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Updated: Apr 12, 2026

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Community-Academic Partnership Participation.

Rosemary Meza1, Amy Drahota2, Emily Spurgeon2

  • 1Child and Adolescent Services Research Center, San Diego State University, 3020 Children's Way MC 5033, San Diego, CA, 92123-4282, USA. rdmeza@uw.edu.

Community Mental Health Journal
|May 16, 2015
PubMed
Summary

Community-academic partnerships (CAPs) engage stakeholders by offering networking and training. Understanding these factors can boost participation in autism research and bridge the science-to-service gap.

Keywords:
Autism spectrum disorderCommunityCommunity stakeholdersCommunity–academic partnershipDecision to participate

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Area of Science:

  • Public Health
  • Community-Based Participatory Research
  • Autism Spectrum Disorder Research

Background:

  • Community-academic partnerships (CAPs) are crucial for enhancing research processes and outcomes.
  • Benefits of CAPs extend to both the community and researchers involved.
  • Understanding community stakeholder motivations is key to successful collaboration.

Purpose of the Study:

  • To explore factors influencing community stakeholders' decisions to participate in CAPs.
  • To identify key motivators for participation and barriers to engagement in autism research.
  • To inform strategies for increasing community involvement in research.

Main Methods:

  • An exploratory study involving 18 autism spectrum disorder (ASD) community stakeholders.
  • Utilized the 15-item Decision to Participate Questionnaire (DPQ) to assess participation reasons.
  • DPQ evaluated factors influencing both participation and declination in a CAP.

Main Results:

  • Participants valued networking, alignment with agency philosophy, and training opportunities more than nonparticipants.
  • Nonparticipants cited the volume of research requests as a primary reason for declining.
  • Key differences identified in decision-making factors between participants and nonparticipants.

Conclusions:

  • Networking, collaboration fit, and training are critical for engaging community stakeholders in CAPs.
  • Addressing the number of research requests may reduce barriers to participation.
  • Findings offer guidance to enhance community engagement and close the science-to-service gap in ASD research.