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The document outlines the guideline development approach across three workstreams, including adaptation for New Zealand circumstances, evidence identification and appraisal, and the assignment of graded recommendations. It explains inclusion criteria spanning quantitative trials, reviews, case reports, expert writing, and lived experiences, and describes the two evidence-table formats and evidence-level principles 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is the purpose of these evidence tables in the ASD guideline?","Question",{"text":109,"@type":110},"They provide a transparent link between the strength of available evidence and the grading of recommendations in the Autism Spectrum Disorder Guideline.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How were the guideline sections developed across the workstreams?",{"text":114,"@type":110},"Different workstreams followed separate methodologies, with Part 1 adapted from the National Autism Plan for Children 2003, and other parts developed using broad evidence-based principles including pharmacological interventions.",{"name":116,"@type":107,"acceptedAnswer":117},"What types of evidence are included for building the evidence tables?",{"text":118,"@type":110},"The document includes a broad range, such as autism-specific studies, double-blind randomized controlled trials, systematic reviews, case reports, published guidelines and reviews, expert writing, first-person accounts, practice experience, and policy/position papers.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},201091,1788520506,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":126,"read_time":141},687197207057,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","EVIDENCE TABLES\nFOR THE\nNEW ZEALAND\nAUTISM SPECTRUM DISORDER\nGUIDELINE\nCONTENTS\n\u0013 TOC \\o \"1-2\" \\h \\z \\u \u0014\u0013 HYPERLINK \\l \"_Toc198438293\" \u0014CONTENTS\t\u0013 PAGEREF _Toc198438293 \\h \u00142\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc198438294\" \u0014INTRODUCTION\t\u0013 PAGEREF _Toc198438294 \\h \u00143\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc198438295\" \u0014Method\t\u0013 PAGEREF _Toc198438295 \\h \u00143\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc198438296\" \u0014Types of evidence tables\t\u0013 PAGEREF _Toc198438296 \\h \u00144\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc198438297\" \u0014Levels of evidence\t\u0013 PAGEREF _Toc198438297 \\h \u00144\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc198438298\" \u0014Grading\t\u0013 PAGEREF _Toc198438298 \\h \u00144\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc198438299\" \u0014Practice questions\t\u0013 PAGEREF _Toc198438299 \\h \u00146\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc198438300\" \u0014Evidence Tables\t\u0013 PAGEREF _Toc198438300 \\h \u001410\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc198438301\" \u0014EVIDENCE TABLES FOR PART 1: DIAGNOSIS AND INITIAL ASSESSMENT OF ASD\t\u0013 PAGEREF _Toc198438301 \\h \u001411\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc198438302\" \u0014EVIDENCE TABLES FOR PART 2: SUPPORT FOR INDIVIDUALS, FAMILIES AND CARERS\t\u0013 PAGEREF _Toc198438302 \\h \u001455\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc198438303\" \u0014EVIDENCE TABLES FOR PART 3: EDUCATION FOR LEARNERS WITH ASD\t\u0013 PAGEREF _Toc198438303 \\h \u0014112\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc198438304\" \u0014EVIDENCE TABLES FOR PART 4: TREATMENT AND MANAGEMENT OF ASD\t\u0013 PAGEREF _Toc198438304 \\h \u0014203\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc198438305\" \u0014EVIDENCE TABLES FOR PART 5: LIVING IN THE COMMUNITY\t\u0013 PAGEREF _Toc198438305 \\h \u0014316\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc198438306\" \u0014EVIDENCE TABLES FOR PART 6: PROFESSIONAL LEARNING AND DEVELOPMENT\t\u0013 PAGEREF _Toc198438306 \\h \u0014357\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc198438307\" \u0014EVIDENCE TABLES FOR PART 7: MĀORI PERSPECTIVES\t\u0013 PAGEREF _Toc198438307 \\h \u0014360\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc198438308\" \u0014EVIDENCE TABLES FOR PART 8: PACIFIC PEOPLES’ PERSPECTIVES\t\u0013 PAGEREF _Toc198438308 \\h \u0014362\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc198438309\" \u0014EVIDENCE TABLES FOR APPENDICES\t\u0013 PAGEREF _Toc198438309 \\h \u0014365\u0015\u0015\n\u0015\n\u000f\nINTRODUCTION\nThese evidence tables support the New Zealand Autism Spectrum Disorder Guideline.  The tables are being presented to provide a transparent link between the strength of the available evidence and the grading of the recommendations in the ASD Guideline.\nMethod\nThe New Zealand ASD Guideline was originally written in individual sections by three workstreams and experienced Māori and Pacific researchers.  Separate methodologies were followed by the different contributors when developing the ASD Guideline.  In summary, the Assessment and Diagnosis workstream (Workstream 1) adapted the National Autism Plan for Children 2003, developed in the United Kingdom, for New Zealand circumstances for the preparation of Part 1 of the ASD Guideline.  The Education workstream (Workstream 2), the Support and Transition workstream (Workstream 3) and additional work by Workstream 1 on pharmacological interventions based the development of their sections on broad evidence-based principles.  This involved the development of practice questions or topics, identification and appraisal of evidence to answer the questions, development of evidence tables, and graded recommendations based on the body of evidence.  The recommendations were graded according to the system used by the New Zealand Guidelines Group.\nAlthough the sections of the ASD Guideline were originally prepared separately by the different workstreams, reflecting different areas of expertise, these sections were merged into one overall document.  The contributions of the workstreams to the merged guideline are as follows:\nPart 1: Workstream 1 (for young children) and Workstream 3 (for young people and adults)\nPart 2: Workstreams 2 and 3\nPart 3: Workstream 2\nPart 4: Workstreams 1, 2 and 3\nPart 5: Workstream 3\nPart 6: Workstream 2 (in consultation with workstreams 1 and 3)\nThe inclusion criteria for the literature searches and identification of other evidence were broad, and a wide variety of different types of evidence were considered: autism-specific studies; double-blind randomised controlled trials; systematic reviews; case reports; papers of general interest on the top","cbCaim1xCvTHQIN0","https://ap.wps.com/l/cbCaim1xCvTHQIN0","docx",553241,368,"English","# Introduction\n## Method\n## Types of evidence tables\n## Levels of evidence","[{\"question\":\"What is the purpose of these evidence tables in the ASD guideline?\",\"answer\":\"They provide a transparent link between the strength of available evidence and the grading of recommendations in the Autism Spectrum Disorder Guideline.\"},{\"question\":\"How were the guideline sections developed across the workstreams?\",\"answer\":\"Different workstreams followed separate methodologies, with Part 1 adapted from the National Autism Plan for Children 2003, and other parts developed using broad evidence-based principles including pharmacological interventions.\"},{\"question\":\"What types of evidence are included for building the evidence tables?\",\"answer\":\"The document includes a broad range, such as autism-specific studies, double-blind randomized controlled trials, systematic reviews, case reports, published guidelines and reviews, expert writing, first-person accounts, practice experience, and policy/position papers.\"}]","Evidence Tables for the New Zealand Autism Spectrum Disorder Guideline - Introduction | DOCX",129]