Outcomes from In-Person Interdisciplinary Continuing Education for Autism and Online Delivery of the Same Content

• Main Author: Trayner, Rachel Ann
• Format: Others
• Published: BYU ScholarsArchive 2016
• Subjects: interdisciplinary; Autism Spectrum Disorder; best practice; online learning; professional development; Counseling Psychology; Special Education and Teaching
• Online Access: https://scholarsarchive.byu.edu/etd/5877; https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6876&context=etd

Because of the growing prevalence of Autism Spectrum Disorder (ASD), there is an increased need for effective professional training models for autism treatment and education. Individuals with ASD receive care and therapy across multiple disciplines, so such training models should also be interdisciplinary in nature. In the medical field, pediatricians, nurses, psychiatrists, and many others work with individuals with ASD. In the education field, teachers, speech language pathologists, school psychologists, and others work with children with ASD. Some therapists work in both systems. Thus far, there has been little research done considering training delivery models (i.e., in-person and online training) in interdisciplinary best practices in ASD. This study examined outcomes of both an in-person delivery of an interdisciplinary, professional continuing education workshop and online (remote) delivery of the same content. We looked at preferred delivery methods, social validity, and dissemination of information related to each training format according to profession, experience, and levels of previous training. Results indicate that a one-day interdisciplinary training program can result in 70% of participants self-reporting changes in practice and at least 60% report they feel more confident working with children who have ASD. Participants also reported an increased rate of referrals for services outside of their own discipline and increased interest in training in ASD best practices (91% interested at follow up). The social validity of the training was very high with 91% agreeing that the training was worth their time.