Browsing by Subject "Interdisciplinary Training"

Now showing 1 - 2 of 2
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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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    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.