CONSIDERING TRAUMA IN AUTISM SPECTRUM DISORDER DIAGNOSTIC EVALUATIONS IN CHILDREN: A QUALITATIVE INQUIRY

The pervasiveness of trauma exposure and potential effects on children’s development and both proximal and future health outcomes are well established in the research literature. Importantly, there is increasing recognition that children with disabilities, including autism spectrum disorder (ASD), might be at heightened risk for trauma exposure and trauma-related health outcomes. However, there is a paucity of research on trauma-informed practices with children with ASD, specifically the assessment methods used to evaluate for the presence of trauma exposure and trauma-related sequelae. While there are guidelines for the diagnostic assessment of ASD, there are no known established guidelines or research regarding trauma assessment in children being evaluated for ASD. The purpose of this project was to use qualitative research methodology to explore whether (and if so, how) trauma exposure and trauma-related sequelae are evaluated during ASD diagnostic evaluations through interviewing psychologists who conduct multidisciplinary ASD diagnostic evaluations. This project also sought to determine what factors might affect the likelihood that trauma assessment is integrated into the ASD diagnostic process. While the majority of participants identified that they considered trauma during ASD diagnostic evaluations, most engaged in trauma screening and referred out for additional evaluation to aid in differential diagnosis. Commonly identified barriers to engaging in trauma assessment ranged from individual (e.g., knowledge) to clinic (e.g., available resources) to system (e.g., the diagnostic system) level factors. In order to increase the use of trauma assessment by psychologists in ASD diagnostic clinics, adaptations across each of these levels will be needed

Collaboration to Support Rural Student Social-Emotional Needs

There is a growing emphasis in U.S. schools to focus on the social-emotional issues of rural students. Specifically, the effect of mental health issues on school success underscores the importance of collaboration between, and among, educators and specialized support personnel (SSP; e.g., school counselors). In rural areas, school counselors and school psychologists are positioned to assist students and their families to provide support within and surrounding the school environment. The purpose of this paper is to: (1) discuss students’ social-emotional needs and SSP-educator collaboration in the context of rural schools, and (2) to discuss promising and best practices in collaboration to address students’ social-emotional well-being

Movin\u27 On in Montana: Year Two: Summer 2016 Replication Guide

Movin’ On in Montana was a four-day, three-night on-campus experience for high school students with disabilities sponsored by the University of Montana, specifically the Rural Institute for Inclusive Communities, Disability Services for Students, and Vocational Rehabilitation. The purpose of Movin’ On in Montana was to introduce high school students with disabilities to the college experience with the intent of helping students recognize that college (e.g., university or technical college) is a possibility if they choose to pursue postsecondary education. Further, Movin’ On in Montana provided students with disabilities with critical information regarding resources and supports to increase their likelihood of success should they enroll in college

Movin\u27 On in Montana: Year Three: Summer 2017 Replication Guide Addendum

Movin’ On in Montana is a four-day, three-night on-campus experience for high school students with disabilities sponsored by the University of Montana, specifically the Rural Institute for Inclusive Communities, Disability Services for Students, and Vocational Rehabilitation. Summer 2017 was the third consecutive Movin’ On program, and the purpose continues to be to introduce high school students with disabilities to the college experience. The goal is to help students recognize that college (e.g., university or technical college) is a possibility if they choose to pursue postsecondary education and to provide students with disabilities with critical information regarding resources and supports to increase their likelihood of success should they enroll in college

Adapting Participatory Action Research to Include Individuals with Intellectual and Developmental Disabilities during the COVID-19 Global Pandemic

Participatory action research (PAR), or the inclusion of those affected by the issues being studied, is a growing area of emphasis in disability research. The principles of PAR align with those of the disability rights movement, such that full inclusion and “nothing about us without us” extends as much to research as it does to any other area of life. Moreover, PAR allows for meaningful input from people with intellectual and developmental disabilities (I/DD), which enhances the likelihood that research results are relevant and important to the disability community. As research activity resumes and is adapted to the context of a global pandemic, it is crucial that a balance is struck to optimize the safety of individuals with I/DD without taking steps backwards from the progress towards more meaningful inclusion in research. Lessons learned from past participatory research projects have demonstrated that accommodations to enable equitable participation of individuals with IDD in the research process are crucial. COVID-19 has significantly affected the lives of individuals with I/DD directly; however, COVID-19 has also affected those with I/DD indirectly through the disruption to critical intervention and other clinical research. As research processes are adapted to align with COVID-19 guidelines, the inclusion of individuals with I/DD via PAR needs to be adapted as well. Recommendations for the continuation of PAR in the context of COVID-19 will be discussed as well as ways in which accommodations can be modified to this new context

Age-Based Tracks: A Method to Tailor Autism Diagnostic Evaluation in Large-Scale Autism Specialty Centers

This paper describes a proposed model of diagnostic evaluation for autism spectrum disorder (ASD) at a large-scale ASD specialty center. Our center has implemented age-based diagnostic tracks within an interdisciplinary team evaluation approach to assessing ASD. Data were collected as part of a program evaluation and included responses from provider surveys as well as patient medical record reviews. The results from 803 patients were included. The diagnostic outcomes, time for evaluation, and appropriateness of referral were analyzed in patients referred to the Younger (n = 155) and Older (n = 648) diagnostic tracks. In 92.8% of cases referred to the clinic’s standard team evaluation model, the provider teams were able to make a diagnostic decision within the allotted evaluation time. The results from an additional diagnostic pathway, termed the Autism Psych Team (APT), within the older track were also presented. The intake providers had the option to triage older patients to this pathway when they anticipated that the patient might be diagnostically complex. Most patients (45.1%) triaged to the APT were referred due to psychiatric complexity. In 96% of APT cases, the APT providers felt the patient was an appropriate referral. Overall, these results suggest a method to efficiently triage patients to diagnostic models equipped to serve them within a high-volume ASD center