Department of Pediatrics, Boston Medical Center, Boston University School of Medicine, Boston, MA.
Division of Developmental Medicine, Boston Children's Hospital and Harvard Medical School, Harvard University, Boston, MA.
J Dev Behav Pediatr. 2021 Apr 1;42(3):191-197. doi: 10.1097/DBP.0000000000000888.
To evaluate whether a newly developed autism spectrum disorder (ASD)-training curriculum for hospital security officers improves comfort, knowledge, and practice.
Participants were security officers. The ASD-training curriculum was a 45-minute interactive session, adapted from trainings developed for other types of hospital providers. The curriculum included information regarding the presentation of, and challenges faced by, children with ASD in the hospital setting. Officers completed surveys before (T1), immediately after (T2), and 3 months after (T3) the training to assess comfort, knowledge, and practice. Comfort (Likert scale 1-5; 5 = highest) and knowledge (11 yes/no questions) questions were adapted from previous measures. Application of skills was assessed using case scenarios (at T1, T2, and T3) and with officers' report of using various strategies (at T1 and T3; Likert scale 1-5; 5 = always). Data were analyzed using repeated-measures analysis of variance and a series of paired contrast.
For the 114 officers who completed surveys, mean comfort scores significantly increased from T1 to T2 (3.48 vs 3.9; p < 0.05), and these gains were maintained at T3 (4.1). Mean percent correct on knowledge questions significantly increased from T1 to T2 (74.6% vs 84.0%; p < 0.05) and was maintained at T3 (82.9%). Officers reported using 2 ASD-supportive strategies significantly more between T1 and T3: using pictures and written communication and asking the caregivers for advice.
This newly developed ASD-training curriculum for hospital security officers resulted in an immediate increase of self-reported comfort and demonstrated knowledge with continued gains 3 months after training.
评估为医院安保人员新开发的自闭症谱系障碍（ASD）培训课程是否能提高他们的舒适度、知识水平和实践能力。
参与者为安保人员。ASD 培训课程是一个 45 分钟的互动课程，改编自为其他类型的医院提供者开发的培训课程。课程包括有关医院环境中 ASD 儿童表现和面临挑战的信息。安保人员在培训前（T1）、培训后立即（T2）和培训后 3 个月（T3）完成调查，以评估舒适度、知识水平和实践能力。舒适度（Likert 量表 1-5；5 表示最高）和知识（11 个是/否问题）问题改编自先前的衡量标准。技能的应用通过案例情景（在 T1、T2 和 T3）以及安保人员报告使用各种策略（在 T1 和 T3；Likert 量表 1-5；5 表示总是）来评估。使用重复测量方差分析和一系列配对比较来分析数据。
对于完成调查的 114 名安保人员，舒适度评分从 T1 到 T2 显著增加（3.48 对 3.9；p < 0.05），这些收益在 T3 时仍保持（4.1）。知识问题的正确百分比从 T1 到 T2 显著增加（74.6%对 84.0%；p < 0.05），并在 T3 时保持（82.9%）。安保人员报告在 T1 和 T3 之间更频繁地使用了 2 种 ASD 支持策略：使用图片和书面交流以及向照顾者寻求建议。
为医院安保人员新开发的 ASD 培训课程可立即提高自我报告的舒适度，并在培训后 3 个月继续提高知识水平。
