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Service Acquisition for Children with Autism Spectrum Disorder in Rural Southwest Virginia: The Role of Caregiver Psychoeducation

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Title: Service Acquisition for Children with Autism Spectrum Disorder in Rural Southwest Virginia: The Role of Caregiver Psychoeducation
Language: English
Authors: Daniele C. Martino (ORCID 0000-0002-6175-2498), Jennifer R. Bertollo (ORCID 0000-0001-8243-044X), Angela Scarpa (ORCID 0000-0002-5890-5668)
Source: Journal of Autism and Developmental Disorders. 2026 56(1):436-441.
Availability: 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/
Peer Reviewed: Y
Page Count: 6
Publication Date: 2026
Sponsoring Agency: National Center for Advancing Translational Sciences (NCATS) (DHHS/NIH)
Contract Number: UL1TR003015
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Autism Spectrum Disorders, Children, Services, Rural Areas, Barriers, Psychoeducational Methods, Program Effectiveness, Parent Education, Caregivers, Allied Health Personnel, Access to Education
Geographic Terms: Virginia
DOI: 10.1007/s10803-024-06305-6
ISSN: 0162-3257
1573-3432
Abstract: Purpose: Evidence-based intervention can significantly improve the trajectory of symptoms and overall outcomes for children with autism spectrum disorder (ASD), especially when implemented at an early age. However, families residing in rural communities experience barriers to accessing ASD-related services. The purpose of this pilot study was to assess how the provision of accessible caregiver psychoeducation related to new service acquisition for children recently diagnosed with ASD in rural Southwest Virginia. Methods: Psychoeducation was delivered either live by a clinician (Live PE, n = 13 caregivers) or via paper materials (Paper PE, n = 10 caregivers) and included content on ASD epidemiology and symptoms, risk factors, evidence-based interventions, and navigating service systems. Survey data were collected from caregivers of 20 children to measure new service acquisition within six months following psychoeducation. Results: Results indicated that 81.8% of children whose caregivers received Live PE obtained at least one new service within six months, compared to 55.6% of those whose caregivers received Paper PE. An independent samples t-test showed a significant difference in the number of new services obtained between groups, such that the Live PE group received over 2.5 times as many services as the Paper PE group. Conclusion: Results suggest that psychoeducation, particularly delivered by a clinician, positively impacted service acquisition, and emphasize the clinical importance of personalized, accessible ASD psychoeducation for rural families. Future implications are discussed, including recommendations to evaluate the role of psychoeducation on service acquisition in larger samples.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504743
Database: ERIC
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  Value: <anid>AN0191290283;aut01jan.26;2026Feb04.02:38;v2.2.500</anid> <title id="AN0191290283-1">Service Acquisition for Children with Autism Spectrum Disorder in Rural Southwest Virginia: The Role of Caregiver Psychoeducation </title> <p>Purpose: Evidence-based intervention can significantly improve the trajectory of symptoms and overall outcomes for children with autism spectrum disorder (ASD), especially when implemented at an early age. However, families residing in rural communities experience barriers to accessing ASD-related services. The purpose of this pilot study was to assess how the provision of accessible caregiver psychoeducation related to new service acquisition for children recently diagnosed with ASD in rural Southwest Virginia. Methods: Psychoeducation was delivered either live by a clinician (Live PE, n = 13 caregivers) or via paper materials (Paper PE, n = 10 caregivers) and included content on ASD epidemiology and symptoms, risk factors, evidence-based interventions, and navigating service systems. Survey data were collected from caregivers of 20 children to measure new service acquisition within six months following psychoeducation. Results: Results indicated that 81.8% of children whose caregivers received Live PE obtained at least one new service within six months, compared to 55.6% of those whose caregivers received Paper PE. An independent samples t-test showed a significant difference in the number of new services obtained between groups, such that the Live PE group received over 2.5 times as many services as the Paper PE group. Conclusion: Results suggest that psychoeducation, particularly delivered by a clinician, positively impacted service acquisition, and emphasize the clinical importance of personalized, accessible ASD psychoeducation for rural families. Future implications are discussed, including recommendations to evaluate the role of psychoeducation on service acquisition in larger samples.</p> <p>Keywords: Autism; Psychoeducation; Caregiver; Evidence-based; Rural; Access; Medical and Health Sciences Public Health and Health Services</p> <p>Autism spectrum disorder (ASD) is a neurodevelopmental condition that affects approximately 1 in 36 children in the United States (Maenner et al., [<reflink idref="bib8" id="ref1">8</reflink>]). ASD typically first presents between late infancy and early childhood and is characterized by difficulties with social interaction, communication, and restricted interests and repetitive behaviors (American Psychiatric Association, [<reflink idref="bib1" id="ref2">1</reflink>]). In addition to these symptoms, children on the autism spectrum may exhibit internalizing and externalizing behaviors such as aggression, anxiety, hyperactivity, oppositionality, and self-injury (Bauminger et al., [<reflink idref="bib4" id="ref3">4</reflink>]; Minshawi et al., [<reflink idref="bib11" id="ref4">11</reflink>]; Salazar et al., [<reflink idref="bib14" id="ref5">14</reflink>]). This can interfere with functioning and contribute to social and emotional difficulties, lower acceptance from peers, and decreased quality of life (Bauminger et al., [<reflink idref="bib4" id="ref6">4</reflink>]; Gerber et al., [<reflink idref="bib7" id="ref7">7</reflink>]).