Introduction
It is well established that autistic
1 children and adolescents (hereafter referred to as youth) are more vulnerable to a range of mental health problems relative to their neurotypical peers, whether these problems are operationalized as discrete psychiatric diagnoses or in terms of elevated symptomatology. For example, a recent meta-analysis examining the prevalence of mental health challenges demonstrated that autistic people are significantly more likely than peers in the general population to have anxiety disorders, depressive disorders, bipolar and related disorders, schizophrenia spectrum and psychotic disorders, and obsessive compulsive and related disorders, with rates understandably being higher in clinic-based studies compared to population-based registries (Lai et al.,
2019). Similarly, when investigating parent-reported emotional and behavioural problems, Totsika et al. (
2011) found that autistic youth (with and without intellectual disability) were three to four times more likely to have clinically significant emotional and conduct problems compared to the general population and had higher rates than those observed among non-autistic youth with intellectual disabilities.
There is growing evidence that many of the interventions that are effective in addressing the mental health problems of youth without autism are also helpful for autistic youth when adapted (Weston et al.,
2016). For example, the provision of cognitive behaviour therapy (CBT) to address anxiety (Perihan et al.,
2020), emotional dysregulation (Weiss et al.,
2018), and depressive symptoms (McGillivray & Evert,
2014), the use of mindfulness-based approaches to address anger (Singh et al.,
2011), and the use of parent management training to assist with conduct problems (Sofronoff et al.,
2004) have all shown promising results among autistic people. In fact, many of the interventions that have been studied in reference to autistic youth are adaptations of the same interventions that have been used by mental health clinicians for non-autistic clients, including Coping Cat (Kendall & Hedtke,
2006), Incredible Years (Hutchings et al.,
2016), Parent–Child Interaction Therapy (Masse et al.,
2016) and Triple P-Positive Parenting (Tellegen & Sanders,
2014). However, the extent to which therapists use the broader set of psychotherapeutic approaches (e.g., family therapy, Dialectical Behaviour Therapy [DBT], Interpersonal Therapy, etc.) for autistic youth, as they might for youth without autism, is largely unknown, and few have examined how helpful clinicians deem these approaches.
There are several ways that clinicians are adapting interventions to meet the unique needs of their autistic clients (Moree & Davis,
2010). In reference to CBT provision for autistic clients, National Institute for Health and Care Excellence (NICE,
2012) guidelines suggest that clinicians make adaptations that minimize the cognitive demands of CBT without altering its content, such as incorporating structured activities and written/visual information and using plain language. Indeed, Cooper et al. (
2018) surveyed 54 clinicians before they attended a 1-day training workshop on adapting CBT for autistic people and found that clinicians already endorsed many adaptations in line with NICE guidelines, such as incorporating behavioural strategies (74% of providers sampled), taking a more structured and concrete approach (70%), simplifying language (70%), providing psychoeducation about emotional experiences (68%), and using visual or written aids (60%). A systematic review examining the adaptations employed in effective cognitive behavioural interventions for autistic youth noted that the most common adaptations included implementing visual aids or workbooks, incorporating child-specific interests, involving caregivers, providing structure, and incorporating emotion recognition training (Walters et al.,
2016). In many cases, however, Walters et al. also noted that additional adaptations beyond NICE recommendations were made, demonstrating that different patterns or combinations of adaptations may be attempted. While these findings indicate that many clinicians are employing adaptations to serve autistic youth, they also highlight the variability that exists across providers in terms of the number and types of adaptations employed, and the literature to date has largely focussed on adaptations to CBT, rather than the broader spectrum of psychotherapeutic interventions provided to autistic youth.
Despite these advances, autistic youth continue to experience barriers in accessing psychotherapy for their mental health difficulties. There has been an increased interest in clinician-level barriers to care, such as low therapist confidence and self-perceived knowledge (Brookman-Frazee et al.,
2012a,
2012b,
2012c; Maddox et al.,
2019), as many therapists perceive themselves as unable to adapt their mental health treatments to support autistic clients (Adams & Young,
2020). In fact, when examining specific strengths and gaps in providers’ confidence to deliver CBT to autistic people, Cooper et al. (
2018) found that providers were most confident in their ability to be empathetic, establish a therapeutic alliance, and collect information to understand their clients’ challenges, but lacked confidence in their ability to use appropriate assessments and identify effective therapeutic approaches for these clients. Interestingly, similar results have emerged in the context of intellectual disability, whereby providers report greater confidence in their general therapeutic abilities, such as their ability to empathize and establish a therapeutic connection with clients, and less confidence in more specific aspects of treatment, such as their use of assessments (Dagnan et al.,
2015). Collectively, these results suggest that confidence may not be best gauged with an omnibus rating, which risks losing the nuances related to specific psychotherapeutic activities.
