HANDS in Autism
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HANDS in Autism has emerged as a state-wide training and resource center making a significant impact in the lives of individuals with autism spectrum disorder (ASD) and other special needs as well as their families and caregivers. The evidence-based behavioral and educational practices at the core of the HANDS curriculum have had noted feasibility and practicality to providers and other stakeholders across settings (educational, medical/clinical, home/community). In addition, though the focus and expertise of HANDS is well recognized in ASD and related disabilities, consumers also appreciate that the same behavioral and educational principles and practices are relevant and useful to a wide range of individuals across functioning levels and the lifespan.
The mission of HANDS in Autism is to provide unique learning opportunities designed to improve understanding of the process and ability of working with individuals with ASD and a range of other developmental and behavioral challenges through hands-on and coaching experiences and building bridges of information, resources and collaboration across family, educational, medical and community systems.
For more information, please visit https://handsinautism.iupui.edu.
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Item Autism: A Criminal Justice System Crisis and Need for a Comprehensive Prevention Care Continuum and Training Framework(Community Social Work Practice & Development Foundation, Bangladesh, 2025-10-30) Neal , Tiffany; Ogunmola, BotiwuoluwaAutistic individuals often face unique challenges in the criminal justice system. They may encounter the criminal justice system (CJS) as suspects, victims, or witnesses, often facing unique challenges due to their communication styles, sensory sensitivities, and behavioral traits. These interactions can lead to misunderstandings, misinterpretations, and adverse outcomes, highlighting the urgent need for systemic reform and tailored interventions. By age 21, approximately 20% of youth with autism had been stopped and questioned by police, and nearly 5% had been arrested. Further, many individuals in the CJS may have undiagnosed autism. Co-occurring ADHD or psychotic disorder is a significant risk factor for contact with the CJS in individuals with autism. There is a global health need for a coordinated and integrated care continuum to minimize expenditures associated with temporary solutions. An evidence-based model has informed a proactive, community-engaged process to support the inner and outer contexts most sensitive and critical to building capacity and stabilization of patients within local communities and with potential for application with vulnerable populations across international settings. The HANDS Coordinated Care Continuum is structured across four progressive tiers (see Figure 3), each tailored to meet the diverse needs of stakeholders: Tier 1: Dissemination – Sharing foundational knowledge and resources. Tier 2: General Training & Consultation – Offering targeted instruction and support. Tier 3: Intensive Training & Consultation – Providing multi-day or multi-week immersive experiences, both virtually and onsite. Tier 4: Individualized Programming – Customizing training and services to meet the specific needs of individuals, teams, or systems. HANDS developed a short course for first responders which can be accessed here: Autism Short Course for Law Enforcement Personnel. Other individualized training can be accessed via our Training Catalog. Conclusion: Recognition of the challenges, awareness of needed services and training and sustained commitment to systems change are critical to change the narrative. The HANDS coordinated care continuum emphasizes hands-on practice, trainer modeling, feedback, and mentoring, all grounded in evidence-based strategies with a personalized learning approach to suit adult learning needs. Developed progressively since 2004, the HANDS Coordinated Care Continuum is an exemplar of the prevention approach necessary for systems change, as shared by Cohen and colleagues around, recognition of, and support for autistic individuals who will inevitably interface with the criminal justice system. Professionals in the criminal justice system both lack the specialized training needed and broader awareness and sensitivity to the needs of individuals with autism and related conditions to effectively navigate such encounters. This gap can lead to miscommunication and inequitable treatment. Evidence-based, tiered training is essential to build awareness, empathy, and practical skills such as de-escalation and coordinated care across law enforcement, legal, and correctional settings. For questions and inquiries, e-mail us at hands@iu.edu or call us at 812-856-1601.Item Analyzing Participant Feedback on various training components to enhance future HANDS Intensive trainings (2006-2025)(2025-05-09) Maddipatla, Vignitha; Neal, Tiffany; Gottipati, Mounika; Swiezy, NaomiThis