Autism Spectrum Disorder in Rural Georgia: Education and Resources

乔治亚州农村的自闭症谱系障碍：教育和资源

• 批准号: 10513842
• 负责人: Sarah Elizabeth Rotschafer
• 金额: $ 14.25万
• 依托单位: MERCER UNIVERSITY MACON
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10513842
• 关键词: Address; Adult; Advertisements; Affect; Age; Area; Autism Diagnosis; Awareness; Cellular Phone; Child; Child health care; Clinical Trials; Code; Communities; County; Databases; Dentists; Diagnosis; Diagnostic; Disadvantaged; Disease; Early Intervention; Failure; Family; Feedback; Focus Groups; Geography; Goals; Health; Health Personnel; Health Resources; Home; Impairment; Income; Independent Living; Individual; Information Resources; Intervention; Knowledge; Language; Link; Literature; Maps; Medical Students; MedlinePlus; Mission; Newsletter; Pamphlets; Parents; Patient Care; Patients; Physicians; Pre-Post Tests; Process; Provider; Psyche structure; PubMed; Reading; Research; Resources; Rural; Rural Community; Rural Health; Services; Severities; Signs and Symptoms; Social support; Support Groups; Symptoms; Testing; Therapeutic; Therapeutic Intervention; Thinking; Time; Training; United States National Library of Medicine; Universities; Urban Community; autism spectrum disorder; autistic children; base; biomedical resource; commune; continuing medical education; diagnostic criteria; education resources; evidence base; executive function; experience; health care availability; individuals with autism spectrum disorder; innovation; insight; language impairment; literacy; medical schools; medically underserved; meetings; member; online course; prevent; programs; repetitive behavior; rural area; rural counties; rural families; sensory processing disorder; service providers; sixth grade; social; social communication; socioeconomic disadvantage; symptomatic improvement; telehealth; tool; treatment center; underserved community; usability; web page; web site

PROJECT SUMMARY Autism spectrum disorder (ASD) is a condition characterized by atypical social communication, rigid thinking, and repetitive behavior that is becoming increasingly prevalent, with 1 in every 54 children meeting the diagnostic criteria. ASD signs and symptoms can vary broadly in their presentation, from relatively mild impairments to symptoms severe enough that they prevent individuals with ASD from living independently. Social support and early intervention therapies however can significantly ameliorate the severity of several ASD symptoms. Notably, the younger children are when therapies and interventions are begun, the more effective they will ultimately be. While children can be reliably diagnosed with ASD at as young as 18 months, the average age at time of diagnosis is 4.5 years which means that children with ASD often miss therapeutic opportunities for lack of a diagnoses. Delayed diagnoses are especially common in children from rural communities. Research that investigated possible causes for delayed ASD diagnoses in rural communities found lack of parental knowledge about ASD, hesitancy among clinicians to diagnose young children with ASD, and a lack of knowledge regarding steps to take to have a child tested for ASD to be significant factors. In order to address ASD-related disparities in rural communities, we created a webpage dedicated to helping families and individuals effected by ASD navigate the diagnostic process. Our webpage directs users to ASD “on-boarding’ organizations, and also has resources for finding early intervention therapy centers near their home communities, provides links to financial resources, and links to community based support organizations. We would like to expand our webpage into an online ASD ToolKit that will be reviewed by rural families who have a child with ASD. Our ToolKit will also give families opportunities to direct content creation by soliciting families’ input through user feedback questions and focus groups. The goal of the ASD ToolKit is to create an easy to use guide for living with and managing ASD in rural Georgia that has been shaped insights from families affected by ASD. We will also create an online course about ASD diagnosis and resources for rural physicians that will be informed by input from families affected by ASD. We will invite feedback from our targeted physicians though user feedback questions and an ASD resources quiz. Ultimately, we will use the physician input we receive on the course to develop a continuing medical education (CME) program that will be available through Project ECHO.

项目摘要 自闭症谱系障碍（ASD）是一种以非典型社会交流为特征的疾病， 僵化的思维和重复的行为越来越普遍，每个 54个符合诊断标准的儿童。 ASD的标志和符号在他们的 演示，从相对轻度的损害到严重的符号，以至于 来自独立生活的ASD的人。社会支持和早期干预疗法 但是，可以显着改善几个ASD符号的严重性。值得注意的是 年幼的孩子是在开始疗法和干预措施时，他们就越有效 最终是。虽然可以可靠地被儿童诊断为18个月的ASD，但 诊断时的平均年龄为4.5岁，这意味着ASD的儿童经常错过 缺乏诊断的治疗机会。延迟诊断特别普遍 来自粗糙社区的孩子。研究了延迟ASD可能原因的研究 农村社区的诊断发现缺乏关于ASD的父母知识，犹豫不决 临床医生诊断ASD的幼儿，并且缺乏有关采取步骤的知识 对儿童进行测试是ASD是重要因素。为了解决与ASD相关的 在粗糙社区的差异，我们创建了一个网页，致力于帮助家庭和 受ASD影响的个人导航诊断过程。我们的网页指导用户到ASD “登机的组织，并且还拥有寻找早期干预疗法的资源 在其家庭社区附近的中心，提供与财务资源的联系，并链接到 基于社区的支持组织。我们想将网页扩展到在线 ASD工具包将由有ASD的孩子的农村家庭进行审查。我们的工具包将 还可以通过通过征求家庭意见来指导内容创建内容的机会 用户反馈问题和焦点组。 ASD工具包的目标是创建一个易于 使用指南与乔治亚州的ASD一起生活和管理ASD，该指南已被塑造出来 受ASD影响的家庭。我们还将创建有关ASD诊断和的在线课程 粗糙医生的资源将通过受ASD影响的家庭的意见来告知。我们 将通过用户反馈问题和ASD邀请我们目标医生的反馈 资源测验。最终，我们将使用我们在课程中收到的物理输入来开发 持续的医学教育（CME）计划将通过Project Echo获得。