Improving Efficiency and Equity in Early Autism Evaluations: The (S)TAAR Model / Meredith I. BRINSTER in Journal of Autism and Developmental Disorders, 53-1 (January 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.275-284 Titre : Improving Efficiency and Equity in Early Autism Evaluations: The (S)TAAR Model Type de document : Texte imprimé et/ou numérique Auteurs : Meredith I. BRINSTER, Auteur ; Briana H. BRUKILACCHIO, Auteur ; Autumn FIKKI-URBANOVSKY, Auteur ; Jeffrey D. SHAHIDULLAH, Auteur ; Sheri RAVENSCROFT, Auteur Article en page(s) : p.275-284 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper describes the (Sin ExclusiÃ3n) Transdisciplinary Autism Assessment and Resources ([S]TAAR) model and presents early metrics tracking efficiency and equity in access to high-quality comprehensive autism evaluations for young children. Retrospective chart reviews over one year (08/2018 “08/2019) with n=173 children were reviewed. Through care coordination with community providers, the model was developed to meet local needs by increasing throughput of children (< 4 years old) evaluated by a transdisciplinary team. Team-based processes included pre-visit triage, synchronous evaluation procedures, case conferencing, huddles, and care coordination. The model led to increased patient throughput, reductions in waitlist and time to diagnosis, and improved provider satisfaction. Improvements in access to care were equitable across patient race, ethnicity, language, and insurance type. En ligne : https://doi.org/10.1007/s10803-022-05425-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Improving Efficiency and Equity in Early Autism Evaluations: The (S)TAAR Model [Texte imprimé et/ou numérique] / Meredith I. BRINSTER, Auteur ; Briana H. BRUKILACCHIO, Auteur ; Autumn FIKKI-URBANOVSKY, Auteur ; Jeffrey D. SHAHIDULLAH, Auteur ; Sheri RAVENSCROFT, Auteur . - p.275-284. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.275-284 Index. décimale : PER Périodiques Résumé : This paper describes the (Sin ExclusiÃ3n) Transdisciplinary Autism Assessment and Resources ([S]TAAR) model and presents early metrics tracking efficiency and equity in access to high-quality comprehensive autism evaluations for young children. Retrospective chart reviews over one year (08/2018 “08/2019) with n=173 children were reviewed. Through care coordination with community providers, the model was developed to meet local needs by increasing throughput of children (< 4 years old) evaluated by a transdisciplinary team. Team-based processes included pre-visit triage, synchronous evaluation procedures, case conferencing, huddles, and care coordination. The model led to increased patient throughput, reductions in waitlist and time to diagnosis, and improved provider satisfaction. Improvements in access to care were equitable across patient race, ethnicity, language, and insurance type. En ligne : https://doi.org/10.1007/s10803-022-05425-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

School-Clinic Care Coordination for Youth with ASD: A National Survey of School Psychologists / Maryellen Brunson MCCLAIN in Journal of Autism and Developmental Disorders, 50-9 (September 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3081-3091 Titre : School-Clinic Care Coordination for Youth with ASD: A National Survey of School Psychologists Type de document : Texte imprimé et/ou numérique Auteurs : Maryellen Brunson MCCLAIN, Auteur ; Jeffrey D. SHAHIDULLAH, Auteur ; Katherine R. MEZHER, Auteur ; Cassity R. HAVERKAMP, Auteur ; Kandice J. BENALLIE, Auteur ; Sarah E. SCHWARTZ, Auteur Article en page(s) : p.3081-3091 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD)  Coordinated care  Interdisciplinary collaboration  School psychologists Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder (ASD) may benefit from interdisciplinary care coordination. Communication and collaboration between the school and clinic settings is particularly important when youth with ASD are receiving both special education and clinic-based services. The responsibility of initiating coordinated care has historically been with the medical home (e.g., primary care clinicians), however, educational professionals (e.g., school psychologists) are also well positioned to assume a leadership role in care coordination. Little is known about the current state, feasibility, or effectiveness of school psychologists leading care coordination efforts. The current study utilizes a mixed-method approach to understand school psychologists' engagement in interdisciplinary collaboration across settings, a central tenet to coordinated care, in providing services to youth with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-03985-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] School-Clinic Care Coordination for Youth with ASD: A National Survey of School Psychologists [Texte imprimé et/ou numérique] / Maryellen Brunson MCCLAIN, Auteur ; Jeffrey D. SHAHIDULLAH, Auteur ; Katherine R. MEZHER, Auteur ; Cassity R. HAVERKAMP, Auteur ; Kandice J. BENALLIE, Auteur ; Sarah E. SCHWARTZ, Auteur . - p.3081-3091. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3081-3091 Mots-clés : Autism spectrum disorder (ASD)  Coordinated care  Interdisciplinary collaboration  School psychologists Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder (ASD) may benefit from interdisciplinary care coordination. Communication and collaboration between the school and clinic settings is particularly important when youth with ASD are receiving both special education and clinic-based services. The responsibility of initiating coordinated care has historically been with the medical home (e.g., primary care clinicians), however, educational professionals (e.g., school psychologists) are also well positioned to assume a leadership role in care coordination. Little is known about the current state, feasibility, or effectiveness of school psychologists leading care coordination efforts. The current study utilizes a mixed-method approach to understand school psychologists' engagement in interdisciplinary collaboration across settings, a central tenet to coordinated care, in providing services to youth with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-03985-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

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