Browsing by Subject "Autism Knowledge Survey (AKS)"

Now showing 1 - 5 of 5
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    Assessing Caregiver and Provider Knowledge Gaps in Autism Spectrum Disorder Using the Autism Knowledge Survey
    (2023-04-24) Simhadri, Suguna; Neal, Tiffany; Swiezy, Naomi
    Autism Spectrum Disorder (ASD) is often misunderstood, leading to delays in diagnosis, intervention, and support. The Autism Knowledge Survey (AKS) was developed to identify knowledge gaps and barriers to shared understanding among caregivers, educators, and providers. During this practicum at HANDS in Autism®, the student focused on reviewing and preparing data from the second iteration of the AKS (AKS2), integrating it with AKS1 to support manuscript development and future journal submission. Tasks included manuscript review, dataset refinement, and statistical analysis using REDCap, R, and Microsoft Excel. Results from AKS2 will inform targeted ASD education efforts and improve stakeholder understanding of core diagnostic and intervention principles. The practicum reinforced the importance of data-informed dissemination in reducing stigma and guiding community-based training and outreach for ASD.
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    Assessing Perceptions, Confidence, and Training Needs of Medical Students in Autism Spectrum Disorder Care
    (2018) Passwater, Canaan; Neal, Tiffany; Swiezy, Naomi
    As Autism Spectrum Disorder (ASD) becomes increasingly prevalent, addressing the stigma surrounding it is essential for improving outcomes for individuals with ASD. The Autism Knowledge Survey (AKS), originally designed to measure autism-related knowledge, may also provide insights into stigma-related beliefs held by professionals and the general public. This exploratory analysis identifies six AKS items that may reflect stigmatizing beliefs, related to misconceptions about emotional connection, cooperation, independence, and social attachment in individuals with ASD. Survey responses collected across multiple summers from educational professionals suggest that stigma and knowledge may be inversely related. By identifying which misconceptions persist, ASD training programs such as HANDS in Autism® can better tailor educational content to reduce stigma and improve the effectiveness of support systems. Further research using dedicated stigma scales is recommended to validate these preliminary findings and enhance the precision of stigma measurement across stakeholder groups.
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    Evaluating Autism Knowledge Through Pre- and Post-Training Surveys: A Psychometric and Statistical Approach
    (2023) Gandhi, Siddhi N.; Neal, Tiffany; Swiezy, Naomi
    This project focused on analyzing the psychometric properties and training impact of the Autism Knowledge Survey (AKS) across over 18 datasets. Tasks included data cleaning, merging pre- and post-training survey responses, and conducting statistical analyses in REDCap, Excel, and R Studio. Psychometric evaluation revealed high internal consistency (Cronbach’s alpha = 0.836) and identified five key factors via Principal Component Analysis: diagnosis, genetics, autism across the lifespan, social challenges, and interventions. Ordinal regression showed that experience had no significant effect on knowledge in three areas, while paired t-tests revealed limited improvement in five specific topics post-training. These insights underscore the need for targeted training content in areas such as early intervention, autism genetics, and social relatedness. Results support the refinement of training curricula and demonstrate how statistical modeling can inform future ASD education strategies.
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    Impact of Training Format on Autism Spectrum Disorder Knowledge Gains in School Personnel
    (2022-12) Vallabh, Rasagna; Neal, Tiffany; Deodhar, Aditi; Swiezy, Naomi
    Autism Spectrum Disorder (ASD) continues to demand specialized and effective training for school personnel. This practicum, conducted at HANDS in Autism® Interdisciplinary Training and Resource Center, evaluated the effectiveness of in-person versus virtual summer training sessions using the Autism Knowledge Survey (AKS). The study included 162 school personnel who completed AKS assessments before, after, and three months following their training between 2011 and 2022. Using repeated measures ANOVA, the analysis revealed that participants in both formats showed knowledge gains, but those attending in person demonstrated more sustained improvement over time. Data processing was conducted using SPSS, REDCap, and Excel. The results emphasize the value of in-person training in promoting long-term knowledge retention and highlight the potential areas of improvement for virtual training formats. This project contributes to optimizing training delivery methods for personnel working with individuals with ASD.
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    Psychometric Validation of Autism Knowledge Surveys to Identify Training Gaps in Autism Care
    (2023-08-04) Somasundaram, Manasi; Neal, Tiffany; Swiezy, Naomi
    This practicum, conducted at HANDS in Autism® Interdisciplinary Training and Resource Center, focused on validating the Autism Knowledge Survey (AKS) through psychometric analysis. The AKS is designed to assess disparities in autism-related knowledge across diverse stakeholder groups, identify barriers to mutual understanding, and inform the development of targeted training interventions. The student’s responsibilities included reviewing the AKS manuscript, exploring AKS2 datasets, and performing statistical validation procedures using REDCap, R Studio, Excel, and EndNote. Through integration of psychometric data and evaluation of survey reliability, this project advanced the validation process for AKS2 and provided insights into how such instruments can support evidence-based practices in ASD care. Practicum outcomes included improved skills in statistical reasoning, data management, research writing, and project coordination—highlighting the critical role of data-informed approaches in enhancing autism education and healthcare outcomes.