Training and Sustaining: Training and Learning Collaborative Outcomes Across a Statewide Network for Early Autism Diagnosis.
Rebecca McNally Keehn, Angela Paxton, Mary Delaney and 1 others
PMID 39190424WHAT IT FOUND
Primary care clinicians who completed an intensive autism diagnostic training program showed significant gains in autism knowledge and diagnostic competency.
Most participants achieved required scoring agreement on autism screening tools, and high attendance rates sustained engagement in a longitudinal learning collaborative.
Key findings
01Clinicians who completed didactic training demonstrated significant improvement in total autism knowledge, as well as specific gains in clinical recommendations and cultural competency domains.
02During the practicum phase, STAT scoring agreement between learners and trainers improved across observations, with 85% of clinicians meeting the performance criterion of ≥80% agreement on the first two cases.
03Mean competency ratings across practicum evaluations improved over time, with 60% of clinicians meeting the specified performance criteria on the first case.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
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What it does not show
The sample size was very small, particularly for the Phase 2 practicum (n=13), which prevented robust statistical analysis over time. Data capture infrastructure was built during the study, leading to missing data for many participants across various measures. The performance measures used (AKQ and Evaluation Competency Assessment) were developed by the study team and had not undergone rigorous psychometric validation prior to this study. The study did not include a control group, so it is unclear if the observed improvements were due to the specific training model or other factors. The training model relies heavily on expert trainers, which the authors note may limit scalability given shortages of pediatric specialists.
Declared interests
The authors declared no biomedical financial interests or conflicts of interest.
The easy way to misread this
Do not interpret the significant gains in autism knowledge and competency as evidence that this specific training model is superior to other methods or that it guarantees diagnostic accuracy in all primary care settings. The study lacked a control group, used non-validated outcome measures, and had a very small sample size, meaning the results reflect feasibility and initial learning outcomes rather than proven efficacy.