Browsing by Subject "Evidence-based practices"

Now showing 1 - 10 of 12
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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 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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    HANDS in Autism: Collaborative sites
    (2024-04-13) Thurupu, Sai Varshitha; Neal, T; Deodhar, A; Swiezy, N
    This Project implements evidence-based training modules in diverse school settings to enhance staff responsiveness to students with Autism Spectrum Disorder (ASD). This study focused on evaluating the impact of visual structure modules and reinforcement strategies using the Classroom-Wide Data Rating (C-WDR) method. Observations from North Webster Elementary and Lakeview Middle School showed that strategies such as 'Specific Praise' and 'Positive Attention' led to improved staff reactions to appropriate student behavior. Findings underscore the importance of continuous module refinement and targeted reinforcement techniques. Although limited by sample size, results suggest that structured training modules are effective tools in fostering inclusive, supportive educational environments.
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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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    Improving education for students with autism spectrum disorder: HANDS in Autism training and user rating profile insights
    (2024-08) Sripathi, Surya Rao; Neal, Tiffany; Devarapalli, Baby Amulya; Swiezy, Naomi
    This study evaluated the effectiveness of the HANDS in Autism® training program by analyzing pre- and post-training User Rating Profiles (URPs) completed by educators and school personnel. The training aimed to improve the implementation of evidence-based practices (EBPs) for students with Autism Spectrum Disorder (ASD). The analysis covered URP categories such as Time and Intensity, Attitude and Motivation, Knowledge and Understanding, Implementation Barriers, and Perceived Effectiveness. Post-training results showed improvements across most categories, suggesting a positive shift in perception, confidence, and application of EBPs. Findings support the importance of structured training programs in enhancing educational outcomes for students with ASD and provide insight into refining future training modules based on participant feedback.
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    Leveraging data-driven decision-making for collaborative sites in autism care
    (2024-08) Duggireddy, Priya Navyatha; Neal, Tiffany; Devarapalli, Baby Amulya; Swiezy, Naomi
    This project within the HANDS in Autism® Collaborative Sites initiative focused on enhancing autism support services through data-driven approaches. The work involved managing and analyzing client data using REDCap and Excel, conducting statistical evaluations. A key component included designing and analyzing cost-efficiency surveys for educators and trainers to evaluate program spending and identify opportunities for resource optimization. The project also assessed patterns in school-parent collaboration, revealing standardized engagement strategies and highlighting both strengths and areas for improvement. Insights emphasized the importance of seasonal engagement planning and active parent involvement to inform decision-making.