Browsing by Author "Devarapalli, Baby Amulya"

Now showing 1 - 10 of 13
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    Analyzing client denial trends in the NDI dataset: Patterns and predictive insights
    (2024-05) Samala, Vishwasree; Neal, Tiffany; Deodhar, A; Devarapalli, Baby Amulya; Swiezy, Naomi
    This project analyzed denial patterns among clients in the HANDS in Autism® NDI Exploratory dataset. Using REDCap and Cerner data, a structured coding scheme was implemented for consistent data entry and scoring. Python was used to quantitatively analyze denial reasons across 2021–2023. The most frequent denial factors included unmet family/parent criteria and issues unrelated to autism. Statistical testing, including Chi-Square and Fisher’s exact tests, revealed no significant relationship between gender and denial reasons. The project also produced a user guide for REDCap data entry and proposed future directions, including expanding the dataset and improving data completeness through enhanced data collection practices.
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    Analyzing self-injurious behaviors (SIB) in individuals with autism spectrum disorder: Trends, interventions, and treatment outcomes
    (2024-08) Viswanath, Adarsh; Neal, Tiffany; Devarapalli, Baby Amulya; Swiezy, Naomi
    This project explored self-injurious behaviors (SIB) in individuals with Autism Spectrum Disorder (ASD) using the NDI Exploratory dataset comprising progress notes for 110 patients. Data was managed via REDCap, analyzed using Python, and visualized through Power BI. The study examined how SIB trends varied over five weeks and their association with gender and age. Findings revealed a significant reduction in behaviors such as hitting oneself, hitting the body against objects, and cutting. Males exhibited higher SIB frequencies overall, with early adolescence, particularly around ages 12 to 16, showing peak incidences. The consistent improvement in weekly recovery scores indicates that tailored interventions are effective. Recommendations include age- and gender-specific strategies, continuous treatment monitoring, and increased caregiver support to enhance outcomes and reduce long-term SIB risk.
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    Assessing patient progress and caregiver strain: Insights from the Coordinated Care project
    (2024-12) Yama, Jhansi Laxmi; Neal, Tiffany; Devarapalli, Baby Amulya; Swiezy, Naomi
    This project focused on evaluating behavioral and caregiver-related outcomes for children and adolescents with autism who received services through the HANDS in Autism® Coordinated Care model. Multiple standardized measures were analyzed, including the Clinical Global Impressions scales (CGI-S and CGI-I), Home Situation Questionnaire (HSQ), School Situation Questionnaire (SSQ), Caregiver Strain Questionnaire (CSQ), and Aberrant Behavior Checklist-Second Edition (ABC2). While HSQ, SSQ, and ABC2 scores showed a clear reduction in severity post-discharge, indicating behavioral improvement at home and in school settings, CSQ scores reflected only slight reductions in caregiver strain. The analysis of CGI data for two individual cases revealed minimal change in illness severity and slight improvements in functional outcomes. Limitations included decreasing client participation in follow-up phases, which affects data consistency and generalizability. Recommendations include domain-specific analysis, investigating contributing family factors, and conducting correlational studies to inform personalized intervention strategies.
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    Enhancing collaborative site effectiveness through TPOP analysis and data visualization in autism research
    (2024-12) Sripathi, Surya Rao; Neal, Tiffany; Devarapalli, Baby Amulya; Swiezy, Naomi
    This project evaluated team performance and the implementation of autism support strategies across three educational sites- North Webster, Springfield, and Jefferson through the HANDS in Autism® Collaborative Sites initiative. Core tasks included analyzing Team Participation and Observation Profile (TPOP) data to assess team dynamics, communication, role clarity, service delivery, and cultural competence. Additional contributions included refining physical and visual structure binders for classroom use and developing data visualizations in Power BI and Python. The analysis revealed varying strengths across sites: North Webster excelled in engagement and communication; Springfield showed strength in cultural competence; and Jefferson led in service delivery. However, common challenges included low scores in trust, data-sharing, and preparation. Recommendations emphasized the need for structured workshops, standardized best practices, and improved data utilization to enhance training outcomes and team collaboration.
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    Evaluating DD-CGAS scores in autism care: Trends, challenges, and future directions
    (2024-12) Shinde, Vaishali Vijay; Neal, Tiffany; Devarapalli, Baby Amulya; Swiezy, Naomi
    This project focused on analyzing the effectiveness of autism support services within the HANDS in Autism® Coordinated Care model through detailed review of patient progress and clinical outcomes. Key contributions included designing accessible, participant-centered interview questions for the NDI project, conducting case-level analysis of DD-CGAS scores for two patients, and contributing to a dissemination paper with descriptive statistics. The analysis revealed minimal improvements and in some cases, worsening of functioning post-discharge, particularly in self-care and academic performance. These findings emphasize the need for more targeted and sustained interventions. Recommendations include improving caregiver training, enhancing follow-up post-discharge, and strengthening interdisciplinary collaboration to address persistent gaps in care.