project analyzed nearly two decades of participant feedback from HANDS in Autism® Intensive Trainings conducted between 2006 and 2025. The goal was to identify satisfaction trends and improvement opportunities in training logistics, content, communication, and participant engagement. Using REDCap datasets, the data was cleaned, standardized, and analyzed using Python, Power BI, and Excel. Results revealed consistently high satisfaction scores (averaging 4.8/5), with increased engagement over the course of each training week. Top-rated components included speaker knowledge and small group activities, while lecture engagement showed room for improvement. The project demonstrated the value of health informatics in translating large-scale feedback into actionable insights and highlighted the importance of data-driven strategies to enhance the delivery of autism-focused professional training programs.Item Evaluating the Autism Knowledge Gains, Retention, and Differences Across Participant Roles in HANDS in Autism Summer Intensive Trainings (2013–2024)(2025-05-09) Simhambhatla, Aruna Prasanna; Neal , Tiffany; Gottipati, Mounika; Swiezy, NaomiThis project analyzed over a decade’s worth of Autism Knowledge Survey – Revised (AKS-R) data collected during HANDS in Autism® Summer Intensive Trainings from 2013 to 2024. Using REDCap, Python, and Power BI, the study assessed knowledge improvements across pre-training, post-training, and follow-up periods. The results showed statistically significant increases in autism-related knowledge immediately following training, with positive retention trends over time. The analysis also revealed variations in knowledge gains based on participant roles, experience levels, and training years. Notably, 2014 and 2023 demonstrated the highest improvements, highlighting peak training effectiveness. Through structured scoring, statistical testing, and predictive modeling, the project reinforced the long-term impact of targeted, interdisciplinary autism education and provided actionable insights for enhancing future training strategies.Item Evaluating Provider Attitudes and Usability Ratings Across HANDS 3-Day Provider Training(2025-05-09) Mallepally, Deepthi; Neal, Tiffany; Gottipati, Mounika; Swiezy, NaomiThis project evaluated the effectiveness of a 3-day provider training program offered by HANDS in Autism®, focusing on changes in provider attitudes toward evidence-based practices and the perceived usability of intervention strategies. Using survey data collected across three timepoints—pre-training, post-training, and follow-up—the study employed longitudinal analysis via Python in Jupyter Notebook after extracting and cleaning data from REDCap. Results showed consistent improvement in provider openness to evidence-based practices and sustained high usability ratings for foundational intervention strategies. The project also included documentation of standardized data analysis procedures and development of Power BI dashboards for outcome visualization. This work enhanced the intern’s skills in real-world data handling, healthcare training evaluation, and applied analytics within interdisciplinary autism service initiatives.Item Assessing Behavioral Trends and Survey Outcomes to Support Autism Intervention Across School Sites(2025-05-09) Fatima, Fnu Sahrash; Neal, Tiffany; Devarapalli, Baby Amulya; Swiezy, NaomiThis project focused on analyzing behavioral and clinical data from autism support classrooms as part of a Spring 2025 internship at the HANDS in Autism® Interdisciplinary Training and Resource Center. The work involved REDCap data entry, Classwide Data Rating (C-WDR) review, survey distribution, and AESIIS structured interview training. Using tools like Excel, Python, and Power BI, visual dashboards were created to illustrate behavior trends across multiple site visits. The data revealed improvements in student behavior over time, though staff engagement declined by the third visit. This project provided hands-on experience in research protocols, structured data collection, and interdisciplinary teamwork. It strengthened technical skills, deepened understanding of autism intervention strategies, and reinforced the intern’s commitment to using data-driven methods to enhance educational and healthcare outcomes for individuals with ASD.Item Identifying Behavioral Severity Trends and Intervention Targets in Autism Care(2025-05-09) Kuta, Priyanka Reddy; Neal , Tiffany; Devarapalli , Baby Amulya; Swiezy, NaomiThis project analyzed behavioral severity scores of adolescents with Autism Spectrum Disorder (ASD) as part of the Coordinated Care Project led by HANDS in Autism®, in partnership with NDI and Damar Services. Using Python and Power BI, the practicum examined pre-admission and post-discharge data to assess the impact of evidence-based interventions. Results indicated a reduction in average behavioral severity scores from 6 to 4.3 over six months post-discharge. Correlation analysis revealed strong behavior clusters, particularly