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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Recent Submissions
Item Quantitative Variation in the Understanding of ASD within School Personal between the U.S. & Singapore(2023-09) Nazarloo, Shawn; Neal, Tiffany; Deodhar, Aditi; Sweizy, NaomiItem Unveiling Connections: Exploring Patient Behaviors and Traumatic Brain InjuryMadhuhasa Battula in Autistic Youth at the Indiana NDI Exploratory Project(2023-09) Battula, Madhuhasa; Neal , Tiffany; Deodhar , Aditi; Darsanapu, Archana; Swiezy, NaomiThe Indiana NDI (Neurodevelopmental Institute) Exploratory Project is an initiative that embodies a cooperative effort involving multidisciplinary experts under the auspices of the Indiana Family and Social Services Administration (FSSA), specifically the Division of Mental Health and Addiction (DMHA). In our study, a total of 58 NDI clients were examined. Data was extracted from the RedCap database (Patridge & Bardyn, 2018). This enabled us to assess the potential of various patient behaviors to indicate the presence of Traumatic Brain Injury (TBI) using predictive models, establishing a statistically significant correlation between certain behaviors and the occurrence of TBI. A Heat map exhibiting a positive correlation between patient behaviors and TBI was shown. The data analysis indicates a statistically significant positive correlation between multiple patient behaviors and the presence of traumatic brain injury (TBI), as supported by high model accuracies. This suggests that these patient behaviors may serve as indicators of the presence of TBI and warrant further investigation. Examining the long-term consequences of TBI on behavior is essential to gain a comprehensive understanding of the dynamics involved.Item Assessing Clinical Global Impressions Severity Scores in an adolescent ASD and DD population across counties(2023-09) Reddy, Enugu Hari Priya; Neal, Tiffany; Deodhar, Aditi; Swiezy, NaomiThe Indiana NeuroDiagnostic Institute (NDI) embodies comprehensive care, stabilization, and transition support for teenagers with autism, across the stages like waitlist, preadmission, admission, discharge, and follow-up, focusing on sustainable community integration and preventing re-admission. The project employs the Clinical Global Impressions (CGI; adapted from Guy, 1976), gauging illness severity and patient progress on a scale of 1 (Normal) to 7 (Extremely ill), assessed preadmission and post-discharge. Most counties initially had high severity scores (7 and 6) but showed a marked shift towards level 5 after leaving the care facility. This positive trend persisted at 1 month, 9 months, and 12 months post-discharge, though data samples were limited. The findings emphasize the enduring benefits of interventions. Factors like individual response variations and external support may have influenced outcomes, warranting further investigation. Overall, the study underscores the effectiveness of tailored interventions for individuals with autism, with potential for broader validation in larger, diverse samples.Item 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, NaomiThe 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.Item Enhancing evidence-based practices in educational settings serving students with autism spectrum disorder: A collaborative study of the HANDS in Autism® Model in community classroom settings.(2023-11) Pittala, Venkataramana; Neal, Tiffany; Deodhar, Aditi; Thumu, Mrudhula; Swiezy, NaomiThe collaborative initiative between HANDS in Autism® and school districts focuses on elevating evidence-based practices (EBPs) in educational settings supporting students with autism spectrum disorder (ASD). Training within sites is informed by the HANDS in Autism® Model, a comprehensive module-based training curriculum, framework, and process covering areas such as Environmental Control, Assessment, Goal Setting, Teaching, and Generalization. Module advancement hinges on demonstrating mastery of prior content. This project aims to successively enhance educational team members' application and understanding of evidence-based practices (EBPs) and refine precision of EBP implementation. Ongoing data is collected via Module-Based Rubrics (MBRs), appraising EBP implementation through observed behaviors aligned with each module. A Likert-style rating is used for scoring with a range from 0 (Not Present) to 4 (Fully Present). Preliminary subsample results indicate, that in the initial academic year, a rural Midwest-based middle school location displayed the highest average scores whereas a comparable high school setting consistently demonstrated superior strategy implementation across modules over the 3-year period when contrasted with other educational settings. Furthermore, in subsequent years, both settings surpassed a comparison group (i.e., a rural elementary school) across modules. The project showcases the potential for effective EBP implementation over years using the systematic approach hallmark to the HANDS in Autism® Model. Future plans encompass integration of data analysis to compare school years and sites for comprehensive insights on the influence of implementation on student outcomes. Subsequent steps involve validating trends to inform individual approaches to maximize implementation outcomes based on site characteristics.Item Enhancing Youth Stabilization and Transition: Evidence-Based Collaboration for Autism Care(2023-09) Archana, Darsanapu; Tiffany, Neal; Aditi , Deodhar; Naomi , SwiezyThe Indiana NDI (NeuroDiagnostic Institute) initiative represents a collaboration among interdisciplinary experts overseen by the Indiana Family and Social Services Administration (FSSA), Division of Mental Health and Addiction (DMHA). In our study, a total of 6 measures were conducted both during and after pre-admission visits. These measures were designed to assess specific outcomes, including behavioral severity and overall global functioning. The results are summarized to inform both the in-patient support and community training after the post-discharge. In general, the average results of a long-term follow up shows great decrease in behavioral severity and improved overall global functioning. This commitment to evidence-based practices links the event's global perspective to the local efforts of the Indiana-based unit. It's important to note that interviews and more detailed analyses will be explored in future studies to delve deeper into this rich dataset.Item 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, NaomiThe 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.Item 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, NaomiThe 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.Item Exploring Autism Knowledge and Provider Experience: Implications for Diagnosis, Treatment, and Training(2023-03-27) Swiezy , Naomi B.; Neal, Tiffany J.; Somasundaram, Manasi; Gandhi, Siddhi N.; Uppalapati, Yashaswini; Gottipati, MounikaThe Autism Knowledge survey allows for the assessment of knowledge disparities arising from diverse backgrounds, identifying barriers to mutual understanding, and highlighting groups that require specialized training in autism spectrum disorder (ASD) related areas. By assessing knowledge across subdomains such as diagnosis, etiology, and intervention, the AKS aims to enhance people's understanding of ASD. The research emphasizes the significance of accurate ASD knowledge in care provision and could promise to transform diagnosis, treatment, and training within the ASD field. Through rigorous psychometric validation and statistical analyses, this study offers insights that contribute to improving the quality of life for individuals with ASD.