Pediatric Healthcare Professionals’ Views on Autism Spectrum Disorder Screening at 12–18 Months

Crais, Elizabeth R.; McComish, Cara; Humphreys, Betsy P; Watson, Linda R.; Baranek, Grace T.; Reznick, J. Steven; Christian, Robert; Earls, Marian F.

doi:10.1007/s10803-014-2101-2

Cited by 64 publications

(53 citation statements)

References 54 publications

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“…46 Because the prototypical behaviors and social deficits that characterize ASD may not manifest themselves in the relatively short time frame allotted for routine clinic visits, 37 general practitioners may be inclined to attribute maladaptive behaviors to ADHD, the most common neurobehavioral disorder of childhood. This is especially true if they have more experience managing and treating ADHD, if they do not feel comfortable giving a diagnosis of ASD, 47 or if they lack access to specialists who can conduct comprehensive neurodevelopmental assessments. 48 However, ADHD is rarely an easy diagnosis to make in very young children.…”

Section: Discussionmentioning

confidence: 99%

Timing of the Diagnosis of Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder

et al. 2015

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Section: Discussionmentioning

confidence: 99%

Timing of the Diagnosis of Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder

et al. 2015

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“…The preschool teachers' lack of knowledge in screening and identifying children with ASD becomes one of the most significant barriers in the intervention issues of ASD [21]. As defined by several studies around the world, there is a lack of ASD knowledge among teachers [22,23,27] particularly regarding the early signs of ASD [28][29][30].…”

Section: Autism Spectrum Disorcer (Asd) Knowledge Among Preschool Teamentioning

confidence: 99%

Pre-School Teachers’ Knowledge, Belief, Identification Skills, and Self-Efficacy in Identifying Autism Spectrum Disorder (ASD): A Conceptual Framework to Identify Children with ASD

et al. 2020

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Recently, the identification and detection of children with autism spectrum disorder (ASD) has become an essential issue under ASD intervention services. The high percentage of ASD among children requires preschool teachers to recognizse children’s abnormal development and identify them at an early stage, followed by referral to specialists. Therefore, this identification calls for a specific ability among preschool teachers, identified as knowledge, belief, identification skills, and self-efficacy (KBISSE). This conceptual framework aims to utilize the current literature to present a discussion on preschool teachers’ KBISSE in identifying children with ASD and making decisions to refer children suspected with ASD to specialists. The conceptual framework is discussed based on social cognitive theory (SCT) and the health belief model (HBM). The conceptual framework emphasizes the need for preschool teachers to be educated in ASD via an educational module that could increase teachers’ self-efficacy in identifying children with ASD. Besides, knowledge in ASD, belief in ASD, and identification skills are also necessary variables for building the educational module. The educational module is useful for guiding future research on preschool teachers’ identification of children with any disability, one of which is ASD, and subsequent specialist referral at an early stage.

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“…Early detection and referral for diagnosis and intervention are therefore clinical and research priorities in most high-income countries; yet, a distinct research-topractice gap in early detection exists in practice [Daniels, Halladay, Shih, Elder, & Dawson, 2014]. Barriers to early detection include the lack of knowledge of early signs of ASD, lack of high quality, evidence-based continuing education regarding red flags of ASD, unclear referral pathways, and general failure of the healthcare system to manage clients effectively [Crais et al, 2014;Unigwe et al, 2017].…”

Section: Introductionmentioning

confidence: 99%

Feasibility of utilizing autism navigator® for primary care in South Africa

et al. 2018

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There is a significant research‐to‐practice gap in early detection of young children with autism spectrum disorder (ASD) worldwide but particularly in low‐ and middle‐income countries (LMICs) where expertise is limited and high‐quality training is difficult to access. Autism Navigator® for Primary Care is a web‐based course designed to increase awareness of red flags of ASD in the second year of life and thus promote earlier detection and referral for intervention. It contains extensive video illustrations that offer rapid access to multiple exemplars of ASD red flags. This study examined aspects of feasibility of the Autism Navigator® for Primary Care in one LMIC, South Africa. A mixed‐methods quasi‐experimental design was used to examine relevant professionals' implementation of the course and measure changes in their knowledge of red flags after training. Perceptions of the acceptability, demand, and practicality of the course were explored in focus groups. Sixty‐two providers completed the course online with a 94% completion rate. Built‐in learner assessment pass rates ranged from 88% to 100%. Second‐language English speakers took longer to complete the learner assessments, and professionals with less access to the Internet spent less time in the course. Participants' perceptions of the acceptability, demand, and practicality of the course were mostly positive with some suggestions made for local conditions. Results supported the feasibility of the course in this LMIC with some supports required pertaining to language and Internet access. We propose that this training has the potential to lower the age of detection of ASD in South Africa and other LMICs. Autism Research 2018, 11: 1511–1521. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Professionals in low‐ and middle‐income countries urgently need training to recognize red flags of autism in very young children. The feasibility of utilizing the Autism Navigator® for Primary Care course for this training was explored with 62 South African professionals. After training, professionals' knowledge of early red flags improved, and most reported the course important and needed in South Africa. They found the web‐based design mostly acceptable, practical, and culturally applicable. The course could help lower the age of autism detection.

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Pediatric Healthcare Professionals’ Views on Autism Spectrum Disorder Screening at 12–18 Months

Cited by 64 publications

References 54 publications

Timing of the Diagnosis of Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder

Timing of the Diagnosis of Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder

Pre-School Teachers’ Knowledge, Belief, Identification Skills, and Self-Efficacy in Identifying Autism Spectrum Disorder (ASD): A Conceptual Framework to Identify Children with ASD

Feasibility of utilizing autism navigator® for primary care in South Africa

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