An international review of autism knowledge assessment measures

Harrison, Ashley J.; Slane, Mylissa M.; Hoang, Linh Cao; Campbell, Jonathan M.

doi:10.1177/1362361316638786

Cited by 77 publications

(45 citation statements)

References 85 publications

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“…It was therefore interesting to see a number of studies on knowledge about ASD, primarily from one group in West Africa. The Knowledge of Childhood Autism Among Health Workers (KCAHW) was evaluated in the review by Harrison et al [], but was unfortunately found not to have very strong support for global use. Apart from knowledge, it is also important to consider skills and competencies [Liu et al, ].…”

Section: Professional Knowledgementioning

confidence: 99%

Autism spectrum disorder in sub‐saharan africa: A comprehensive scoping review

et al. 2017

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Autism spectrum disorder (ASD) is recognized as a global public health concern, yet almost everything we know about ASD comes from high-income countries. Here we performed a scoping review of all research on ASD ever published in sub-Saharan Africa (SSA) in order to identify ASD knowledge gaps in this part of the world. Fifty-three publications met inclusion criteria. Themes included the phenotype, genetics and risk factors for ASD in SSA, screening and diagnosis, professional knowledge, interventions for ASD, parental perceptions, and social-cognitive neuroscience. No epidemiological, early intervention, school-based or adult studies were identified. For each identified theme, we aimed to summarize results and make recommendations to fill the knowledge gaps. The quality of study methodologies was generally not high. Few studies used standardized diagnostic instruments, and intervention studies were typically small-scale. Overall, findings suggest a substantial need for large-scale clinical, training, and research programmes to improve the lives of people who live with ASD in SSA. However, SSA also has the potential to make unique and globally-significant contributions to the etiology and treatments of ASD through implementation, interventional, and comparative genomic science.

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Section: Professional Knowledgementioning

confidence: 99%

Autism spectrum disorder in sub‐saharan africa: A comprehensive scoping review

et al. 2017

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“…Increasing interest in the degree to which challenges associated with autism arise from societal misconceptions about and stigma toward autism has contributed to a growing body of research examining misconceptions of and stigma toward autism among people who are not autistic (e.g., Gray, 1993; Mak and Kwok, 2010; Campbell and Barger, 2014; Obeid et al, 2015; Harrison et al, 2017). This research, typically conducted with non-autistic college students, has found that greater knowledge of autism and high-quality personal connections with autism coincide with lower stigma toward autism (Nevill and White, 2011; Gardiner and Iarocci, 2014; Gillespie-Lynch et al, 2015; White et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…This study builds upon a small but growing body of research using online surveys to compare how autistic and non-autistic people with diverse relationships to autism view how autism is represented and researched (Kapp et al, 2013; Pellicano et al, 2014a,b; Kenny et al, 2016; Fletcher-Watson et al, 2017) by administering measures that have been used with diverse types of non-autistic people internationally (e.g., Obeid et al, 2015; Harrison et al, 2017) to both autistic and non-autistic people with diverse relationships to autism.…”

Section: Introductionmentioning

confidence: 99%

Whose Expertise Is It? Evidence for Autistic Adults as Critical Autism Experts

et al. 2017

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Autistic and non-autistic adults’ agreement with scientific knowledge about autism, how they define autism, and their endorsement of stigmatizing conceptions of autism has not previously been examined. Using an online survey, we assessed autism knowledge and stigma among 636 adults with varied relationships to autism, including autistic people and nuclear family members. Autistic participants exhibited more scientifically based knowledge than others. They were more likely to describe autism experientially or as a neutral difference, and more often opposed the medical model. Autistic participants and family members reported lower stigma. Greater endorsement of the importance of normalizing autistic people was associated with heightened stigma. Findings suggest that autistic adults should be considered autism experts and involved as partners in autism research.

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“…Efficacy measures. In the absence of a global knowledge tool with good psychometric properties [Harrison, Slane, Hoang, & Campbell, 2017], a short knowledge questionnaire was devised for the study and is available from the authors. The ASD knowledge questionnaire was administered before and after completion of the course.…”

Section: Methodsmentioning

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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An international review of autism knowledge assessment measures

Cited by 77 publications

References 85 publications

Autism spectrum disorder in sub‐saharan africa: A comprehensive scoping review

Autism spectrum disorder in sub‐saharan africa: A comprehensive scoping review

Whose Expertise Is It? Evidence for Autistic Adults as Critical Autism Experts

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

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