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

Abstract

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.

Review of Interventions for Inclusion of Children With ASD and Anxiety in Education

“…The Sutherland House Schoolin the UKuses a weekly staff teaching system to work on the development of interaction and emotional well-being (Dang et al, 2017;Oono, Honey, & McConachie, 2013). It is considered important that whatever work is done in the school in this area is conducted in cooperation with other adults who are involved and with the support of families.…”

A Systematic Review of Behaviour-Related Outcome Assessments for Children on the Autism Spectrum with Intellectual Disabilities in Education Settings

“…Six assessments measured autism-related behaviour: the Autism Behavior Inventory (ABI) (Bangerter et al 2017 (Neil et al 2017). The ABI, AIM, ATEC and the TAPS all considered the assessments' abilities to capture progress and change (Bangerter et al 2017;Charman et al 2004;Dang et al 2017;Kanne et al 2014). The RBS-R was devised specifically to assess RRBs of autistic individuals and also suggested potential usefulness in measuring intervention outcomes (Lam and Aman 2007).…”

“…The TAPS measured improvements over time as compared with the ABC and Social Responsiveness Scale with adequate evidence (Dang et al 2017). Only three other studies evaluated responsiveness of assessments.…”

“…The ATEC, PDD-BI, SFA, TAPS and the WOST used samples who needed some special educational provision but the level of intellectual disabilities amongst participants is likely to have varied (e.g. Charman et al 2004;Dang et al 2017;Magiati et al 2011). The NCBRF contained samples with various levels of intellectual disabilities without specifying autism (Aman et al 1996).…”

A preliminary study of care coordination services within a specialized outpatient setting for youth with autism spectrum disorder

“…25,26 A longitudinal study in a school setting illustrated that providing CC services in the school led to significant improvements in child behavior and social responsiveness. 27 A more recent pilot study launched a navigation program in a neurodevelopmental specialty clinic and was able to demonstrate the feasibility of a CC model in a tertiary setting. 28 However, to our knowledge, no study has assessed the implementation or outcomes of a CC service in a specialized outpatient setting serving those with ASD.…”