitted
On 10 May, 2021
Editorial decision: Major revision
On 02 Feb, 2021
This version was not preprinted
Version (no preprint)
Posted 09 Apr, 2021
Editorial decision: Major revision
On 09 Apr, 2021
Review #1 received
Received 04 Apr, 2021
Review #2 received
Received 04 Apr, 2021
Reviewer #2 agreed
On 11 Mar, 2021
Reviewers invited
Invitations sent on 11 Mar, 2021
Reviewer #1 agreed
On 11 Mar, 2021
Editor assigned
On 09 Mar, 2021
Submission checks complete
On 09 Mar, 2021
Editor invited
On 09 Mar, 2021
This version was not preprinted
Version 1
Posted 04 Jan, 2021
No community comments so far
Review #2 received
Received 01 Feb, 2021
Editorial decision: Major revision
On 01 Feb, 2021
Review #1 received
Received 23 Jan, 2021
Review #3 received
Received 20 Jan, 2021
Reviewer #3 agreed
On 06 Jan, 2021
Reviewer #2 agreed
On 27 Dec, 2020
Reviewers invited
Invitations sent on 22 Dec, 2020
Reviewer #1 agreed
On 22 Dec, 2020
Editor assigned
On 22 Dec, 2020
Submission checks complete
On 22 Dec, 2020
Editor invited
On 22 Dec, 2020
First submitted
On 21 Dec, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background. Adults with autism spectrum disorder (ASD) have lower participation in post-secondary education, higher rates of unemployment/underemployment, and continued difficulties with challenging behavior and mental health problems compared to their peers. Multi-family psychoeducation emphasizes education and problem-solving with the goal of improving outcomes for the individual with the disability.
Methods. Using a randomized waitlist control design, the present study evaluated a multi-family group psychoeducation intervention, Working Together, for adults on the autism spectrum without intellectual disability (n=40). Five waves of data were collected at three-month intervals. In this design, families in the intervention condition participated in intervention during the 6 months between baseline and Time 3 data collection; the waitlist control condition received the intervention immediately after the Time 3 data collection. We compared these two conditions, intervention group vs waitlist control group, on key outcomes for the adults with ASD: engagement in work, engagement in positive activities, and behavior problems.
Results. Results indicated that the Working Together intervention was associated with increases in engagement as well as decreases in behavior problems, particularly internalizing problems. We also found maintenance of the treatment effect through 6 months post-treatment for the intervention group and replication of the treatment effect within the control group after they received the intervention.
Conclusion. Working Together is a promising multi-family group psychoeducation intervention designed to improve functioning during adulthood. These findings highlight the need for more intervention services research during adulthood and specifically the need for family-centered supports.
Figure 1
Figure 2
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