Online Survey Examining Practitioners' Perceived Preparedness in the Early Identification of Autism

What Drives Detection and Diagnosis of Autism Spectrum Disorder? Looking Under the Hood of a Multi-stage Screening Process in Early Intervention

“…Qualitative Component.-Brief surveys and an in-person semi-structured qualitative interview protocols were developed by trained qualitative researchers for both EI providers and parents; interview guide domains and measures were informed by those published in the peer-reviewed literature and an inter-disciplinary research team. First, the EI provider survey and interview guide consisted of 40 categorical and open-ended questions that characterized respondents' (1) sociodemographic characteristics (Stahmer, 2007;Stahmer, Collings & Palinkas, 2005), (2) experiences providing EI services (Stahmer, 2007;Stahmer, Collings & Palinkas, 2005), (3) experiences administering ASD screening tools specifically, and perceptions of ASD (Pizur-Barnekow et al, 2013;Pizur-Barnekow Schefkind, 2014). Reported in this paper, EI providers were asked to describe the multi-stage screening process, and follow-up questions included specific probes about strategies they used when they and/or the parent lacked concern of ASD and rationale for these actions.…”

Teachers’ knowledge about autism spectrum disorder: The case of Turkey

“…Stone (1987) who investigated autism knowledge of pediatricians, clinical psychologists, speech/language pathologists, school psychologists, and other specialists in the field conducted one of the first studies and reported that there were misconceptions in all professional groups; however, the specialists had the most current knowledge. Since the Stone (1987) study, surveys have included knowledge, perceptions, and understanding of other healthcare professionals (Hartley-McAndrew, Doody, & Mertz, 2014;Heidgerken, Geffken, Modi, & Frakey, 2005;Imran et al, 2011;Ozcelik et al, 2015), speech language pathologists (Cascella & Colella, 2004;Schwartz & Drager, 2008), medical students (Shah, 2001), pharmacists (Khanna & Jariwala, 2012), occupational therapists (James, Pizur-Barnekow, & Schefkind, 2014), residents of a college campus (Tipton & Blacher, 2014), pre-service teachers (Hart & More, 2013;Park, Chitiyo, & Choi, 2010;Rakap et al, 2016;Yasar & Kronin, 2014), and educators (Al-Sharbati et al, 2015, Arif et al, 2013Helps, Newsom-Davis, & Callias, 1999;Mavropoulou & Padeliadu, 2000;Syriopoulou-Delli, Cassimos, Tripsianis, & Polychronopoulou, 2012;Yumak & Akgul, 2010). These studies reported mixed findings with respect to professionals' knowledge, perceptions, and understanding of autism.…”

Diagnóstico de autismo no século XXI: evolução dos domínios nas categorizações nosológicas

“…O diagnóstico em idades cada vez mais precoces, entretanto, é um desafio. A Academia Americana de Pediatria (AAP) preconiza que seja realizada vigilância, estando alerta às queixas familiares e executando rastreamento por meio da utilização de instrumentos padronizados para avaliação do risco (James, Pizur-Barnekow, & Schefkind, 2014). Os critérios de autismo no DSM-IV-R foram validados para crianças a partir de três anos de idade, todavia há literatura indicando a possibilidade de diagnóstico em crianças mais novas, com ênfase na importância das intervenções precoces.…”