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Perceptions and Knowledge of Autism Spectrum Disorder in Primary Care and Educational Settings: A Study From Central
Ana Rita Fradique1, Sofia Bodas de Carvalho2, Arminda Jorge2,3
1Department of Pediatrics, Coimbra Local Health Unit, Coimbra Pediatric Hospital, Coimbra, PRT.
Insights
Early detection of autism spectrum disorder (ASD) is crucial. Professionals like teachers and physicians lack confidence in identifying ASD signs, highlighting a need for improved training.
Area of Science:
- Neurodevelopmental Disorders
- Pediatric Health
- Educational Psychology
Background:
- Autism spectrum disorder (ASD) is a neurodevelopmental condition requiring early identification for improved outcomes.
- Family physicians, primary school teachers, and kindergarten educators are key to early detection.
- This study assessed professional knowledge and perceptions of ASD.
Purpose of the Study:
- To evaluate the knowledge and perceptions of primary care physicians, teachers, and educators regarding ASD.
- To identify gaps in professional understanding and confidence in identifying early signs of ASD.
Main Methods:
- A cross-sectional, quantitative study was conducted in Portugal.
- A convenience sample of 95 family physicians, primary school teachers, and kindergarten educators completed a questionnaire on ASD.
- Data were analyzed using descriptive statistics and chi-square tests.
Main Results:
- 80% of professionals lacked confidence in identifying early ASD warning signs.
- Half believed ASD symptoms appear before age three; no family physicians felt fully capable of identifying early signs.
- Most participants expressed a desire for further training in ASD.
Conclusions:
- Significant knowledge gaps exist among professionals regarding ASD identification.
- Investment in academic and continuing education is essential to enhance professionals' ability to detect ASD early.
- Targeted training programs are needed for family physicians, teachers, and educators.
Introduction:
Autism spectrum disorder (ASD) is a neurodevelopmental condition that typically manifests in early childhood and is ideally identified during the first years of life. Family physicians, primary school teachers, and kindergarten educators play a crucial role in the early detection of neurodevelopmental disorders, which is essential for improving outcomes. This study aimed to assess professionals' knowledge and perceptions regarding ASD.
Methods:
A cross-sectional, quantitative study was conducted with a convenience sample of family physicians, primary school teachers, and kindergarten educators in the Cova da Beira region in central Portugal. A questionnaire on ASD, adapted from a previously validated instrument and updated based on current literature, was used. Descriptive statistical analysis and two-way frequency tables were used to explore relationships between variables. The chi-square test was applied to assess differences between independent groups. A p-value of <0.05 was considered statistically significant.
Results:
A total of 95 professionals responded to the questionnaire: 57 were primary school teachers, 21 were kindergarten educators, and 17 were family physicians; 80% of participants (n=76) reported not feeling confident in identifying early warning signs or monitoring children with ASD. Half of the respondents believed that symptoms typically appear before the age of three. Among family physicians, none fully agreed with being able to identify early signs. However, most respondents expressed interest in receiving training in this area.
Conclusion:
There is a clear need to invest not only in the academic training of future professionals but also in continuing education strategies to address the existing knowledge gaps among currently practicing professionals in the field of autism.
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