ArticleJournal of interprofessional education & practice2021
Interagency Collaboration for Pediatric Autism Spectrum Disorder: Perspectives of Community-Based Providers.
Article in Journal of interprofessional education & practice, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed, 11 citations in OpenAlex.
- Integrated Function-Based Intervention, Acceptance and Commitment Therapy, and ICT-Enabled Collaboration for Chronic Self-Injurious Behavior in an Adult with Severe Intellectual Disability: A Case Report.Yonago acta medica · 2026Article
- Occupational therapy experiences of interprofessional collaboration in the support of autistic children.Australian occupational therapy journal · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors at 4 institutions in 1 country.
Funding
Abstract
backgroundInteragency collaboration between community and school settings is one mechanism to serve the complex needs of pediatric patients with autism spectrum disorder (ASD). PURPOSE: 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.
methodMedical and behavioral/mental health professionals practicing in community settings were recruited. Participants (
resultsThe 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. DISCUSSION AND
conclusionOur findings highlight the importance of leadership support and the need for innovative training experiences to support school-community interagency collaboration.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.