Browsing by Subject "Evidence-based practices (EBP)"

Now showing 1 - 5 of 5
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    Assessing Perceptions, Confidence, and Training Needs of Medical Students in Autism Spectrum Disorder Care
    (2018) Aregbe, Adenike; Garman-McClaine, Blaine; Swiezy, Naomi; Neal, Tiffany
    Autism Spectrum Disorder (ASD) presents complex medical and behavioral needs, yet most medical students and healthcare providers receive limited preservice training on ASD-related care. This study evaluated the baseline attitudes, perceptions, and awareness of first-year medical students toward individuals with ASD, using the Survey of Autism Awareness and Practice (SAAP) in Medicine. Fifty-four first-year students at a Midwestern medical school completed the 74-item SAAP as part of a university-sponsored service-learning experience. Key findings revealed that while students were generally comfortable working with individuals with ASD, they expressed limited confidence in their skills and a strong need for additional training and access to resources. A majority of participants agreed they would benefit from targeted education on ASD care, though no statistically significant correlations were found between demographic characteristics and attitude responses. These results emphasize the urgent need for structured, evidence-based ASD education within medical curricula to ensure future physicians are equipped to provide competent, empathetic, and integrated care.
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    Assessing Regional and Stakeholder Needs for Autism Spectrum Disorder Services in Indiana
    (2015-08) Philo , Sarah E.; Neal, Tiffany; Swiezy, Naomi
    Autism Spectrum Disorder (ASD) is the most prevalent developmental disorder in the United States, with increasing demand for services across regions. Despite this rise in prevalence, access to timely, evidence-based, and affordable services remains inconsistent, particularly across rural areas. This study aimed to assess the perceived needs, barriers, and service gaps among key stakeholders across Indiana. A statewide Needs Assessment Survey, led by the HANDS in Autism® Interdisciplinary Training and Resource Center (2014–2015), collected responses from caregivers, educators, medical providers, community-based professionals, and individuals with ASD. Findings highlighted a lack of service providers, especially in rural communities, and inadequate funding as the top barriers. While each stakeholder group identified distinct priorities, the data revealed many shared challenges and goals. Results will be used to inform policy recommendations, support the development of the Indiana State Autism Plan, and guide future programming through the Indiana Interagency Autism Coordinating Council (IIACC). These findings underscore the need for cross-sector collaboration and regional customization in autism service planning.
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    Evaluating Implementation Fidelity of Evidence-Based Practices in Autism Spectrum Disorder Educational Programs Using the School WORK Framework
    (2013) Swiezy, Naomi; Neal, Tiffany; Fletcher, Anne; Stevenson, Megan; Ashby, Iryna
    Autism Spectrum Disorder (ASD) is the fastest-growing developmental disability in the United States, with a rising demand for implementation of evidence-based practices (EBPs) in school settings. Despite the identification of EBPs, consistent and systematic implementation remains a significant challenge due to limited training capacity, inconsistent fidelity, and a lack of tools for measuring real-world application. To address this gap, the HANDS in Autism® Interdisciplinary Training and Resource Center developed the School WORK© framework—a structured observational tool designed to evaluate the fidelity of EBP implementation across five core domains: classroom environment, assessment, curriculum planning, behavioral intervention, and teaching strategies. This poster presents data from district and classroom applications of the tool across Indiana, demonstrating the measure's utility in identifying strengths and areas for targeted professional development. Findings indicate that the School WORK© tool not only detects meaningful change in classroom practices over time but also informs sustainable training and systems-level transformation in autism educational programming.
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    Evaluating Knowledge and Strategy Retention Among School Personnel Trained to Support Students with Autism Spectrum Disorder: A 7-Year Review (2008–2014)
    (2015-08) Maciorowski, Gloria E; Swiezy, Naomi; Neal, Tiffany
    The HANDS in Autism® Summer Training Program provides school personnel with intensive instruction in evidence-based practices (EBPs) for supporting students with Autism Spectrum Disorder (ASD). This study evaluated the training’s effectiveness using the Assessment of Knowledge-Expanded (AoK-E®), a tool designed to measure educator knowledge in applying strategies related to classroom structure, communication, social skills, and behavior management. A total of 249 participants completed pre-training, post-training, and four-month follow-up assessments between 2008 and 2014. Results indicated statistically significant improvements in knowledge immediately after training, with sustained performance at follow-up. Participants demonstrated increased ability to identify and apply EBPs aligned with Applied Behavior Analysis (ABA) principles. These findings support the efficacy of the HANDS in Autism® training model in promoting short- and long-term retention of autism-specific strategies among educators. Future evaluation will expand to include additional measures of fidelity, satisfaction, and implementation outcomes to ensure continued program development.
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    Reducing Disciplinary Actions for Students with Autism Spectrum Disorder Through Positive Supports and De-Escalation Techniques
    (2018) Workman, Stephanie; Neal, Tiffany; Swiezy, Naomi
    Autism Spectrum Disorder (ASD) affects approximately 1 in 59 children in the U.S., yet limited research exists on how disciplinary actions are administered to students with ASD in educational settings. This study examines patterns in school-based disciplinary actions among students with ASD in Indiana between 2014 and 2016. Using data from the HANDS in Autism® Needs Assessment survey completed by parents, findings revealed no statistically significant change in the prevalence of disciplinary actions, including detention, suspension, and expulsion, across the three years. A large percentage of students were also reported to be removed from settings or placed in de-escalation rooms. These results highlight the continued reliance on punitive measures and point to a need for evidence-based alternatives, such as de-escalation techniques and positive behavior supports. The study recommends ongoing educator training, individualized student interventions, family collaboration, and expanded research to reduce reliance on exclusionary discipline and improve educational outcomes for students with ASD.