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One Approach to Teaching Family Studies Students about Interdisciplinary Care

Jennifer S. Reinke, PhD, LAMFT, CFLE University of Wisconsin – Stout

“a cluster of lifelong neurodevelopmental disorders marked by significant qualitative limitations in social interactions, verbal and nonverbal communication, and restricted repetitive and stereotyped patterns of behavior, interests, and activities”

(American Psychiatric Association [APA], 2000)

• Spectrum disorder (mild - severe)
• 1 in every 68 births in United States
• “Discovery” attributed to Dr. Leo Kanner, 1943
• Despite many theories, cause(s) of autism are

not known

• There is no “cure” for autism

Ba Back ckgro round nd

(American Psychiatric Association [APA], 2000; CDC's Autism and Developmental Disabilities Monitoring (ADDM) Network, 2014)

If f yo you have met on t one pe perso son n wit ith autis tism, , yo you have met ON t ONE person

• n wit

ith autis tism.

Autism core symptoms:

• Social interaction
• Qualitative impairment in

communication

• Repetitive behaviors and

restricted interests

Ch Chara ract cter eris istics of Au ics of Autis ism

Common co-occurring diagnoses:

• Intellectual disability
• Speech/language delays
• Adaptive skill deficits
• Attention challenges
• Hyperactivity/impulsivity (ADHD)
• Aggressive behaviors
• Anxiety/depression
• Seizures
• Sleep problems

(Barbaresi, Katusic, & Voigt, 2006)

Care Team

Social Worker

Nutritionist Behavioral Therapist

Music Therapist Speech Therapist Sleep Specialist Physical Therapist

Occupational Therapist

Feeding Specialist

Family Professional

Skills Trainer

Special Education Teacher

Psychologist

Medical Professional

Parents Siblings Extended Family

Alternative Therapy Professionals

So Wh What?

• Highly probable students will engage with

individuals and families affected by autism

• Family professionals must be knowledgeable

about the many care team members involved in supporting families affected by autism

– What is their role? – What is my role? – What is the family’s role?

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• Theoretical frameworks
• False beliefs about autism
• Impact on family relationships
• Cultural considerations
• Ethical considerations
• Policy issues
• Implications for family practitioners

Small ll Gro Groups: Ca Case Studi dies

1) As a group, identify the primary care team members in the scenario 2) Each group member is to assume the role of one of the care team members

• Take 2 minutes to brainstorm “your” priorities and

desired outcomes 3) Hold a care team meeting! 

• Make sure that each team member’s voice is

heard

• Work together to identify a solution that everyone

can agree on

• What might be rewarding about being a

member of an interdisciplinary team?

• What might be challenging?
• What are your reactions to this activity?

– Did it help you further clarify your role as a family professional? – Did it further muddy your role as a family professional? – How might this activity be similar to or different from a “real” care team meeting?

Small ll Gro Groups: Debri rief ef

• Expressed deepened appreciation for rewards

and challenges in addressing stakeholders’ interests

• Demonstrated critical thinking about role as a

family professional

• Expressed confidence in applying an

interdisciplinary approach across settings

Does s it it Wo Work rk?

Re Refe ferenc rences es

American Psychiatric Association. (2000). Pervasive developmental

• disorders. In Diagnostic and Statistical Manual of Mental Disorders

(Fourth edition-text revision (DSM-IV-TR). Washington, DC: American Psychiatric Association, 69-70. Autism and Developmental Disabilities Monitoring Network. (2014). Prevalence of autism spectrum disorders among children aged 8 years - Autism and developmental disabilities monitoring network, 14 sites, United States, 2010. Morbidity and Mortality Weekly Report Surveillance Summaries, 63(SS02), 1-21. http://www.cdc.gov/mmwr/ Gabovitch, E. M., & Curtin, C. (2009). Family-centered care for children with autism spectrum disorders: A review. Marriage & Family Review, 45(5), 469-498. doi:10.1080/01494920903050755

Co Cont ntact ct Inf Inform rmatio ion

Jennifer S. Reinke, PhD, LAMFT, CFLE Assistant Professor University of Wisconsin – Stout Human Development and Family Studies Phone: 715-232-1405 Email; reinkej@uwstout.edu