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    Evaluating Overall Functioning Across Adaptive Domains in Children with Autism Spectrum Disorder: Implementation and Application of the Developmental Disabilities Modification of the Children's Global Assessment Scale (DD-CGAS)
    (2023-08-04) Devarapalli, Baby Amulya; Neal, Tiffany; Deodhar, Aditi; Swiezy, Naomi
    This practicum, completed at HANDS in Autism® in collaboration with the Indiana NeuroDiagnostic Institute (NDI), focused on evaluating overall functioning in adolescents with Autism Spectrum Disorder (ASD) using the Developmental Disabilities Modification of the Children's Global Assessment Scale (DD-CGAS). The study analyzed data from 58 patients across the pre-admission and post-discharge phases, with ratings assigned in key adaptive domains: Self-Care, Communication, Social Behavior, and School/Academic Functioning. Additional measures included Eating, Sleeping, and Dressing abilities. Data were extracted from the Cerner electronic health record system, cleaned and coded using REDCap, and analyzed using Python, Excel, and Power BI. By comparing DD-CGAS scores across age and gender groups, the project assessed the impact of integrated, patient-centered inpatient care on behavioral functioning. Findings support the utility of structured, quantitative behavioral assessments in improving treatment planning and measuring intervention outcomes in ASD-focused psychiatric settings.
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    Evaluating trends in basic life domains and their correlation with DD-CGAS scores in children with autism
    (2024-08-09) Shinde, Vaishali Vijay; Neal, Tiffany; Devarapalli, Baby Amulya; Swiezy, Naomi
    This project, conducted in collaboration with HANDS in Autism® and the NeuroDiagnostic Institute (NDI), analyzed trends in basic life domains- specifically sleep, eating, and dressing in children with Autism Spectrum Disorder (ASD). The objective was to assess treatment effectiveness by correlating changes in these domains with scores from the Developmental Disability - Children’s Global Assessment Scale (DD-CGAS). Data was collected from clinical notes and analyzed using REDCap, Python, and Power BI. Among 116 patients reviewed, 95 were analyzed post-cleaning. Results revealed observable shifts in functional domains from admission to discharge, supporting the utility of DD-CGAS as a monitoring tool for behavioral health outcomes in ASD interventions.
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    Examining trends in aggression and disruptive mood dysregulation disorder (DMDD) in the NDI unit
    (2024-08) Bhut, Sachinbhai; Neal, Tiffany; Devarapalli, Baby Amulya; Swiezy, Naomi
    This project focused on analyzing trends in aggressive behaviors among patients with Disruptive Mood Dysregulation Disorder (DMDD) in the NDI Unit at HANDS in Autism®. Data from 2020-2024 was reviewed and categorized into physical aggression, verbal aggression, and property destruction. The analysis revealed a spike in incidents, particularly in 2022 and 2023, with physical aggression, especially hitting and punching, being most prevalent. Throwing items was the dominant form of property destruction, while yelling led to verbal aggression incidents. A decline in 2024 suggests that environmental or procedural interventions may be contributing to behavioral improvements. Recommendations include enhancing communication with families, streamlining documentation processes, and refining aggression behavior classification to support more targeted interventions.
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    Exploring the influence of adoption status on support system utilization in children with autism spectrum disorder (ASD)
    (2024-05) Sharma, Kanishkaa; Neal, Tiffany; Deodhar, Aditi; Devarapalli, Baby Amulya; Swiezy, Naomi
    This study investigates how adoption status influences the use of support systems, specifically Individualized Education Programs (IEPs) and Family Support Waivers (FSWs), among children with Autism Spectrum Disorder (ASD). Analysis of patient data revealed that biological families utilize these services more frequently than adoptive families. The findings highlight potential disparities in access and call for further research to understand and address the unique challenges faced by adoptive families in supporting children with ASD.
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    HANDS Model: A comprehensive, culturally responsive treatment model for improved educational infrastructure among vulnerable populations
    (2024-11) Neal, Tiffany; Gadipudi, Sravan Kumar; Devarapalli, Baby Amulya; Swiezy, Naomi
    This presentation highlights the HANDS in Autism® model as a comprehensive, scalable, and culturally responsive framework for building sustainable educational and clinical infrastructures for individuals with Autism Spectrum Disorder (ASD) and other developmental disabilities globally. Grounded in evidence-based practices (EBPs), the model leverages implementation science and reciprocal innovation to support capacity building in diverse and underserved contexts. The session showcases the integration of hands-on training, data-driven decision-making, and ongoing coaching, all structured to support fidelity and sustainability. Data from collaborative site implementations and pre/post User Rating Profile (URP) analyses demonstrate improvements in teacher motivation, understanding, and practical application of EBPs. The model’s success across Indiana and its global relevance underscore its potential for replication in low-resource environments through flexible modules, eLearning platforms, and community engagement strategies. The presentation emphasizes the urgency of shifting developmental disabilities from the margins to the mainstream through inclusive, interdisciplinary, and equitable practices.