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Assessing Interdisciplinary Trainees’ Objective and Self-Reported Knowledge of Autism Spectrum Disorder and Confidence in Providing Services

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Abstract

The importance of accurate identification and high-quality intervention for individuals with autism spectrum disorder (ASD) is indisputable. Clinicians from multiple professions need adequate knowledge of ASD to make appropriate referrals to specialists, conduct thorough evaluations, and provide effective interventions. ASD knowledge development for many professionals may start at the pre-service training level. An interdisciplinary sample consisting of trainees from Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs and University Centers for Excellence in Developmental Disabilities (UCEDDs) across the country (N = 155) was evaluated on their objectively measured ASD knowledge using the ASKSP-R. Self-reported knowledge of ASD and self-reported confidence in providing services to individuals who have ASD was evaluated using a 0–100 scale. Results from an ANOVA demonstrated a significant difference in objectively measured knowledge across disciplines, F(7, 146) = 4.68, p < .001. Specifically, trainees in psychology had significantly higher levels of objectively measured ASD knowledge than trainees in physical/occupational therapy, social work, and non-clinical disciplines. Pre-service and professional development experiences predicted trainees’ objectively measured ASD knowledge, self-reported ASD knowledge, and self-reported confidence. Implications and recommendations regarding interdisciplinary training to improve outcomes for individuals with ASD are discussed.

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Author information

Authors and Affiliations

  1. Department of Dental Hygiene, Idaho State University, 921 S. 8th Ave. Stop 8048, Pocatello, ID, 83209, USA

    Leciel K. Bono

  2. Department of Psychology, Utah State University, 2810 Old Main Hill, Logan, UT, 84322-2810, USA

    Cassity R. Haverkamp

  3. Department of Psychology, Washington State University, Johnson Tower 233, PO Box 644820, Pullman, WA, 99164-4820, USA

    Rebecca A. Lindsey

  4. Idaho Center on Disabilities and Human Development, University of Idaho, 1187 Alturas Drive, Moscow, ID, 83843-8331, USA

    Rachel N. Freedman

  5. School of Psychology, Utah State University, 2810 Old Main Hill EDUC 488, Logan, UT, 84322-2810, USA

    Maryellen Brunson McClain

  6. Sorenson Legacy Foundation Center for Clinical Excellence 496, Utah State University, 6405 Main Hill, Logan, UT, 84322-6405, USA

    Vicki Simonsmeier

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  1. Leciel K. Bono
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  3. Rebecca A. Lindsey
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  4. Rachel N. Freedman
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  5. Maryellen Brunson McClain
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  6. Vicki Simonsmeier
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Contributions

LB participated in the design, coordination, recruitment of participants, and drafted and revised the manuscript; CH participated in the design, recruitment of participants, data entry and helped with drafting the manuscript; RL participated in the design, recruitment of patients, statistical analysis and interpretation of data and helped with drafting the manuscript; RF participated in the design, recruitment of participants, and helped with drafting the manuscript; MBM and VS participated in the design and general supervision of the research study. All authors read and approved the final manuscript.

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Correspondence to Leciel K. Bono.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the Internal Review Board at Utah State University, Logan, Utah.

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Informed consent was obtained from all individual participants prior to participating in the research study.

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Bono, L.K., Haverkamp, C.R., Lindsey, R.A. et al. Assessing Interdisciplinary Trainees’ Objective and Self-Reported Knowledge of Autism Spectrum Disorder and Confidence in Providing Services. J Autism Dev Disord 52, 376–391 (2022). https://doi.org/10.1007/s10803-021-04948-3

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