Browsing by Author "Fodstad, Jill C."

Now showing 1 - 7 of 7
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    Assessment and Treatment of Noise Hypersensitivity in a Teenager with Autism Spectrum Disorder: A Case Study
    (Springer, 2021-06) Fodstad, Jill C.; Kerswill, Stephanie A.; Kirsch, Alexandra C.; Lagges, Ann; Schmidt, Jonathan; Psychiatry, School of Medicine
    Noise hypersensitivity is a poorly understood symptom of Autism Spectrum Disorder (ASD). For some, problem behaviors co-occur with the aversive noise. Limited literature exists on treating noise hypersensitivity; however, noise hypersensitivity may be related to a specific phobia. This case study utilizes modified Cognitive Behavioral Therapy (CBT) to address anxiety, avoidance, and problem behaviors evoked by noise in a teen with ASD and mild Intellectual Disability (ID). Using multi-method assessment and individualized treatment, problem behaviors reduced, and independent coping strategies use occurred. Successful desensitization supports the efficacy of modified CBT as a treatment for noise-related anxiety and problem behaviors in individuals with ASD and ID. Outcomes are discussed considering intervention difficulties for noise hypersensitivity in a complex and diverse population.
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    Demonstration of Parent Training to Address Early Self-Injury in Young Children with Intellectual and Developmental Delays
    (Springer Nature, 2018-11) Fodstad, Jill C.; Kirsch, Alexandra; Faidley, Micah; Bauer, Nerissa; Psychiatry, School of Medicine
    Individuals with intellectual and developmental disabilities (IDD) are at a high risk for engaging in self-injurious behavior (SIB). Prognosis is poor when SIB emerges early. Limited research exists on interventions teaching parents how to manage their young child's SIB. This investigation assessed the feasibility of adapting an applied behavior analytic parent training program with 11 parents of children 1-5 years of age with IDD and SIB. Quantitative and observational measures were used to assess outcomes; semi-structured interviews assessed caregiver satisfaction. Outcomes yielded preliminary data suggesting the adapted curriculum was feasible and acceptable to parents. Initial efficacy outcomes yielded decreases in SIB and observed negative parent-child interactions on pre- and post-measures. Qualitative data provided areas for further curriculum refinement.
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    Demonstration of Parent Training to Address Early Self-Injury in Young Children with Intellectual and Developmental Delays
    (Springer, 2018-11) Fodstad, Jill C.; Kirsch, Alexandra; Faidley, Micah; Bauer, Nerissa; Psychiatry, School of Medicine
    Individuals with intellectual and developmental disabilities (IDD) are at a high risk for engaging in self-injurious behavior (SIB). Prognosis is poor when SIB emerges early. Limited research exists on interventions teaching parents how to manage their young child’s SIB. This investigation assessed the feasibility of adapting an applied behavior analytic parent training program with 11 parents of children 1–5 years of age with IDD and SIB. Quantitative and observational measures were used to assess outcomes; semi-structured interviews assessed caregiver satisfaction. Outcomes yielded preliminary data suggesting the adapted curriculum was feasible and acceptable to parents. Initial efficacy outcomes yielded decreases in SIB and observed negative parent–child interactions on pre- and post-measures. Qualitative data provided areas for further curriculum refinement.
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    Development of an animal-assisted activity program on a pediatric behavioral health unit
    (Elsevier, 2019-08) Fodstad, Jill C.; Bauers, Jodi; Sexton, Melissa; Butler, Melissa; Karlsson, Cassie; Neff, Mallery; Psychiatry, School of Medicine
    Animal-assisted activities (AAA), a form of animal-assisted interaction, have the potential to improve positive coping for youth with significant psychiatric symptoms admitted to acute behavioral health units. However, little is known regarding the appropriateness of an AAA program in short-term mental health hospital settings. The goal of this investigation is to describe and report on the feasibility and acceptability of embedding a canine-AAA program within the therapeutic programming of a pediatric behavioral health unit. Both patient participants and unit staff completed quantitative and qualitative measures. Outcomes yielded preliminary data suggesting AAA was feasible and acceptable to patients and unit staff. Initial efficacy outcomes demonstrated decreases in subjective distress. Qualitative data provided areas for further refinement of the AAA program.
