Development of A Training Video to Teach Best Practices for Delivering An ASD Diagnosis to Families

Friday, May 18, 2012
Sheraton Hall (Sheraton Centre Toronto)
10:00 AM
H. Austin1, T. Katz1 and J. P. M. Reyes2, (1)University of Colorado Denver, Aurora, CO, (2)Psychology, University of Denver, Denver, CO
Background:   During training, clinicians learn how best to review evaluation results, deliver an Autism Spectrum Disorder (ASD) diagnosis, and discuss recommendations with families.  This part of the evaluation visit is often referred to as the “feedback session”.  To date, materials in existence for teaching effective feedback practices have been in written format only.  We hoped to enhance the learning experience by creating a video on this topic. 

Objectives:   To develop a training video and accompanying materials that outline and review best practices for delivering feedback to families after an evaluation for an ASD.   We intended these materials to be used in LEND programs at other UCEDDs for teaching fellows about how to deliver effective feedback after an evaluation. 

Methods:   LEND faculty at University of Colorado School of Medicine collaborated to develop the feedback training materials.  We discussed and outlined a list of the steps and activities integral to providing effective feedback to families whose child is receiving an ASD diagnosis and developed a checklist to assess the quality of a feedback session.  We then scripted and filmed a video that incorporates the advice and real-life experiences of clinical psychologists and parents.  An instructor’s manual was also developed as a written guide to the best practices presented in the video.

Results:   The result is a training video of an hour and 20 minutes in length.  The video is divided into 4 separate chapters for ease of downloading and viewing.  1: The Importance of Feedback; 2: Preparing for the Feedback Session; 3: Providing the Diagnosis; 4: Recommendations and Next Steps.  The instructor’s manual, which discusses each segment of the feedback session, includes specific instructions and strategies for making the session a productive and positive experience for the family.   The manual ends with an extensive bibliography on this subject.  The quality checklist presents an efficient way of reviewing the most important components and clinician qualities demonstrated during an effective feedback session.  The checklist is meant to be used by trainees and their mentors to rate feedback sessions and enhance student’s learning of best practices. 

Conclusions:  We have developed a video and manual for teaching clinicians how to deliver effective feedback to a family receiving an ASD diagnosis. 

AcknowledgementsThe Feedback Training Video/Manual was supported by a grant from the Autism Treatment Network, a program of Autism Speaks, and was funded in part by cooperative agreement UA3 MC 11054 through the Health Resources and Services Administration (HRSA).

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