It has also been shown that many clinicians have limited knowledge about autism and have difficulties tailoring interventions to fit autistic youth’s needs. For instance, results indicate that over 75% of clinicians desire further information about mental health interventions for autistic clients, specifically in terms of how to engage in treatment planning and develop targeted strategies for autistic youth (Brookman-Frazee et al.,
2012a,
2012b,
2012c). These gaps in knowledge can negatively impact clinicians’ attitudes about delivering psychotherapy to autistic clients, thereby affecting their intentions to treat this client group relative to neurotypical clients (Maddox et al.,
2019). At the same time, training clinicians in children’s mental health agencies to use behavioural parent-mediated and child led evidence-based strategies can lead to increases in overall perceived knowledge and confidence in working with autistic children (Brookman-Frazee et al.,
2012a,
2012b,
2012c), suggesting that these barriers can be overcome once identified.
There are three notable gaps in our current understanding of psychotherapy provision for autistic youth, which, if addressed, could further inform initiatives aimed at expanding clinicians’ capacity to work with this population. First, most research has focussed exclusively on the provision of CBT. In terms of psychotherapy for youth, varying presenting problems are associated with a multitude of intervention approaches, each with its own evidence base and commonplace within publicly funded mental health agencies (e.g., CBT, DBT, parent-mediated, attachment-focused, interpersonal, family therapy, etc.). Thus, a broader focus on psychotherapy for autistic youth will provide greater ecological validity. Second, most research on these constructs has emerged within the context of mental health care in the United States, which has a unique system of public–private insurance mechanisms. Accordingly, previous research may not reflect the socialized mental health care models found in other jurisdictions, such as Canada or the United Kingdom. Lastly, no study has explored whether these issues are specific to autism or whether they reflect how clinicians approach supporting youth with other neurodevelopmental conditions as well. By comparing mental health providers’ treatment approaches and adaptations, knowledge, and confidence for autistic clients to those with another neurodevelopmental condition, we can further elucidate whether patterns are autism-specific or more generally implicated in how clinicians support clients with neurodevelopmental disability.
Current Study
The objective of the current study was to better understand community-based clinicians’ knowledge, confidence and treatment approaches when working with autistic youth with mental health problems. We contrasted clinicians’ responses for autistic clients with their responses for clients with ADHD. Similar to autism, ADHD is chronic, impacts therapeutic interactions (Halldorsdottir & Ollendick,
2014), and often co-occurs with mental health problems (e.g., anxiety disorders, depression, oppositionality and conduct problems; Larson et al.,
2011; Yoshimasu et al.,
2012). It has been noted that youth with ADHD also have difficulty accessing mental health clinicians and that barriers to care exist as a result of a lack of clinician knowledge, competence, and confidence, along with a host of systems-level barriers (Brahmbhatt et al.,
2016; French et al.,
2019; Hoagwood et al.,
2000). For example, reports indicate that less than half of families with a child with ADHD have met with a mental health provider in the prior year (Cuffe et al.,
2009; Lesesne et al.,
2003) and studies of adult mental health providers have highlighted the need for additional ADHD training, showing that the majority of providers have limited knowledge about ADHD and insufficient resources to effectively support these clients (Hall et al.,
2013). These gaps in care provision are especially evident when clients with disabilities are compared to those without neurodevelopmental challenges. Indeed, a study by Maddox et al. (
2019) showed that providers hold significantly worse attitudes towards, and lower intentions of, delivering psychotherapy to autistic clients relative to those without autism, while research comparing providers’ comfort levels has shown that they report greater comfortability when treating clients with mood-based challenges versus clients with ADHD (Adler et al.,
2009; Miller et al.,
2005). Identifying autism-specific deficits in clinician knowledge, confidence, or adaptations to care would suggest the need for autism-specific training and policies to address barriers, while similar levels may imply the need for similar approaches to neurodevelopmental conditions more broadly. Thus, the following research questions were examined:
1.
Do clinicians endorse using similar treatment approaches when treating mental health problems in autistic clients and clients with ADHD and do they rate these approaches as more helpful for one client group?
2.
Are clinicians less confident and knowledgeable about delivering psychotherapy to autistic clients compared to clients with ADHD?
3.
Do clinicians report using more adaptations when delivering psychotherapy to autistic clients compared to clients with ADHD?
