Changes in Attitudes and Knowledge after Trainings in a Clinical Care Pathway for Autism Spectrum Disorder
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ORIGINAL PAPER
Changes in Attitudes and Knowledge after Trainings in a Clinical Care Pathway for Autism Spectrum Disorder Lauren J. Donnelly1 · Paige E. Cervantes1 · Fei Guo1,2 · Cheryl R. Stein1 · Eugene Okparaeke1,3 · Sarah Kuriakose1,4 · Beryl Filton1,3 · Jennifer Havens1,5 · Sarah M. Horwitz1 Accepted: 27 October 2020 © Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Caring for individuals with autism spectrum disorder (ASD) can be complicated, especially when challenging behaviors are present. Providers may feel unprepared to work with these individuals because specialized training for medical and social service providers is limited. To increase access to specialized training, we modified an effective half-day ASD-Care Pathway training (Kuriakose et al. 2018) and disseminated it within five different settings. This short, focused training on strategies for preventing and reducing challenging behaviors of patients with ASD resulted in significant improvements in staff perceptions of challenging behaviors, increased comfort in working with the ASD population, and increased staff knowledge for evidence-informed practices. Implications, including the impact of sociodemographic characteristics on pre/post changes, and future directions are discussed. Keywords Autism spectrum disorder · Care Pathway · Staff training · Psychiatric
Introduction Based on the Centers for Disease Control and Prevention’s (CDC) most recent prevalence data, one in 54 children in the United States has been identified with autism spectrum disorder (ASD; Maenner et al. 2020). Individuals with ASD have substantial and evolving service needs across the lifespan (Turcotte et al. 2016), and frequently interact with a variety of service systems. However, caring for individuals with ASD is complex. The interplay of communication, social, and adaptive difficulties associated with ASD provides unique challenges for youth and their care providers,
* Lauren J. Donnelly [email protected] 1
Child Study Center, Department of Child and Adolescent Psychiatry, NYU Langone, New York, NY 10016, USA
2
Division of Biostatistics, Department of Population Heath, NYU Langone, New York, NY, USA
3
Child and Adolescent Psychiatry, Bellevue Hospital Center, New York, NY, USA
4
New York State Office of Mental Health, Albany, NY, USA
5
Office of Behavioral Health, NYC Health and Hospitals, New York, NY, USA
especially in novel environments (LeBlanc et al. 2009). Further, many individuals with ASD display challenging behaviors, which often interfere with effective assessment, intervention, and support services (American Psychiatric Association 2013; Matson and Rivet 2008; Siegel 2018). Despite accessing medical, psychiatric, and child welfare services at high rates (L. Brookman-Frazee et al. 2009; Croen et al. 2006; Fisher et al. 2019; Kalb et al. 2012; Siegel and Gabriels 2014), specialized training for providers (e.g., medical, nursing, social work, and other direct care staff) across service systems is
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