Autism Knowledge Assessments: A Closer Examination of Validity by Autism Experts / Maryellen Brunson MCCLAIN ; Savannah WELLS ; Sophia THOMPSON ; Jeffrey D. SHAHIDULLAH in Journal of Autism and Developmental Disorders, 55-5 (May 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-5 (May 2025) . - p.1629-1647 Titre : Autism Knowledge Assessments: A Closer Examination of Validity by Autism Experts Type de document : Texte imprimé et/ou numérique Auteurs : Maryellen Brunson MCCLAIN, Auteur ; Savannah WELLS, Auteur ; Sophia THOMPSON, Auteur ; Jeffrey D. SHAHIDULLAH, Auteur Article en page(s) : p.1629-1647 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: The goal of the current study was to conduct a substantive validity review of four autism knowledge assessments with prior psychometric support (Gillespie-Lynch in J Autism and Dev Disord 45(8):2553-2566, 2015; Harrison in J Autism and Dev Disord 47(10):3281-3295, 2017; McClain in J Autism and Dev Disord 50(3):998-1006, 2020; McMahon in Res Autism Spectr Disord 71:101499, 2020). 69 autism experts who served on the editorial board of one or more peer-reviewed autism journals evaluated the accuracy and ambiguity of autism knowledge questions. 34% of the questions were flagged as "potentially problematic" for accuracy, and 17% of the questions were flagged as "potentially problematic" for ambiguity. Autism expert feedback revealed three themes across ambiguous questions: (1) an oversimplification of mixed or still-evolving research literature, (2) an insufficient recognition of the heterogeneity of the autism spectrum, and (3) a lack of clarity in the question/answer prompt. Substantive validity of future autism knowledge assessments should be carefully evaluated via feedback from a diverse group of autism experts and/or potential respondents. Potentially problematic questions can be removed or modified to improve the validity of autism knowledge assessments. En ligne : https://doi.org/10.1007/s10803-024-06293-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554 [article] Autism Knowledge Assessments: A Closer Examination of Validity by Autism Experts [Texte imprimé et/ou numérique] / Maryellen Brunson MCCLAIN, Auteur ; Savannah WELLS, Auteur ; Sophia THOMPSON, Auteur ; Jeffrey D. SHAHIDULLAH, Auteur . - p.1629-1647. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-5 (May 2025) . - p.1629-1647 Index. décimale : PER Périodiques Résumé : Purpose: The goal of the current study was to conduct a substantive validity review of four autism knowledge assessments with prior psychometric support (Gillespie-Lynch in J Autism and Dev Disord 45(8):2553-2566, 2015; Harrison in J Autism and Dev Disord 47(10):3281-3295, 2017; McClain in J Autism and Dev Disord 50(3):998-1006, 2020; McMahon in Res Autism Spectr Disord 71:101499, 2020). 69 autism experts who served on the editorial board of one or more peer-reviewed autism journals evaluated the accuracy and ambiguity of autism knowledge questions. 34% of the questions were flagged as "potentially problematic" for accuracy, and 17% of the questions were flagged as "potentially problematic" for ambiguity. Autism expert feedback revealed three themes across ambiguous questions: (1) an oversimplification of mixed or still-evolving research literature, (2) an insufficient recognition of the heterogeneity of the autism spectrum, and (3) a lack of clarity in the question/answer prompt. Substantive validity of future autism knowledge assessments should be carefully evaluated via feedback from a diverse group of autism experts and/or potential respondents. Potentially problematic questions can be removed or modified to improve the validity of autism knowledge assessments. En ligne : https://doi.org/10.1007/s10803-024-06293-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554

Evaluating the Efficiency and Equity of Autism Diagnoses via Telehealth During COVID-19 / Briana H. BRUKILACCHIO ; Haley HOOPER-BOYLE ; Tajudeen BASIRU ; Meredith I. BRINSTER ; Sheri RAVENSCROFT ; Jeffrey D. SHAHIDULLAH in Journal of Autism and Developmental Disorders, 55-5 (May 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-5 (May 2025) . - p.1932-1938 Titre : Evaluating the Efficiency and Equity of Autism Diagnoses via Telehealth During COVID-19 Type de document : Texte imprimé et/ou numérique Auteurs : Briana H. BRUKILACCHIO, Auteur ; Haley HOOPER-BOYLE, Auteur ; Tajudeen BASIRU, Auteur ; Meredith I. BRINSTER, Auteur ; Sheri RAVENSCROFT, Auteur ; Jeffrey D. SHAHIDULLAH, Auteur Article en page(s) : p.1932-1938 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Given existing barriers to a timely autism diagnosis, this study compares the efficiency and equity of diagnoses conducted in-person vs. telehealth in a developmental behavioral pediatrics setting. The transition to telehealth was prompted by the COVID-19 pandemic. Eleven months of clinic data in electronic medical records were retrospectively analyzed for children diagnosed with autism in-person (N = 71) vs. telehealth (N = 45). Time to autism diagnosis, patient demographics, and deferred diagnoses did not significantly differ across visit types. However, privately insured patients and families living farther from the clinic had a longer time to diagnosis via telehealth vs. in-person. Results of this exploratory study highlight the feasibility of telehealth evaluations for autism and which families may benefit from additional support to ensure a timely diagnosis. En ligne : https://doi.org/10.1007/s10803-023-05986-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554 [article] Evaluating the Efficiency and Equity of Autism Diagnoses via Telehealth During COVID-19 [Texte imprimé et/ou numérique] / Briana H. BRUKILACCHIO, Auteur ; Haley HOOPER-BOYLE, Auteur ; Tajudeen BASIRU, Auteur ; Meredith I. BRINSTER, Auteur ; Sheri RAVENSCROFT, Auteur ; Jeffrey D. SHAHIDULLAH, Auteur . - p.1932-1938. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-5 (May 2025) . - p.1932-1938 Index. décimale : PER Périodiques Résumé : Given existing barriers to a timely autism diagnosis, this study compares the efficiency and equity of diagnoses conducted in-person vs. telehealth in a developmental behavioral pediatrics setting. The transition to telehealth was prompted by the COVID-19 pandemic. Eleven months of clinic data in electronic medical records were retrospectively analyzed for children diagnosed with autism in-person (N = 71) vs. telehealth (N = 45). Time to autism diagnosis, patient demographics, and deferred diagnoses did not significantly differ across visit types. However, privately insured patients and families living farther from the clinic had a longer time to diagnosis via telehealth vs. in-person. Results of this exploratory study highlight the feasibility of telehealth evaluations for autism and which families may benefit from additional support to ensure a timely diagnosis. En ligne : https://doi.org/10.1007/s10803-023-05986-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554

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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