Assessing Interdisciplinary Trainees' Objective and Self-Reported Knowledge of Autism Spectrum Disorder and...

Area of Science:

• Developmental Psychology
• Clinical Psychology
• Special Education

Background:

• Accurate identification and intervention for autism spectrum disorder (ASD) are crucial for affected individuals.
• Clinicians across professions require robust ASD knowledge for effective referrals, evaluations, and interventions.
• Pre-service training is a key stage for developing essential ASD knowledge among future professionals.

Purpose of the Study:

• To evaluate objectively measured ASD knowledge among trainees from interdisciplinary programs.
• To assess self-reported ASD knowledge and confidence in providing services.
• To identify factors influencing ASD knowledge and confidence in trainees.

Main Methods:

• An interdisciplinary sample (N=155) of trainees from Leadership Education in Neurodevelopmental and Related Disabilities (LEND) and University Centers for Excellence in Developmental Disabilities (UCEDDs) participated.
• Objectively measured ASD knowledge was assessed using the Autism Spectrum Disorder Knowledge Scale-Revised (ASKSP-R).
• Self-reported knowledge and confidence were measured on a 0-100 scale.

Main Results:

• Significant differences in objectively measured ASD knowledge were found across disciplines (F(7, 146)=4.68, p<.001).
• Psychology trainees exhibited significantly higher objectively measured ASD knowledge than trainees in physical/occupational therapy, social work, and non-clinical disciplines.
• Pre-service and professional development experiences positively predicted objectively measured ASD knowledge, self-reported knowledge, and confidence.

Conclusions:

• Disciplinary differences in ASD knowledge exist among trainees, with psychology trainees showing higher levels.
• Interdisciplinary training and professional development experiences are vital for enhancing ASD knowledge and confidence.
• Recommendations focus on improving interdisciplinary training to better support individuals with ASD.