Training and Support for Early Identification of Autism:

Creating the Utah Network for Early Autism Response

1,3
Gabrielsen ,

2
Manwaring ,

5
Cardon ,

2
Cunningham ,

2
Fischer ,

Terisa
Stacy S.
Teresa
Sean
Aaron
1,2
1,2
1,4
1,2
1
Ashley L. Stevens , Athena Carolan , Rebecca West , Dallin Burgon , Kayci Lynam
1 URLEND, 2University of Utah, 3Brigham Young University, 4Utah State University, 5Utah Valley University

Introduction
Identifying children with ASD within the Early
Intervention system in Utah is complicated by
challenges associated with
rural areas,
limited funding,
interagency cooperation challenges,
young age of the population served.
Utah had the lowest rate (33%) of ASD
identification before age 3 (ADDM; Biao, 2014)
Reasons for this low rate are unclear, as Utah
has a high prevalence rate (1:54).
ASD diagnosis < age 2 has been shown to be
stable (Corsello, Akshoomoff, & Stahmer,
2013; Guthrie, Swineford, Nottke & Wetherby,
2013).
Utahs median age for diagnosis is 53 months
(Biao, 2014), with only 42% of children
identified before 48 months.
Documentation of developmental concerns
within early intervention agencies, pediatric
health care, and early education systems
occurs at a high rate (88% by age 3).
ASD diagnoses or comprehensive evaluations,
however, are not being documented at an
expected rate.
There is a strong need to increase the
percentage of children identified before age 3
for optimum treatment of ASD.
Development of an autism specific training for
EI providers is a critical need for Utah.
Following a needs assessment, a training
program in evidence-based practices was
conceived as a way to remedy the low rate of
identification.
Primary needs identified:
Identifying signs and symptoms of ASD
Inconsistency of autism symptoms in the
early years was rated as impacting the
providers ability to identify autism the
most
Using a screening tool
A majority of respondents (50%) have
had little to no training on the M-CHAT
and 35% of respondents reported that
they currently do not screen for autism.
Locating follow-up resources in the
community
How to talk to parents about ASD concerns

Project Aims
Aim 1: Increase the rate of screening for ASD
within EI in the state of Utah.
Implement a screening protocol for children
utilizing the American Academy of Pediatrics risk
factors.
Implement a protocol for next steps following a
positive screen.

Forming
Partnerships

Aim 2: Provide information on evidence-based

treatments for ASD to EI providers
Provide research summaries on a variety of
evidence-based treatment recommendations
Provide a model for designing Individual Family
Service Plans (IFSPs) to meet the needs of
children with ASD.
Aim 3: Address training needs to increase early
identification of ASD in children 3 years and
younger.
Deliver training on early signs and symptoms of
ASD to EI, preschool, and other community
providers.
Deliver training and protocols for talking with
parents about ASD symptoms, screening, and next
steps when ASD is suspected or confirmed.
Aim 4: Pilot a consultation network to facilitate
ongoing early identification training and support
needs for EI providers.

UNEAR Network

Utah
Network for
Early
Autism
Response

Training Curriculum
Early Development: Differentiating ASD from other
Developmental Delays, Stacy S. Manwaring, PhD, CCCSLP
Autism Screening and Detecting Early Signs, Terisa
Gabrielsen, PhD, NCSP
Next Steps After Screening: Diagnostic Referrals, Follow
Up Within Systems, Sean Cunningham, PhD, NCSP
Coaching Caregivers in Home-Based Strategies and
Interventions Caregiver Assessment of Routines &
Activities, Video Modeling, etc. Teresa Cardon, PhD,
CCC-SLP
Evidence-Based Behavioral Treatment Planning for
Providers and Caregivers and Tele-consultation Follow Up
Systems, Aaron J. Fischer, PhD, BCBA-D
Monthly follow-up using an ECHO-type model of
teleconsultation on Utah Education Network (UEN) or
Utah Telehealth Network (UTN)

Data Collection
Outcome data surrounding early screening rates in Utah
will be measured via the Utah Registry for Autism and
Developmental Disabilities (URADD) and BTOTS (Early
Intervention data collection system).

Earlier
Identification
and Support
for Families
and Providers

Potential Impact
Creating a successful model or pathway to
accomplish goals of earlier identification may be
beneficial to other states grappling with similar
problems of implementation.
The value of earlier identification of autism
spectrum disorder has long been known, but
multiple barriers involving system boundaries,
demographics, lack of expertise, and fiscal
constraints have stood in the way of systematic
early identification. Partnering across institutional
and agency lines can be a way to remove barriers.

References
Baio, J. (2014). Prevalence of Autism Spectrum Disorder Among
Children Aged 8 Years Autism and Developmental Disabilities
Monitoring Network,11 Sites, United States, 2010 Surveillance
Summaries. MMWR, 63(2).
Corsello CM, Akshoomoff N, Stahmer AC. (2013) Diagnosis of
autism spectrum disorders in 2-year-olds: A study of community
practice. Journal of Child Psychology and Psychiatry, 54:178-85.
Guthrie, W, Swineford, LB, Nottke, C, & Wetherby, AM, (2013).
Early diagnosis of autism spectrum disorder: Stability and change
in clinical diagnosis and symptom presentation. Journal of Child
Psychology and Psychiatry, 54(5), 582-590.
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