406 - Involvement of Part C providers in Tele-assessments for Autism: Impact on Caregiver and Provider Satisfaction

Saturday, April 29, 2023

3:30 PM – 6:00 PM ET

Poster Number: 406
Publication Number: 406.206

Kathleen Simcoe, Monroe Carell Jr. Children's Hospital at Vanderbilt, Nashville, TN, United States; Kristen Haney, Vanderbilt University Division of Developmental Medicine, Nashville, TN, United States; Laura Corona, Vanderbilt University Medical Center, Nashville, TN, United States; Jeffrey Hine, Vanderbilt University Medical Center, Nashville, TN, United States; Alacia Stainbrook, Monroe Carell Jr. Children's Hospital at Vanderbilt, Nashville, TN, United States; Zachary Warren, Vanderbilt University School of Medicine, Nashville, TN, United States

Presenting Author(s)

Kathleen Simcoe, M.Ed., BCBA, LBA (she/her/hers)

Clinical Behavior Analyst/Associate Director
Monroe Carell Jr. Children's Hospital at Vanderbilt
Nashville, Tennessee, United States

Background: Telemedicine offers a convenient and accurate way of diagnosing autism spectrum disorder (ASD) in toddlers. While caregiver acceptability of tele-assessments for ASD has been established, specific factors contributing to caregiver satisfaction need to be investigated further. Our institution has partnered with the state Part C early intervention system to provide ASD tele-assessments to toddlers. As part of this model, a child’s Part C early intervention (EI) provider is included in the diagnostic evaluation. Their attendance can impact caregiver satisfaction.

Objective: Our primary objective was to examine caregivers’ and EI providers’ perspectives of this model of ASD evaluation and determine whether presence of an EI provider led to significantly higher caregiver satisfaction.

Design/Methods: Participants included 291 children under age 3 who received telemedicine ASD evaluations from December 2021 through October 2022 using the TELE-ASD-PEDS (TAP) following referral by the Part C system. EI providers were encouraged to join their clients’ appointments virtually or in-person and participated in various capacities (e.g. preparing for and assisting in administration of the TAP, providing information about autism and next steps). Afterwards, families and providers received surveys inquiring about their experience with various aspects of the appointment.

Results: Of the 291 children who completed tele-assessments, 102 caregivers and 99 EI providers filled out post-evaluation surveys. Mean scores were calculated for questions designed to capture satisfaction. Broadly, caregiver ratings were very positive. Between-group comparison yielded no statistically significant differences in caregiver ratings as a function of the presence or absence of an EI provider. Most caregivers who had an EI provider present indicated that they strongly agreed it was important that the provider was able to participate (80%), that the assessment was better because the provider was able to participate (67%), and that they felt more comfortable because the provider was present (66%). EI providers also had high satisfaction ratings, with most indicating that they strongly agreed it was important that they participated in the evaluation as a member of the child’s team (76%).

Conclusion(s): Caregivers and EI providers gave positive feedback about this model of delivering ASD assessments. Though caregiver satisfaction with tele-assessments did not significantly differ based on participation of an EI provider, families whose providers were included identified that they were an important part of their child’s remote ASD evaluation.