Difference between revisions of "Parish2019"

From emcawiki
Jump to: navigation, search
(Created page with "{{BibEntry |BibType=INCOLLECTION |Author(s)=Nicole Parish |Title=Does This Child Have Autism? Exploring Team Discussions When Diagnosing Autistic Spectrum Disorder |Editor(s)=...")
 
 
Line 2: Line 2:
 
|BibType=INCOLLECTION
 
|BibType=INCOLLECTION
 
|Author(s)=Nicole Parish
 
|Author(s)=Nicole Parish
|Title=Does This Child Have Autism? Exploring Team Discussions When Diagnosing Autistic Spectrum Disorder
+
|Title=Does this child have autism?: exploring team discussions when diagnosing autistic spectrum disorder
|Editor(s)=C. Smart; T. Auburn;
+
|Editor(s)=Cordet Smart; Timothy Auburn
 
|Tag(s)=EMCA; ASD; Children; Meetings; Diagnosis
 
|Tag(s)=EMCA; ASD; Children; Meetings; Diagnosis
 
|Key=Parish2019
 
|Key=Parish2019
 +
|Publisher=Palgrave Macmillan
 
|Year=2019
 
|Year=2019
 
|Language=English
 
|Language=English
|Booktitle=Interprofessional Care and Mental Health. The Language of Mental Health
+
|Address=Cham
|Pages=169-191
+
|Booktitle=Interprofessional Care and Mental Health: A Discursive Exploration of Team Meeting Practices
 +
|Pages=169–191
 
|URL=https://link.springer.com/chapter/10.1007/978-3-319-98228-1_8
 
|URL=https://link.springer.com/chapter/10.1007/978-3-319-98228-1_8
|DOI=https://doi.org/10.1007/978-3-319-98228-1_8
+
|DOI=10.1007/978-3-319-98228-1_8
 
|Abstract=Parish reports a study of the social organisation of team meetings that decide whether to give a child a diagnosis of autism spectrum disorder (ASD). There is currently little known about the use of multidisciplinary team (MDT) approach, despite the strong recommendations for such an approach to be used when assessing for ASD. Three meetings from two MDTs were recorded, capturing the discussion of 16 children. Conversation analysis revealed three practices that encouraged information to be elaborated upon, even in time-pressured meetings. These ‘opened up’ the team discussions to consider different possible explanations for a child’s presentation. Parish concludes by discussing the clinical implications of these practices, including whether they could reduce the risk of over-diagnosing ASD.
 
|Abstract=Parish reports a study of the social organisation of team meetings that decide whether to give a child a diagnosis of autism spectrum disorder (ASD). There is currently little known about the use of multidisciplinary team (MDT) approach, despite the strong recommendations for such an approach to be used when assessing for ASD. Three meetings from two MDTs were recorded, capturing the discussion of 16 children. Conversation analysis revealed three practices that encouraged information to be elaborated upon, even in time-pressured meetings. These ‘opened up’ the team discussions to consider different possible explanations for a child’s presentation. Parish concludes by discussing the clinical implications of these practices, including whether they could reduce the risk of over-diagnosing ASD.
 
}}
 
}}

Latest revision as of 09:48, 17 January 2020

Parish2019
BibType INCOLLECTION
Key Parish2019
Author(s) Nicole Parish
Title Does this child have autism?: exploring team discussions when diagnosing autistic spectrum disorder
Editor(s) Cordet Smart, Timothy Auburn
Tag(s) EMCA, ASD, Children, Meetings, Diagnosis
Publisher Palgrave Macmillan
Year 2019
Language English
City Cham
Month
Journal
Volume
Number
Pages 169–191
URL Link
DOI 10.1007/978-3-319-98228-1_8
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title Interprofessional Care and Mental Health: A Discursive Exploration of Team Meeting Practices
Chapter

Download BibTex

Abstract

Parish reports a study of the social organisation of team meetings that decide whether to give a child a diagnosis of autism spectrum disorder (ASD). There is currently little known about the use of multidisciplinary team (MDT) approach, despite the strong recommendations for such an approach to be used when assessing for ASD. Three meetings from two MDTs were recorded, capturing the discussion of 16 children. Conversation analysis revealed three practices that encouraged information to be elaborated upon, even in time-pressured meetings. These ‘opened up’ the team discussions to consider different possible explanations for a child’s presentation. Parish concludes by discussing the clinical implications of these practices, including whether they could reduce the risk of over-diagnosing ASD.

Notes