Methods
Participants
The sample included 557 clinicians who reported delivering psychotherapy to autistic clients and to clients with ADHD to address mental health problems. As presented in Table
1, clinicians were between the ages of 20 and 75 years (
M = 40.73,
SD = 10.87) and the majority identified as women (83.2%) and White/Caucasian (80.2%). Most participants were employed full-time (92.3%) as direct service providers (88.6%) and had a post-secondary education, such as a bachelor’s degree (32.0%) or a master’s degree (36.0%). Participants were also primarily social workers (45.3%), child and youth workers (20.8%), and registered psychotherapists (20.1%), and indicated that their primary theoretical orientation was cognitive-behavioural (42.9%), eclectic (34.2%), behavioural (12.5%), or other (e.g., integrative; 10.4%). Further, participants had considerable experience, with approximately 61% having worked in the field for at least 10 years. On average, participants indicated that 20.8% (
SD = 19.6%, Median = 15.0%) of their caseload involved autistic clients with mental health problems and 47.8% (
SD = 24.6%, Median = 50.0%) of their caseload involved clients with ADHD and mental health problems. Further, provider-reported rates of mental health problems were similar across client groups, with anxiety, challenging behaviours, and depression being endorsed as the most common (see Table
1).
Table 1
Participant demographics and characteristics (N = 557)
Gender | |
Female | 461 (83.2%) |
Male | 70 (12.6%) |
Agender, Gender fluid, Non-binary, or Trans | 8 (1.5%) |
Prefer not to disclose | 15 (2.7%) |
Ethnicitya | |
Indigenous Peoples | 19 (3.4%) |
Black | 12 (2.2%) |
White/Caucasian | 445 (80.2%) |
Latin American/Hispanic | 9 (1.6%) |
East Asian | 15 (2.7%) |
South/Southeast Asian | 16 (2.9%) |
West Asian | 3 (0.5%) |
Prefer to self-describe | 23 (4.1%) |
Prefer not to disclose | 32 (5.8%) |
None | 7 (1.3%) |
Education | |
Some college or university | 13 (2.3%) |
Associate degree/diploma | 110 (19.8%) |
Bachelor’s degree | 178 (32%) |
Master’s degree | 200 (36%) |
Professional school | 15 (2.7%) |
Doctoral degree | 13 (2.3%) |
Unknown | 9 (1.6%) |
Prefer not to disclose | 18 (3.2%) |
Professional Groupb | |
Child and youth worker | 114 (20.8%) |
Registered nurse | 10 (1.8%) |
Recreational therapist | 2 (0.4%) |
Occupational therapist | 2 (0.4%) |
Social worker | 248 (45.3%) |
Clinical psychologist | 26 (4.7%) |
Psychiatrist | 5 (0.9%) |
Registered Psychotherapist | 110 (20.1%) |
Counsellor | 4 (0.7%) |
Social Service Worker | 11 (2.0%) |
Other | 16 (2.9%) |
Years of Clinical Practice | |
0–5 years | 148 (26.6%) |
6–9 years | 71 (12.8%) 95 (17.1%) |
10–14 years | 70 (12.6%) |
15–19 years | |
20 + years | 172 (30.9%) |
Anxiety | 88.8 | 89.5 |
Challenging behaviours (e.g., aggression, irritability) | 87.7 | 88.1 |
Depression | 44.1 | 37.7 |
Obsessive–compulsive and related disorders | 11.5 | 36.8 |
Substance use | 18.2 | 2.3 |
Post-traumatic stress disorder | 10.5 | 5.4 |
Eating disorders | 1.4 | 1.8 |
Bipolar disorder | 0.9 | 0.4 |
Gender dysphoria | 0.5 | 3.6 |
Psychosis | 0.4 | 0.4 |
Other | 10.1 | 7.6 |
Publicly Funded Child and Youth Mental Health (CYMH) Context in Ontario, Canada
In Ontario, Canada, CYMH care is delivered through a number of service sectors, resulting in complex care pathways that are often difficult for families to navigate (Duncan et al.,
2018). Further, there is little consistency in the provision of services across the country, as each province/territory is responsible for the management and delivery of its own CYMH programs; nonetheless, a number of families receive CYMH services in Ontario in the community via publicly funded agencies (Cappelli et al.,
2019), which can be accessed through self-referrals or referrals from primary care providers and/or other relevant professionals (e.g., child protection workers, school personnel, etc.). Publicly funded children’s mental health agencies provide a range of core services to children and youth between the ages of 0 and 17 years, including brief walk-in services, family support, specialized consultations/assessments, service coordination, crisis support, and intensive treatments (Duncan et al.,
2018). These agencies are funded by the Ministry of Children, Community, and Social Services (MCCSS) and treat children and youth across the spectrum of mental health need through interprofessional teams consisting of social workers, psychotherapists, child and youth workers, psychologists, and other mental health professionals. The interventions that are provided vary considerably based on the range of presenting problems, client ages, client preferences, and clinical capacity of each organization. Some agencies provide services across the age span, while others are more focused on specific age groups. Some agencies provide a large range of intervention modalities, while others are more focused on specific types.
