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Integrating Autism Care through a School-Based Intervention Model: A Pilot Study.

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Summary

This pilot study shows online monitoring is feasible for children with autism spectrum disorder (ASD). The Teacher Autism Progress Scale (TAPS) effectively tracks progress, supporting collaborative care between parents, teachers, and medical providers.

Keywords:
Teacher Autism Progress Scaleautismintegrated caremedical homeonlineschool consultation

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Area of Science:

  • Neurodevelopmental Disorders
  • Pediatric Psychology
  • Educational Technology

Background:

  • Autism Spectrum Disorder (ASD) presents unique challenges for monitoring progress in educational settings.
  • Integrated care models involving parents, teachers, and medical providers are crucial for children with ASD.
  • Existing methods for tracking progress may not fully capture school-based gains.

Purpose of the Study:

  • To assess the feasibility of an online platform for monitoring children with ASD in school and at home.
  • To promote a school-based integrated care model.
  • To evaluate the efficacy of a novel progress measurement scale.

Main Methods:

  • A prospective cohort study involving 30 children with ASD attending a specialized school.
  • Utilized an online platform for outcome measures administered to caregivers and teachers.
  • Introduced the Teacher Autism Progress Scale (TAPS) for school-based progress assessment.

Main Results:

  • The TAPS demonstrated statistically significant improvements (2.1-point increase, p=0.004).
  • TAPS scores correlated significantly with reduced aberrant behavior (r=-0.50) and improved social responsiveness (r=-0.70).
  • Online data collection proved feasible, with higher survey non-response during summer months.

Conclusions:

  • Online, longitudinal data collection is valuable and feasible for children with ASD.
  • This approach supports individualized education planning and collaborative care.
  • Findings will inform the development of more effective, collaborative treatment plans.