Transitioning to Telemedicine during COVID-19: Impact on Perceptions and Use of Telemedicine Procedures for the Diagnosis of Autism in Toddlers

Autor/inn/en	Wagner, Liliana; Weitlauf, Amy S.; Hine, Jeffrey; Corona, Laura L.; Berman, Anna F.; Nicholson, Amy; Allen, William; Black, Michelle; Warren, Zachary
Titel	Transitioning to Telemedicine during COVID-19: Impact on Perceptions and Use of Telemedicine Procedures for the Diagnosis of Autism in Toddlers
Quelle	In: Journal of Autism and Developmental Disorders, 52 (2022) 5, S.2247-2257 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wagner, Liliana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-021-05112-7
Schlagwörter	Videoconferencing; Computer Mediated Communication; COVID-19; Pandemics; Clinical Diagnosis; Autism; Pervasive Developmental Disorders; Toddlers + Suchen Sie Ihr Suchwort? Computerkonferenz; Autismus; Infant; Infants; Toddler; Kleinkind
Abstract	The COVID-19 pandemic has increased the use of telemedicine as an avenue to address the need for diagnostic clarification in young children at risk for autism spectrum disorder (ASD). Although preliminary research has supported the use of telemedicine for identifying ASD in toddlers, little is known about the experiences of practitioners attempting direct-to-home tele-assessment. We surveyed diagnostic providers regarding changes in practice behavior in the initial months of the COVID-19 pandemic and their perceptions of ASD tele-assessment. We also examined the use of the TELE-ASD-PEDS, a novel tool for ASD tele-assessment, in response to COVID-19 at seven sites across the country. Results support the clinical acceptability and diagnostic utility of ASD tele-assessment while also highlighting critical avenues of future investigation. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01