Browsing by Author "Deodhar, Aditi"

Now showing 1 - 6 of 6
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    A global perspective: Quantitative changes in training participants’ knowledge of autism across selected settings within the United States and Singapore
    (2023-11) Neal, Tiffany; Nazarloo, Shawn; Deodhar, Aditi; Somasundaram, Manasi; Gandhi, Siddhi; Swiezy, Naomi
    The present study aimed to assess and compare the effectiveness of the HANDS in Autism™ Model training curriculum, framework and process specific to changes in autism knowledge via the Autism Knowledge Survey-Revised (AKS-R; HANDS in Autism®, 2005). Additional exploration using the AKS-R, sought to explore differences in the global, Singapore training cohorts specific to their participation in either single-week or multi-week training formats. Results from this preliminary exploration demonstrated statistically significant improvement in autism knowledge across both countries. These findings provide initial evidence as to both the effectiveness and transportability of the HANDS in Autism® Model across participants and countries. While findings are specific to improved autism knowledge, the emerging potential of the Hands in Autism® Model as a comprehensive treatment model will be further discussed.
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    Assessing Clinical Global Impressions Severity Scores in an adolescent ASD and DD population across counties
    (2023-09) Reddy, Enugu Hari Priya; Neal, Tiffany; Deodhar, Aditi; Swiezy, Naomi
    The Indiana NeuroDiagnostic Institute (NDI) embodies comprehensive care, stabilization, and transition support for teenagers with autism, across the stages like waitlist, preadmission, admission, discharge, and follow-up, focusing on sustainable community integration and preventing re-admission. The project employs the Clinical Global Impressions (CGI; adapted from Guy, 1976), gauging illness severity and patient progress on a scale of 1 (Normal) to 7 (Extremely ill), assessed preadmission and post-discharge. Most counties initially had high severity scores (7 and 6) but showed a marked shift towards level 5 after leaving the care facility. This positive trend persisted at 1 month, 9 months, and 12 months post-discharge, though data samples were limited. The findings emphasize the enduring benefits of interventions. Factors like individual response variations and external support may have influenced outcomes, warranting further investigation. Overall, the study underscores the effectiveness of tailored interventions for individuals with autism, with potential for broader validation in larger, diverse samples.
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    Enhancing evidence-based practices in educational settings serving students with autism spectrum disorder: A collaborative study of the HANDS in Autism® Model in community classroom settings.
    (2023-11) Pittala, Venkataramana; Neal, Tiffany; Deodhar, Aditi; Thumu, Mrudhula; Swiezy, Naomi
    The collaborative initiative between HANDS in Autism® and school districts focuses on elevating evidence-based practices (EBPs) in educational settings supporting students with autism spectrum disorder (ASD). Training within sites is informed by the HANDS in Autism® Model, a comprehensive module-based training curriculum, framework, and process covering areas such as Environmental Control, Assessment, Goal Setting, Teaching, and Generalization. Module advancement hinges on demonstrating mastery of prior content. This project aims to successively enhance educational team members' application and understanding of evidence-based practices (EBPs) and refine precision of EBP implementation. Ongoing data is collected via Module-Based Rubrics (MBRs), appraising EBP implementation through observed behaviors aligned with each module. A Likert-style rating is used for scoring with a range from 0 (Not Present) to 4 (Fully Present). Preliminary subsample results indicate, that in the initial academic year, a rural Midwest-based middle school location displayed the highest average scores whereas a comparable high school setting consistently demonstrated superior strategy implementation across modules over the 3-year period when contrasted with other educational settings. Furthermore, in subsequent years, both settings surpassed a comparison group (i.e., a rural elementary school) across modules. The project showcases the potential for effective EBP implementation over years using the systematic approach hallmark to the HANDS in Autism® Model. Future plans encompass integration of data analysis to compare school years and sites for comprehensive insights on the influence of implementation on student outcomes. Subsequent steps involve validating trends to inform individual approaches to maximize implementation outcomes based on site characteristics.
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    Enhancing Functional Communication and Social Engagement for Students with Autism: Distal Impacts of the HANDS in Autism® Model in Collaborative Community Classroom Sites
    (2023-11) Thumu, Mrudhula; Neal, Tiffany; Deodhar, Aditi; Pittala, Venkataramana; Swiezy, Naomi
    The Collaborative Sites Project brings together diverse educational institutions to promote collective learning and progress, utilizing the HANDS in Autism® Model training curriculum, framework, and process. Focused on enhancing functional communication skills for students with autism spectrum disorder (ASD), the project employs evidence-based interventions to facilitate successful social interactions. Data from three educational settings within a sub-urban Midwest school district – middle school, high school, and vocational school – are analyzed using the Classroom-Wide Data Rating (C-WDR) system developed by the HANDS research team. C-WDR assesses adaptive and maladaptive behaviors through monthly assessments, employing objective time sampling in 10-minute intervals across 10 recordings. A vital measure, the proportion of functional communication, gauges instances where communication serves a purpose. Initial findings offer a comprehensive analysis of functional communication ratios, focusing on students with ASD across varied educational settings. The proportion of functional communication emerges as a key indicator, highlighting purposeful interactions. Positive progress in functional communication skills is evident in high school and middle school settings. These results underscore the HANDS in Autism® Model's efficacy in improving communication skills within these contexts. Limited data availability from vocational settings over one year precludes trend observation, necessitating further analysis for a comprehensive evaluation across all settings. The proportion of functional communication serves as a reliable metric of successful intervention. Continued analyses will provide deeper insights into the model's impact and broader implications, refining our comprehension. This collaborative endeavor envisions an enriched educational landscape, characterized by shared knowledge and collective growth, fostering inclusivity and effectiveness for students with ASD.
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    Implementation of the HANDS in Autism® coordinated care continuum: Changes in caregiver-reported patient problem behavior presence and intensity secondary to the implementation of HANDS in Autism® Model across home and school settings following acute inpatient hospitalization
    (2023-11) Deodhar, Aditi; Neal, Tiffany; Darsanapu, Archana; Swiezy, Naomi
    The HANDS in Autism® model focuses on providing follow-up services for adolescents aged 12-18 with autism spectrum disorder (ASD) or developmental disorders (DD), aiding their transition back to community life after acute inpatient hospitalization. This model emphasizes training and community team facilitation for sustainable coordinated care outcomes, targeting primarily families in the home environment while also supporting school and community teams. The study explored changes in patient problem behaviors in both home and school settings, using the Home Situation Questionnaire (HSQ) and School Situation Questionnaire (SSQ) completed by caregivers and school teams. These questionnaires assessed the presence and intensity of problem behaviors before hospital admission and throughout the year after discharge. Preliminary findings show a decrease in problem behaviors’ presence and intensity in both settings post-discharge, with a notable continuous decrease in the home setting over 12 months, underscoring the model's effectiveness in its primary intervention target. However, an increase in problem behavior intensity was observed in the school setting after 12 months, hinting at the potential influence of school personnel/district engagement levels on the intervention's effectiveness in educational environments.
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    Quantitative Variation in the Understanding of ASD within School Personal between the U.S. & Singapore
    (2023-09) Nazarloo, Shawn; Neal, Tiffany; Deodhar, Aditi; Sweizy, Naomi