Azad Gazi, McClain Maryellen Brunson, Haverkamp Cassity, Maxwell Barbara, Shahidullah Jeffrey D
Division of Child and Adolescent Psychiatry, Department of Psychiatry, New York State Psychiatric Institute and Columbia University Medical Center, 1051 Riverside Drive, New York, NY 10032, U.S.
Department of Psychology, Utah State University, 2810 Old Main Hill, Logan, UT 84322, U.S.
J Interprof Educ Pract. 2021 Sep;24. doi: 10.1016/j.xjep.2021.100433. Epub 2021 Apr 23.
Interagency collaboration between community and school settings is one mechanism to serve the complex needs of pediatric patients with autism spectrum disorder (ASD).
We surveyed a national sample of community-based providers to examine their perspectives on interagency collaboration with school-based providers when serving pediatric patients with ASD.
Medical and behavioral/mental health professionals practicing in community settings were recruited. Participants ( = 116) completed an online survey about their interagency collaboration experiences with schools.
The majority of the sample reported engaging in interagency collaboration with school-based providers; however, the frequency was limited and was associated with the number of years working in the field. Community-based providers wanted more didactic and hands-on experiences in collaboration. Barriers and facilitators were related to schools' administration, school personnels' training in ASD, information exchange, and delineating between identification systems.
Our findings highlight the importance of leadership support and the need for innovative training experiences to support school-community interagency collaboration.
社区与学校环境之间的跨部门合作是满足自闭症谱系障碍（ASD）儿科患者复杂需求的一种机制。
我们对全国范围内的社区服务提供者样本进行了调查，以了解他们在为患有ASD的儿科患者提供服务时，对与学校服务提供者进行跨部门合作的看法。
招募在社区环境中执业的医学和行为/心理健康专业人员。参与者（n = 116）完成了一项关于他们与学校跨部门合作经历的在线调查。
大多数样本报告称与学校服务提供者进行了跨部门合作；然而，合作频率有限，且与该领域的工作年限有关。社区服务提供者希望在合作方面获得更多的教学和实践经验。障碍和促进因素与学校管理、学校工作人员在ASD方面的培训、信息交流以及识别系统之间的界定有关。
我们的研究结果强调了领导支持的重要性以及需要创新培训经验来支持学校 - 社区跨部门合作。