In Ontario, to provide the controlled act of psychotherapy, one must be a registered member of one of the six authorized regulatory colleges: the College of Registered Psychotherapists of Ontario (CRPO), the College of Psychologists of Ontario (CPO), the Ontario College of Social Workers and Social Service Workers (OCSWSSW), the College of Nurses of Ontario (CNO), College of Occupational Therapists of Ontario (COTO), and the College of Physicians and Surgeons of Ontario (CPSO). Each regulatory college has its own educational and competency-based requirements and prescribed practices; however, in most cases, at least a master’s-level education is needed. For example, according to CRPO (
2019), those seeking registration must have a master’s degree or an equivalent graduate diploma from a program with a bachelor’s-level degree as an admission requirement. Thus, practicing clinicians in Ontario may differ in their educational backgrounds, professional training, and therapeutic orientations, as demonstrated in Table
1.
Procedure
Using a cross-sectional design, publicly funded clinicians across Ontario, Canada were recruited by their agencies to complete an online survey assessing their experiences delivering psychotherapy to address the mental health needs of autistic youth and youth with ADHD. Specifically, clinical or administrative leads shared an anonymous survey link with frontline service providers who treat children and adolescents with mental health challenges. Each agency decided on its own process for informing providers about the survey. Survey questions about autism and ADHD were counterbalanced across participants, such that some participants were first asked to respond to questions about clients with ADHD, while others were first asked about autistic clients. All participants provided informed consent before completing the survey, and the survey was available in English or French. This research was approved by the University’s Ethics Review Board [#e2020-253].
The survey was piloted by clinicians from Ottawa and after the survey was further refined and finalized, data collection occurred at four time points. First, data was collected in December 2019 from eight core service providers who were affiliated with the Youth Services Bureau of Ottawa Lead Agency. Second, data was collected in June and July 2020 from service providers at Woodview Mental Health and Autism Services, while a third set of data was collected from August to September 2020 from Kinark Child and Family Services. Finally, Children’s Mental Health Ontario (CMHO) launched the survey throughout April and May 2021 to interested member agencies following a webinar on staff training initiatives. Ultimately, 66 publicly funded agencies across Ontario participated in the survey.
At the start of the survey, participants were provided with definitions of psychotherapy and mental health problems, consistent with the Regulated Health Professions Act (RHPA,
1991) and the Psychotherapy Act (
2007), to establish a common understanding of these terms within the context of this research. Participants also had the opportunity to refer back to these definitions at any point throughout the survey. Psychotherapy was described broadly as interventions, delivered through a psychotherapeutic relationship, that treat an individual’s serious disorder of thought, cognition, mood, emotional regulation, perception or memory that may seriously impair the individual’s judgement, insight, behaviour, communication or social functioning. This could include CBT, counselling, psychodynamic therapy, play therapy, family systems therapy, or parent management training programs. The survey explicitly indicated that Applied Behavioural Analysis and Intensive Behavioural Intervention were not considered psychotherapy. Examples of mental health problems were provided to participants, such as anxiety disorder, bipolar disorder, challenging behaviours (e.g., aggression, irritability), oppositionality, conduct disorders, depression, eating disorders, gender dysphoria, obsessive–compulsive and related disorders, psychosis, post-traumatic stress disorders, or substance use. Neurodevelopmental disorders (e.g., autism, ADHD, learning disabilities, intellectual disability) were explicitly stated not to be regarded as mental health problems.
Measures
Online questionnaires were used to capture information about clinicians’ knowledge, confidence, treatment approaches and adaptations when treating mental health problems in autistic youth or youth with ADHD.
2
Participants reported on demographic characteristics, including their age, gender, race/ethnicity, employment and educational training. They also reported on their professional background, including their primary theoretical orientation, the number of clients on their current caseload, their frequency of contact with different client groups, and the number of years they have been in professional practice.