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    Supportive Transition Planning for Adolescents Transitioning From Psychiatric Hospitalization to School: A Systematic Literature Review and Framework of Practices
    (Ubiquity Press, 2023-01-30) Midura, Sara; Fodstad, Jill C.; White, Benjamin; Turner, Angela J.; Menner, Scott; Psychiatry, School of Medicine
    School-aged youth with behavioral health needs often struggle in the academic environment. When admitted to acute psychiatric hospital settings, the student’s difficulties and needs increase upon discharge and return to the school setting. While the literature describes systemic issues in transitioning from an acute psychiatric hospital to the school setting, limited resources exist for practitioners to plan for and support the successful reintegration of affected students. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the purpose of the current systematic review was to collect and synthesize evidence from the literature (N = 20) in the areas of barriers, challenges, and significance of the need for a formal transition planning framework. Four major key factors emerged as important to assist in creating a transition planning framework for acute psychiatric hospitals to school-based settings: (a) Stakeholder Voice (Student, Caregiver, Hospital/Treatment Team, or School Team Voice); (b) Establishing a Point Person for Transition (Medical or School Point Person); (c) Recommendations/Accommodations (Formal or Informal Supports); and (d) Having a Transition Meeting. Other common factors are discussed, and recommendations are provided to aid practitioners in increasing the likelihood that school-age youth succeed in the school environment post-discharge from acute psychiatric settings. Finally, gaps in the literature are identified as areas for further research.
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    The association between self-injurious behaviors and autism spectrum disorders
    (Dove Press, 2014-04-12) Minshawi, Noha F.; Hurwitz, Sarah; Fodstad, Jill C.; Biebl, Sara; Morriss, Danielle H.; McDougle, Christopher J.; Psychiatry, School of Medicine
    A key area of concern in children with autism spectrum disorders (ASDs) are self-injurious behaviors (SIBs). These are behaviors that an individual engages in that may cause physical harm, such as head banging, or self-biting. SIBs are more common in children with ASD than those who are typically developing or have other neurodevelopmental disabilities. Therefore, it is important that clinicians who work with children with ASD have a solid understanding of SIB. The purpose of this paper is to review the research on the epidemiology of SIB in children with ASD, factors that predict the presence of SIB in this population, and the empirically supported behavioral treatments available.
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    Utilizing Student Consultation to Promote Incorporation of Occupational Therapy in a Pediatric Behavioral Health Unit Occupational Therapy in a Pediatric Behavioral Health Unit
    (Journal of Occupational Therapy Education, 2020) Wilburn, Victoria G.; Stoll, Hannah B.; Fodstad, Jill C.; Chase, Anthony; Douglas, Christina M.
    This advanced graduate elective was designed for second year Master of Occupational Therapy students to provide opportunities for students to act as consultants of the profession and collaborators within the community utilizing community engaged learning methods. This elective helped to detail components of evidence-based practice, primary needs of integration, and future opportunities within an urban pediatric behavioral health unit. The practice area of mental health was chosen specifically as the collaborating site due to the decline of occupational therapist recognition as qualified mental and behavioral health providers. This lack of recognition may limit reimbursement and funding, and decrease employment opportunities, both detriments to practice. However, within the last decade there has been a resurgence in establishing the profession’s roots within mental and behavioral health practice. Several key pieces of federal legislation have recognized occupational therapists' expertise and have cited the profession in several mental and behavioral health initiatives. Many states are seeking recognition of occupational therapists as qualified behavioral health providers (QBHP) or qualified mental health providers (QMHP) and this elective provided the opportunity for didactic instruction to intersect with advocacy and education while producing a rich learning experiences for all involved.