82 - Connecting For Kids Developmental-Behavioral Pediatrics (C4K+DBP): A Qualitative Study to Advance Autism Care in the Primary Practice

Publication Number: 1074.82

Caroline A. Kirby, University of Rochester, Golisano Children’s Hospital, Rochester, NY, United States; Sarah Irons, Rochester Regional Health, Rochester, NY, United States; Jenna A. Mattson, American Academy of Pediatrics New York Chapter 1, Womelsdorf, PA, United States; Annissa Hines, Na, Rochester, NY, United States; Lorenny B. Mota Morla, University Of Rochester Medical Center, Rochester, NY, United States; Jeffrey Hine, Monroe Carell Jr. Children's Hospital at Vanderbilt, Nashville, TN, United States; Abigail LH. Kroening, Golisano Children's Hospital at The University of Rochester Medical Center, Rochester, NY, United States

Background: Autism is a common neurodevelopmental divergence. Access to diagnostics, therapeutic/community services, and care coordination is challenging for families and providers supporting a child with autism. The Connecting for Kids (C4K) Collaborative Dialogue model, a community-led initiative from the University of Rochester, aims to improve systems integration and cross-systems collaboration. This qualitative project utilized the C4K Collaborative Dialogue model to facilitate cross-systems conversations with developmental-behavioral pediatricians/clinicians, PCPs, early childhood professionals, and family partners caring for young children with autism (C4K+DBP).

Objective: C4K+DBP collaborative dialogue sessions engage interprofessional and family partners across Upstate New York (NY) to explore a shared vision and understand 1) current strengths in partnership, 2) barriers/challenges to communication, and 3) actionable next steps for more efficient and effective partnership with and for young children and their families to advance early autism identification and access to ongoing care.

Design/Methods: Three 60-minute virtual, semi-structured C4K+DBP dialogue sessions, held over 8 months, included family partners and participants across systems and disciplines that care for children with autism. The AAP NY Chapter 1 promoted sessions and participants were recruited via snowball methodology. Sessions were structured to discuss strengths in existing partnerships, gaps and opportunities for collaboration and communication, with a focus on actionable next steps. Per the C4K Model, notetakers were assigned to each session. Notes were coded for sessions 1 and 3. Domains and themes were determined with a consensus process attentive to data saturation (authors CK, AK).

Results: Table 1 highlights demographic data for professional and caregiver participants in the first and third dialogue sessions. Participants represented a diverse group of systems, disciplines, geographic and practice settings. Domains aligned with C4K collaborative dialogue aims. Dialogue data indicates six unique themes (Table 2). Two themes – connection/collaboration and service access – span all 4 domains (Table 3).

Conclusion(s): Early childhood development professionals are eager to connect and collaborate with caregivers and colleagues across systems to support children with developmental needs. Opportunities exist to strengthen partnerships. Identified priorities include improving communication pathways, reducing referral/intake barriers, and regional resource-sharing throughout Upstate NY.

Table 1
PAS_ICDsessionFINAL_table1.pdfDemographic Data of Collaborative Dialogue Sessions

Table 2
PAS_ICDsessiontable2.pdfCollaborative Dialogue Session Themes and Subthemes Organized by Thematic Domains

Table 3
PAS_ICDsessiontable3.pdfCollaborative Dialogue Session Themes and Representative Quotations, organized by domains