Cargando…

Integrating Autism Care through a School-Based Intervention Model: A Pilot Study

The purpose of this pilot study is to determine the feasibility of monitoring the progress of children with an autism spectrum disorder (ASD) both in school and at home to promote a school-based integrated care model between parents, teachers, and medical providers. This is a prospective cohort stud...

Descripción completa

Detalles Bibliográficos
Autores principales: Dang, Katherine, Bent, Stephen, Lawton, Brittany, Warren, Tracy, Widjaja, Felicia, McDonald, Michael G., Breard, Michael, O’Keefe, Whitney, Hendren, Robert L.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5664012/
https://www.ncbi.nlm.nih.gov/pubmed/29048365
http://dx.doi.org/10.3390/jcm6100097
_version_ 1783274919969161216
author Dang, Katherine
Bent, Stephen
Lawton, Brittany
Warren, Tracy
Widjaja, Felicia
McDonald, Michael G.
Breard, Michael
O’Keefe, Whitney
Hendren, Robert L.
author_facet Dang, Katherine
Bent, Stephen
Lawton, Brittany
Warren, Tracy
Widjaja, Felicia
McDonald, Michael G.
Breard, Michael
O’Keefe, Whitney
Hendren, Robert L.
author_sort Dang, Katherine
collection PubMed
description The purpose of this pilot study is to determine the feasibility of monitoring the progress of children with an autism spectrum disorder (ASD) both in school and at home to promote a school-based integrated care model between parents, teachers, and medical providers. This is a prospective cohort study. To monitor progress, outcome measures were administered via an online platform developed for caregivers and teachers of children (n = 30) attending a school specializing in neurodevelopmental disorders and using an integrated medical and education program. Longitudinal analysis showed improvements in a novel scale, the Teacher Autism Progress Scale (TAPS), which was designed to measure key autism-related gains in a school environment (2.1-point improvement, p = 0.004, ES = 0.324). The TAPS showed a strong and statistically significant correlation, with improvement in aberrant behavior (r = −0.50; p = 0.008) and social responsiveness (r = −0.70; p < 0.001). The results also showed non-statistically significant improvements in aberrant behavior, social responsiveness, and quality of life over time at both school and home. To assess feasibility of ongoing progress measurement, we assessed missing data, which showed caregivers were more likely to miss surveys during summer. Results demonstrate the value and feasibility of online, longitudinal data collection in school to assist with individualized education planning and collaborative care for children with ASD. Lessons learned in this pilot will support school outcomes researchers in developing more efficacious, collaborative treatment plans between clinicians, caregivers, and teachers.
format Online
Article
Text
id pubmed-5664012
institution National Center for Biotechnology Information
language English
publishDate 2017
publisher MDPI
record_format MEDLINE/PubMed
spelling pubmed-56640122017-11-06 Integrating Autism Care through a School-Based Intervention Model: A Pilot Study Dang, Katherine Bent, Stephen Lawton, Brittany Warren, Tracy Widjaja, Felicia McDonald, Michael G. Breard, Michael O’Keefe, Whitney Hendren, Robert L. J Clin Med Article The purpose of this pilot study is to determine the feasibility of monitoring the progress of children with an autism spectrum disorder (ASD) both in school and at home to promote a school-based integrated care model between parents, teachers, and medical providers. This is a prospective cohort study. To monitor progress, outcome measures were administered via an online platform developed for caregivers and teachers of children (n = 30) attending a school specializing in neurodevelopmental disorders and using an integrated medical and education program. Longitudinal analysis showed improvements in a novel scale, the Teacher Autism Progress Scale (TAPS), which was designed to measure key autism-related gains in a school environment (2.1-point improvement, p = 0.004, ES = 0.324). The TAPS showed a strong and statistically significant correlation, with improvement in aberrant behavior (r = −0.50; p = 0.008) and social responsiveness (r = −0.70; p < 0.001). The results also showed non-statistically significant improvements in aberrant behavior, social responsiveness, and quality of life over time at both school and home. To assess feasibility of ongoing progress measurement, we assessed missing data, which showed caregivers were more likely to miss surveys during summer. Results demonstrate the value and feasibility of online, longitudinal data collection in school to assist with individualized education planning and collaborative care for children with ASD. Lessons learned in this pilot will support school outcomes researchers in developing more efficacious, collaborative treatment plans between clinicians, caregivers, and teachers. MDPI 2017-10-19 /pmc/articles/PMC5664012/ /pubmed/29048365 http://dx.doi.org/10.3390/jcm6100097 Text en © 2017 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Dang, Katherine
Bent, Stephen
Lawton, Brittany
Warren, Tracy
Widjaja, Felicia
McDonald, Michael G.
Breard, Michael
O’Keefe, Whitney
Hendren, Robert L.
Integrating Autism Care through a School-Based Intervention Model: A Pilot Study
title Integrating Autism Care through a School-Based Intervention Model: A Pilot Study
title_full Integrating Autism Care through a School-Based Intervention Model: A Pilot Study
title_fullStr Integrating Autism Care through a School-Based Intervention Model: A Pilot Study
title_full_unstemmed Integrating Autism Care through a School-Based Intervention Model: A Pilot Study
title_short Integrating Autism Care through a School-Based Intervention Model: A Pilot Study
title_sort integrating autism care through a school-based intervention model: a pilot study
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5664012/
https://www.ncbi.nlm.nih.gov/pubmed/29048365
http://dx.doi.org/10.3390/jcm6100097
work_keys_str_mv AT dangkatherine integratingautismcarethroughaschoolbasedinterventionmodelapilotstudy
AT bentstephen integratingautismcarethroughaschoolbasedinterventionmodelapilotstudy
AT lawtonbrittany integratingautismcarethroughaschoolbasedinterventionmodelapilotstudy
AT warrentracy integratingautismcarethroughaschoolbasedinterventionmodelapilotstudy
AT widjajafelicia integratingautismcarethroughaschoolbasedinterventionmodelapilotstudy
AT mcdonaldmichaelg integratingautismcarethroughaschoolbasedinterventionmodelapilotstudy
AT breardmichael integratingautismcarethroughaschoolbasedinterventionmodelapilotstudy
AT okeefewhitney integratingautismcarethroughaschoolbasedinterventionmodelapilotstudy
AT hendrenrobertl integratingautismcarethroughaschoolbasedinterventionmodelapilotstudy