Examining US Public Early Intervention for Toddlers With Autism: Characterizing Services and Readiness for Evidence-Based Practice Implementation

Simple item page
dc.contributor.authorAranbarri, Aritz
dc.contributor.authorStahmer, Aubyn C.
dc.contributor.authorTalbott, Meagan R.
dc.contributor.authorMiller, Marykate E.
dc.contributor.authorDrahota, Amy
dc.contributor.authorPellecchia, Melanie
dc.contributor.authorBarber, Angela B.
dc.contributor.authorGriffith, Elizabeth McMahon
dc.contributor.authorMorgan, Elizabeth H.
dc.contributor.authorRogers, Sally J.
dc.contributor.otherUniversity of California Davis
dc.contributor.otherMichigan State University
dc.contributor.otherUniversity of Pennsylvania
dc.contributor.otherPennsylvania Medicine
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.contributor.otherUniversity of Colorado Anschutz Medical Campus
dc.contributor.otherCalifornia State University Sacramento
dc.date.accessioned2023-09-28T20:40:15Z
dc.date.available2023-09-28T20:40:15Z
dc.date.issued2021
dc.description.abstractAs the rates of Autism Spectrum Disorder (ASD) increase and early screening efforts intensify, more toddlers with high likelihood of ASD are entering the United States' (US') publicly funded early intervention system. Early intervention service delivery for toddlers with ASD varies greatly based on state resources and regulations. Research recommends beginning ASD-specific evidence-based practices (EBP), especially caregiver-implemented intervention, as early as possible to facilitate the development of social-communication skills and general learning. Translating EBP into practice has been challenging, especially in low-resourced areas. The main goal of this study was to obtain a more comprehensive understanding of public early intervention system structure, service delivery practices, and factors influencing EBP use for children with ASD in the US. Participants (N = 133) included 8 early intervention state coordinators in 7 states, 29 agency administrators in those states, 57 early intervention providers from those agencies, and 39 caregivers of children with ASD receiving services from those providers. Online surveys gathered stakeholder and caregiver perspectives on early intervention services as well as organizational factors related to EBP implementation climate and culture. Stakeholders identified key intervention needs for young children with ASD. In general, both agency administrators and direct providers reported feeling somewhat effective or very effective in addressing most needs of children with ASD. They reported the most difficulty addressing eating, sleeping, family stress, and stereotyped behaviors. Data indicate that children from families with higher income received significantly higher service intensity. While administrators and providers reported high rates of high-quality caregiver coaching (>60%), caregivers reported low rates (23%). Direct providers with more favorable attitudes toward EBP had greater EBP use. In turn, provider attitudes toward EBP were significantly associated with implementation leadership and culture at their agency. Results suggest that publicly funded early intervention programs in the US require additional resources and training for providers and leaders to support improved implementation climate and attitudes toward ASD EBPs. Results also suggest that more state system support is needed to increase use of ASD-specific EBP use, including high-quality caregiver coaching, to better serve toddlers with ASD. Recommendations for implementation strategies are addressed.en_US
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.citationAranbarri, A., Stahmer, A. C., Talbott, M. R., Miller, M. E., Drahota, A., Pellecchia, M., Barber, A. B., Griffith, E. M., Morgan, E. H., & Rogers, S. J. (2021). Examining US Public Early Intervention for Toddlers With Autism: Characterizing Services and Readiness for Evidence-Based Practice Implementation. In Frontiers in Psychiatry (Vol. 12). Frontiers Media SA. https://doi.org/10.3389/fpsyt.2021.786138
dc.identifier.doi10.3389/fpsyt.2021.786138
dc.identifier.orcidhttps://orcid.org/0000-0003-0755-2900
dc.identifier.orcidhttps://orcid.org/0000-0001-5480-1549
dc.identifier.urihttps://ir.ua.edu/handle/123456789/11764
dc.languageEnglish
dc.language.isoen_US
dc.publisherFrontiers
dc.rights.licenseAttribution 4.0 International (CC BY 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectASD
dc.subjectautism
dc.subjectearly intervention
dc.subjectcommunity-based research
dc.subjectimplementation science
dc.subjecthealth services
dc.subjectORGANIZATIONAL READINESS
dc.subjectSPECTRUM DISORDER
dc.subjectCLIENT ENGAGEMENT
dc.subjectYOUNG-CHILDREN
dc.subjectPROVIDERS
dc.subjectCOMMUNITY
dc.subjectPROGRAM
dc.subjectSTRATEGIES
dc.subjectLEADERSHIP
dc.subjectATTITUDES
dc.subjectPsychiatry
dc.titleExamining US Public Early Intervention for Toddlers With Autism: Characterizing Services and Readiness for Evidence-Based Practice Implementationen_US
dc.typeArticle
dc.typetext

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
PMC8716593-fpsyt-12-786138.pdf
Size:
713.32 KB
Format:
Adobe Portable Document Format
Download

Collections

Research and Publications - Department of Psychiatry and Behavioral Medicine