Disrupted Care Continuity: Testing Associations between Social Networks and Transition Success for Children with Autism

Elizabeth McGhee Hassrick, Wendy Shih, Heather J. Nuske, Sarah F. Vejnoska, Samantha Hochheimer, Deborah E. Linares, Jonas Ventimiglia, Kathleen M. Carley, Aubyn C. Stahmer, Tristram Smith, David Mandell and Connie Kasari
Additional contact information
Elizabeth McGhee Hassrick: A.J. Drexel Autism Institute, Drexel University, Philadelphia, PA 19104, USA
Wendy Shih: Center for Autism Research & Treatment, Department of Psychiatry, UCLA Semel Institute, Los Angeles Graduate School of Education, Information Studies, University of California, Los Angeles, CA 90024, USA
Heather J. Nuske: Center for Mental Health Policy and Services Research, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
Sarah F. Vejnoska: Departments of Psychiatry, Psychology & Human Development, Davis MIND Institute, University of California, Sacramento, CA 95817, USA
Samantha Hochheimer: Strong Center for Developmental Disabilities, Division of Developmental and Behavioral Pediatrics, University of Rochester Medical Center, Rochester, NY 14642, USA
Deborah E. Linares: National Institute on Minority Health and Health Disparities, National Institutes of Health, Bethesda, MD 20817, USA
Jonas Ventimiglia: A.J. Drexel Autism Institute, Drexel University, Philadelphia, PA 19104, USA
Kathleen M. Carley: School of Computer Science at the Institute for Software Research, Carnegie Mellon University, Pittsburgh, PA 15213, USA
Aubyn C. Stahmer: Departments of Psychiatry, Psychology & Human Development, Davis MIND Institute, University of California, Sacramento, CA 95817, USA
Tristram Smith: Strong Center for Developmental Disabilities, Division of Developmental and Behavioral Pediatrics, University of Rochester Medical Center, Rochester, NY 14642, USA
David Mandell: Center for Mental Health Policy and Services Research, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
Connie Kasari: Center for Autism Research & Treatment, Department of Psychiatry, UCLA Semel Institute, Los Angeles Graduate School of Education, Information Studies, University of California, Los Angeles, CA 90024, USA

Social Sciences, 2021, vol. 10, issue 7, 1-13

Abstract: Children with autism situated in lower income families often receive intensive educational interventions as their primary form of treatment, due to financial barriers for community interventions. However, the continuity of care can be disrupted by school transitions. The quality of social relationships during the transition to a new school among parents, school staff and community providers, called the team-around-the-child (TAC), can potentially buffer a child with autism from the adverse effects caused by care disruptions. Qualities of social relationships, including trust and collaborative problem solving, can be measured using social network analysis. This study investigates if two different types of TAC relationships, defined as (1) the level of trust among team members and (2) the degree of collaborative problem solving among team members, are associated with perceived successful transitions for children with autism from lower income families. Findings suggested that TAC trust is significantly associated with the outcome of transition success for children with autism immediately post-transition.

Keywords: continuity of care; social networks; autism; school transitions; parent engagement; lower income families (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2021
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