Spotting Autism in Early Childcare Settings (SPAECS): Workshops to Increase Knowledge and Confidence in Autism for Early Childcare Workers

Background: Research has shown that there is a delay (ranging from 2-4 years) in obtaining an Autism Spectrum Disorder (ASD) diagnosis despite consistent recognition of developmental problems prior to 2 years of age among US children. Given the known benefits of early intervention, it is important to initiate the diagnostic process and remediation efforts at the earliest opportunity. Informed early childcare workers (ECW) who can recognize developmental differences that are red flags for autism can guide families in seeking evaluation and intervention for their child. However, previous surveys across different cultures indicate that ECWs need a better knowledge and understanding of autism.

 

Objectives: To develop a curriculum that would increase knowledge (in core ASD symptoms, in developmental differences that indicate ASD concerns and in simple interventions to address these differences) and increase confidence (in implementing simple interventions; in handling behavioral problems related to ASD in the daycare setting; in approaching families regarding concerns for their child and providing information on how to access developmental evaluation) among ECWs in Arkansas. 

Methods: An autism curriculum tailored for ECWs was developed and presented in 6 full day workshops across the state of Arkansas. These workshops were set up through Resource and Referrals agencies of the Arkansas Department of Human Services. 193 out of 322 attendees consented to participate in the research component of these workshops. Participants were asked to complete knowledge and confidence questionnaires pre/post workshop and at six months follow up. Knowledge questionnaires measured: ability to recognize myths about autism (MYTHOS); ability to recognize core features of autism using case examples (CORE); and ability to recognize treatments for ASD (TREAT).  Confidence questionnaires measured: ability to implement interventions (INTERVENE); ability to handle problem behaviors (PROBLEM); and ability to talk to parents about how to initiate an evaluation and early intervention services for suspected developmental differences (PLAN). 

Results: Results were obtained using paired sample t-test analysis. Significant increases were seen in participant ability to recognize mythos (p<.001), core features (p<.001), and evidence-based interventions (p<.001), for autism. Significant increases were found in participants’ confidence to implement intervention techniques (p<.001), manage problem behaviors, and talk with parents appropriately about how to access a developmental evaluation (p<.01). Six month follow-up data collection is on-going but current data suggests skills are being maintained.

 

Conclusions: Teaching ECWs specifically about autism spectrum disorders increased their knowledge and confidence in ability to recognize autism symptoms and implement interventions, ability to counsel families about their child’s developmental concerns and inform families how to access developmental evaluations. More longitudinal research is needed to determine if this increased knowledge and confidence results in earlier diagnosis and treatment initiation for children with ASD.