Table 3.

Percentage of clinicians endorsing the use of each psychotherapy adaptation for autistic youth and youth with ADHD and the perceived helpfulness of each (N = 557)

	Frequency		Helpfulness ratings		z(n)
	%		M (SD)
	ADHD	Autism	ADHD	Autism
Provide structure and predictability (e.g., routines, transition activities)	89.0	87.7	2.85(0.35)	2.79(0.41)	− 2.7 (442)
Make use of special interests (e.g., include individual interests as part of therapy)	79.8	84.5	2.78(0.42)	2.70(0.46)	− 2.7 (396)
Make abstract concepts more concrete	68.4	80.0	2.67(0.47)	2.68(0.48)	− 0.9 (336)
Support with processing verbal information (e.g., simplifying language)	74.4	75.6	2.69(0.47)	2.63(0.48)	− 1.9 (337)
Capitalize on strengths (e.g., intelligence and acquisition of new information)	82.3	68.8	2.76(0.43)*	2.62(0.51)	− 6.0 (342)
Minimize sensory distraction (e.g., adjusting lights and sounds)	63.4	61.0	2.65(0.48)	2.60(0.50)	− 1.4 (259)
Involving family members in sessions	75.1	74.7	2.71(0.47)	2.68(0.50)	− 1.2 (351)
Length of sessions: Shorter	83.6	68.4	2.74(0.46)*	2.61(0.51)	− 5.1 (340)
Length of sessions: Longer	7.4	8.7	2.56(0.55)	2.38(0.57)	− 2.1 (22)
Environment (e.g., sensory area, relaxation area: mats or bean bag chair, visual aids)	55.2	58.1	2.71(0.47)	2.66(0.48)	0.0 (233)
Provide detailed information	41.2	44.8	2.54(0.57)	2.51(0.53)	− 1.6 (147)
Provide opportunities for generalization and ongoing practice	45.7	37.9	2.60(0.50)*	2.42(0.53)	− 3.3 (157)
Reduce anxiety with distancing techniques	28.3	32.3	2.57(0.51)	2.45(0.52)	− 1.9 (96)
Minimize executive functioning difficulties	35.6	23.8	2.71(0.46)	2.58(0.53)	− 2.6 (85)
Other	5.1	4.0	2.81(0.49)	2.60(0.75)	− 1.0 (6)
None	1.1	0.9	NA	NA	NA

M mean, SD standard deviation, ADHD attention-deficit hyperactivity disorder, NA not applicable.

*p < 0.003 (Bonferroni adjusted level)