around self-care tasks like getting dressed and bathing, highlighting them as critical targets for intervention. Through statistical testing and interactive dashboard development, this project supported data-informed decision-making and strengthened the intern’s skills in behavioral health analytics, interdisciplinary research, and clinical outcome evaluation.Item Analyzing Team Engagement and Participation Patterns Through Dashboard-Driven Behavioral Profiling in Autism Support Settings(2025-05-09) Aluru, Sai Srilekha; Neal, Tiffany; Devarapalli, Baby Amulya; Swiezy, NaomiThis project involved developing interactive data visualizations and analyzing team participation metrics in autism support classrooms as part of an internship at HANDS in Autism® Interdisciplinary Training and Resource Center. The work focused on REDCap data entry, survey tracking, and Power BI dashboard development for the Team Participation and Observation Profile (TPOP). These dashboards enabled site-specific filtering and scoring analysis across key behavioral dimensions such as engagement, participation, and cultural competence. Findings revealed strengths in staff engagement and roles clarity, with areas of improvement noted in cultural responsiveness and inclusive practices. This project enhanced technical fluency in Power BI, strengthened skills in structured data collection and analysis, and supported data-informed planning for school teams. The intern’s contributions directly advanced the organization’s goal of using behavioral insights to improve team performance and educational outcomes for students with ASD.Item Evaluating Educational Intervention Strategies Using Behavioral Observation Data in Autism Support Classrooms(2025-05-09) Kandi, Priyankitha; Neal, Tiffany; Devarapalli, Baby Amulya; Swiezy, NaomiThis project investigates the effectiveness of educational interventions for students with Autism Spectrum Disorder (ASD) through behavioral data analysis conducted at HANDS in Autism® Interdisciplinary Training and Resource Center. During a practicum at the Springfield school site, Classroom-Wide Data Rating (CWDR) observational data were processed using Python to evaluate staff responses and student behavioral patterns. The study involved data cleaning, transformation, and visualization, enabling the identification of teaching strategies that foster positive behavioral outcomes. The project emphasized developing reusable code and visualization tools for sustainable analysis. Findings support the value of data-driven, module-based intervention models in special education settings. Future directions suggest implementing Power BI dashboards to facilitate real-time, interactive analysis across multiple sites.Item From Access to Impact: Assessing the Utility of Participant Trainings and Resources (2021–2025)(2025-05-09) Sanjeev, Samantha; Neal, Tiffany; Ogunmola, Botiwuoluwa; Smith, Julie Burk; Swiezy, NaomiThis project evaluated the effectiveness and relevance of training sessions offered through the Local Community Cadres (LCC) and Make-It-Take-It (MITI) programs by HANDS in Autism® between 2021 and 2025. Structured participant feedback was collected through REDCap surveys and analyzed using Excel and Power BI to assess knowledge gains, content utility, and satisfaction. Among 443 responses, “Increased Knowledge” consistently ranked highest across both programs, highlighting their educational value. Topics such as "Tasks, Adaptations, and Data-Driven Decision-Making" received the most favorable ratings, especially within the MITI sessions. Findings guided actionable recommendations for expanding high-impact topics and tailoring future training to participant backgrounds. This project enhanced skills in data cleaning, visualization, and survey analysis while supporting data-driven improvements for community-based autism training programs.Item Bridging the Gaps: Family Perspectives on Accessing Services for Individuals with Autism Spectrum Disorder(2025-05-09) Voleti, Priyanka; Neal, Tiffany; Gottipati, Mounika; Swiezy, NaomiThis project explored the challenges families face in navigating services for individuals with Autism Spectrum Disorder (ASD) by analyzing qualitative data from structured interviews with caregivers and professionals. As a student volunteer research assistant at HANDS in Autism, the intern supported data coding and curriculum development for the ECHO project—an initiative designed to foster collaborative learning through educational modules, micro-credentials, and digital badges. Despite limitations in sample size, preliminary findings identified recurring themes in preferred support sources and unmet service needs. The experience enhanced the intern’s understanding of research design, data management, and cross-functional teamwork in the context of developmental and behavioral health. This foundational work guides future studies aimed at developing targeted tools and resources to support better families navigating complex autism service systems.