Treatment Approaches
Participants were provided with a list of 19 treatment approaches and an open-ended ‘Other’ option and were asked to select those used when working with clients with mental health problems who also present with autism or ADHD. The list included various treatments such as CBT, emotion focused therapy, acceptance and commitment therapy, family therapy, sensory motor psychotherapy and psychodynamic therapy. Participants were asked to select all treatment approaches that applied and for each selected approach, they were asked: “
On average, how helpful do you think each of these treatment approaches is for child/adolescent clients with mental health problems who also present with [autism or ADHD]?” Consistent with Cooper et al. (
2018), each approach was rated using a 10-point Likert scale (1 = not at all helpful; 10 = extremely helpful), where higher scores indicate greater perceived helpfulness.
Treatment Adaptations
Participants were provided with a list of 14 adaptations for standard evidence-based interventions that were used in studies of treatment adaptations for CBT for autistic clients (Angus et al.,
2014; Burke et al.,
2017; Cooper et al.,
2018); participants were asked to select any adaptations to psychotherapy that were made in the past for their autistic clients and clients with ADHD. The list included adaptations such as: making abstract concepts more concrete, providing structure and predictability, making use of special interests, and shortening the length of sessions. Participants also rated the helpfulness of each adaptation using a 3-point Likert scale (1 = not at all helpful; 3 = very helpful), such that higher scores indicated higher ratings of helpfulness.
Self-rated Knowledge
To assess participants’ knowledge, they completed a 6-item self-rated knowledge measure developed by Brookman-Frazee et al., (
2012a,
2012b,
2012c) and later adapted by Maddox et al. (
2019). Participants rated how knowledgeable they were on a series of mental health topics using a 5-point Likert scale (1 = not at all knowledgeable; 5 = extremely knowledgeable), and this was done separately for autistic clients and clients with ADHD. The items included: core symptoms of autism/ADHD, co-occurring problems with autism/ADHD, impact of [autism/ADHD] characteristics on behaviour, developing a treatment plan for a client with autism/ADHD, delivering treatment to a client with autism/ADHD and identifying progress toward treatment goals with a client with autism/ADHD. This measure showed excellent internal consistency across all items when completed in reference to autistic clients (
α = 0.95) and clients with ADHD (
α = 0.96). A mean self-knowledge score was derived by taking the average of all six items, such that higher mean scores reflected greater self-reported knowledge.
Confidence
Participants completed the Therapist Confidence Scale—Adapted for Autism (TCS-ASD; Cooper et al.,
2018), a tool adapted from the original study by Dagnan et al. (
2015). The TCS-ASD is a 14-item measure that assesses therapists’ confidence in enacting therapeutic activities that are common across many psychosocial interventions (e.g., developing empathy, communication, assessment, ending therapy). Using a 5-point Likert scale (1 = not confident; 5 = highly confident), participants completed the TCS with reference to autistic clients and those with ADHD. Previous studies have demonstrated the psychometric properties of the TCS and its single factor structure. For instance, Dagnan et al. (
2015) showed that the TCS is positively correlated with clinicians’ level of training with individuals with disabilities and possesses good test–retest reliability over a 1 to 3-week period. In the current sample, the TCS exhibited excellent internal consistency when completed about both client groups (autistic clients:
α = 0.95; clients with ADHD:
α = 0.96). Accordingly, mean TCS scores were calculated by taking the average of all 14 items, such that higher scores reflected greater overall confidence.
Data Analysis
All data was analyzed using the Statistical Package for the Social Sciences (SPSS) version 28. Descriptive statistics were computed for clinician characteristics, treatment approaches, adaptations, confidence, and knowledge in reference to autistic clients and clients with ADHD. Group comparisons were conducted on the three professions with at least 100 participants (i.e., child and youth workers, social workers, and registered psychotherapists) and no significant differences were found in terms of mean confidence and knowledge, helpfulness ratings, and the total number of adaptations used; thus, all professional groups were combined for analysis. Wilcoxon signed-ranks tests were conducted to compare clinicians’ helpfulness ratings for each treatment and adaptation, their self-reported knowledge, and their confidence ratings on the specific items of the TCS-ASD across the two client groups. Separate Bonferroni corrections (α/k) were applied for each set of family-wise comparisons (i.e., approaches, adaptations, knowledge, and confidence). Overall mean scores were compared using paired samples t-tests, and relationships among overall knowledge, confidence, and adaptations were explored using Pearson product moment correlations and the 95% bias-corrected bootstrapped (N = 1000) confidence intervals. Statistical significance was evaluated at the alpha 0.05 level.
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