Dan FarkasProject ManagerAutism Diagnosis Education Pilot Project.Ohio Chapter, American Academy of Pediatrics

This presentation is funded through a grant from the Ohio Department of Health Bureau of Early Intervention Services.

I have no other disclosures.

ADEPP ObjectivesADEPP Objectives• Heighten public awareness of early signs Heighten public awareness of early signs of autismof autism• Improve access to developmental Improve access to developmental screeningscreening• Improve coordination of medical Improve coordination of medical diagnosisdiagnosis• Enhance access to evidence-based Enhance access to evidence-based servicesservices

There are limited local public awareness efforts related to early identification of developmental disorders.

There is agreement that developmental screening, including for autism, is important.

Many medical practices do surveillance.

Very few medical practices do standardized screening.

No one is doing routine screening for all children.

Diagnosis of autism is currently being done at academic pediatric centers with long waits.

Resources for children and families affected by autism are available, but fragmented and not well known, even in the local community.

Successful efforts for systems change have been marked by passionate leadership, broad-based community support that includes parents, and financial backing.

Step One: Increase the supply of people who screen for developmental delays like autism.

Delayed development is common! It’s best practice! Everyone is starting to do it! Learn more about the kids! Streamline the visits to address parents’

concerns! Early intervention makes a difference! Enhance your bottom line!

9 month WCC

18 month WCC 30 (or 24) month

WCC

12 and 36 month WCC

ASQ or PEDS

ASQ or PEDS ASQ or PEDS Autism screen

(MCHAT) ASQ SE

90% of children have a documented screening for autism at 24 month well child visits.

90% of children have a documented developmental screening at 9, 12, 18, 24 (or 30), and 36 month well child visits.

90% of children identified as at risk or with delay are referred for diagnosis and treatment.

90% of families report practice receptive to developmental concerns.

55 sites More than 400 practitioners 5 pediatric residency programs 2 family medicine residency

programs Continuing Education Credits Maintenance of Certification

-Content and process both matter.-It’s hard work, but it can be done.-Community spirit is important.

A strategy to increase timely access to a standardized,

comprehensive diagnostic evaluation

PsychoeducationaPsychoeducational component

MedicalMedical component

A strategy that builds on existing local, community-based resources

A strategy that requires collaboration and communication among

families, local physicians, HMG, and LEAs/ESCs

A strategy that acknowledges the current and future practice of

pediatrics (R3P)

A standardized, comprehensive diagnostic standardized, comprehensive diagnostic evaluationevaluation should include the following components: Health, developmental and behavioral histories

(including a 3-generation pedigree & review of systems)

Physical exam Developmental, psychoeducational evaluation Determination of the presence of a DSM-IV

diagnosis (including a standardized tool) Assessments of the family’s knowledge of ASD,

challenges, coping skills, and resources/supports Lab work

-- Johnson, Myers, and the Council on Children with Disabilities, 2008

Additional tools for the “enhanced”

evaluation:

The Routines-Based Interview (RBI)

The Family Quality of Life Survey (FQOL)

The Autism Diagnostic Observation

Schedule (ADOS)

Evaluation team sends “referral” and report to

Partnership MD

Are results such that further consultation

is recommended?

Partnership MD sendsreport to HMG/LEAand referring MD

Partnership MDrefers to regionaldiagnostic center

YES

PartnershipMD completes

medical evaluation& counsels family

Step Two (Diagnostic Partnerships) -People think this is the right thing to do.-It’s harder than we think it is.-Every county is different.-Screening and diagnosis go hand in hand.-When it works, it works well.

Grand Rounds Developmental Screening

6 Hospitals August to November 2008 Plan to reach all 8 pediatric and 23 family

medicine programs

Web Based Learning Modules Developmental Surveillance and Screening The Evidence for Early Intervention The Referral Process The Model for Improvement

Step Three (Grand Rounds)-They can serve as infomercials.-We’re not sure of their impact.

Enhance communication between health care and early and education providers

Ohio’s Step Up to Quality

Step Four (Coordinated Care)-Broaden the representation beyond HMG-If you get the right people in the room, it can be figured out-It only takes 90 minutes.

Raise Awareness Share your concerns with your

doctor Expect developmental screening

Traditional Media Social Media (Ohio Autism Project on

Twitter) www.concernedaboutdevelopment.o

rg

Step Five (Public Awareness)-It’s not cheap.-It takes more time than I thought.-It is effective.

Now: Statewide Spread Now: Public Awareness Campaign September-February: Concerned About

Development Learning Collaborative April: Diagnostic Partnership Training www.concernedaboutdevelopment.org