scholarly journals Annual Research Review: Achieving universal health coverage for young children with autism spectrum disorder in low‐ and middle‐income countries: a review of reviews

2021 ◽  
Vol 62 (5) ◽  
pp. 514-535 ◽  
Author(s):  
Gauri Divan ◽  
Supriya Bhavnani ◽  
Kathy Leadbitter ◽  
Ceri Ellis ◽  
Jayashree Dasgupta ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Research Review ◽  
Health Coverage ◽  
Middle Income ◽  
Middle Income Countries ◽  
Review Of Reviews ◽  
Young Children With Autism ◽  
Universal Health

scholarly journals What works and how: Adult learner perspectives on an autism intervention training program in India

Autism ◽  
2019 ◽  
Vol 24 (1) ◽  
pp. 246-257
Author(s):  
Chetna Duggal ◽  
Bakul Dua ◽  
Ritika Chokhani ◽  
Koyeli Sengupta
Keyword(s):  
Autism Spectrum Disorder ◽  
Training Program ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Middle Income ◽  
Intervention Training ◽  
Middle Income Countries ◽  
Autism Intervention ◽  
The Impact

A significant treatment gap exists in low and middle income countries such as India for children with autism spectrum disorder. The Autism Intervention Training Program, a comprehensive 6-month program for training professionals in transdisciplinary evidence-based practices to address concerns associated with autism spectrum disorder, was piloted in India to address this gap. This study attempted to capture the perspectives of trainees on the effectiveness of andragogical approaches adopted in the Autism Intervention Training Program and the impact of this training on their work. An exploratory qualitative study was conceptualized, and in-depth interviews were conducted with 11 Autism Intervention Training Program trainees. Trainees highlighted the benefits of a blended training format, peer learning, and a responsive, reflective, experiential, and respectful approach to teaching and supervision. The impact of the program was perceived through an increase in trainees’ knowledge and skills, impact on their organizations, and positive outcomes for children with autism spectrum disorder and their families. There is a need to develop and document comprehensive, contextualized, and evidence-based training programs for autism spectrum disorder professionals in low and middle income countries. Focusing on andragogical frameworks while conceptualizing and delivering these training programs is underscored, as approaches that promote self-efficacy in learners and enable transformative learning can lead to a cascading impact in resource-constrained settings.

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