</p> <hd id="AN0191290283-2">Rural Barriers to ASD Evidence-Based Interventions</hd> <p>Evidence-based interventions that target the symptoms and behaviors associated with ASD can improve symptom trajectory and overall outcomes for children on the autism spectrum, especially when implemented at an early age (Elder et al., [<reflink idref="bib6" id="ref8">6</reflink>]; Smith & Iadarola, [<reflink idref="bib16" id="ref9">16</reflink>]). Current evidence-based interventions for ASD may target communication, language, social skills, behavior management, academic progress, and daily living skills (National Institute of Mental Health, [<reflink idref="bib12" id="ref10">12</reflink>]). Despite the effectiveness of these interventions in promoting positive outcomes for children with ASD, families residing in resource-limited areas experience barriers to accessing services and consequently receive services at lower rates than other families (Scarpa et al., [<reflink idref="bib15" id="ref11">15</reflink>]; Wallace-Watkin et al., [<reflink idref="bib19" id="ref12">19</reflink>]). In rural communities, commonly reported barriers to service access include financial and transportation barriers, lack of specialist providers, and lack of caregiver knowledge about ASD and available related resources (Antezana et al., [<reflink idref="bib2" id="ref13">2</reflink>]; Scarpa et al., [<reflink idref="bib15" id="ref14">15</reflink>]). Even in cases where interventions are available within the community (e.g., through school or community-based agencies), many families do not know which services are appropriate for their child and lack the knowledge to navigate complex systems of care (Stahmer et al., [<reflink idref="bib17" id="ref15">17</reflink>]). Further, many caregivers report high levels of stress related to the process of seeking ASD services for their children (Crane et al., [<reflink idref="bib5" id="ref16">5</reflink>]) and confusion about the service landscape (McGrew & Keyes, [<reflink idref="bib9" id="ref17">9</reflink>]).</p> <hd id="AN0191290283-3">The Role of ASD Psychoeducation and Family Support</hd> <p>These challenges underscore the importance of accessible psychoeducation about ASD for families of newly diagnosed children, including comprehensive resources about the services that are available and how to acquire them (Roughan et al., [<reflink idref="bib13" id="ref18">13</reflink>]). Research has also shown that family support that includes education about ASD characteristics, guidance in accessing resources, and assistance in advocating for their children is crucial following an ASD diagnosis (Milgramm et al., [<reflink idref="bib10" id="ref19">10</reflink>]). However, psychoeducation and family support following an ASD diagnosis are not consistently provided to families in low-resource areas (Scarpa et al., [<reflink idref="bib15" id="ref20">15</reflink>]). For example, Scarpa and colleagues ([<reflink idref="bib15" id="ref21">15</reflink>]) found that, when interviewing caregivers of children diagnosed with ASD in rural Appalachia, only 40% reported receiving information about available resources after receiving the diagnosis. Many rural communities such as those in Southwest Virginia do not have an existing system in place to facilitate the process from ASD screening and assessment, to diagnosis, to intervention. As such, families must rely on other avenues such as Early Intervention or the school system to obtain access to screening and services (Antezana et al., [<reflink idref="bib2" id="ref22">2</reflink>]; Azano & Tackett, [<reflink idref="bib3" id="ref23">3</reflink>]). With respect to these limitations in accessing information about ASD and the services available in rural areas like Southwest Virginia, accessible ASD psychoeducation in these areas is warranted.</p> <hd id="AN0191290283-4">The Present Study</hd> <p>Evidence-based interventions have the potential to promote positive outcomes for children on the autism spectrum. However, uptake of these interventions requires caregivers to be aware that these services are available and to have the knowledge and means to access them. The present pilot study addresses the need for accessible psychoeducation and support for families in underserved communities by providing ASD psychoeducation for caregivers of children recently diagnosed with ASD in rural Southwest Virginia. The purpose of the provided psychoeducation was to empower caregivers by contributing to their understanding of the ASD diagnosis and relevant services that may be available to them and improving their self-efficacy to obtain services for their child. Our primary aim was to test the hypothesis that provision of clinician-delivered psychoeducation following an ASD diagnosis would be positively related to new service acquisition among children, as measured by percentage of families reporting new services and the number of services obtained. A secondary aim was to explore the specific types of services that were obtained.</p> <hd id="AN0191290283-5">Methods</hd> <p></p> <hd id="AN0191290283-6">Participants</hd> <p>Participants included 20 children recently diagnosed with ASD, ages 2–14 years (<emph>M</emph> = 7.2 years; 70% male; 75% White). The sample was more diverse in comparison to the general population in the Southwest Virginia counties where the participants resided (<emph>M</emph> = 91.78% White; U.S. Census Bureau, [<reflink idref="bib18" id="ref24">18</reflink>]). Children's caregivers (<emph>n</emph> = 23; 69.6% biological mothers; ages 24–47, <emph>M</emph> = 35.7) were randomly assigned to receive one of two ASD psychoeducation delivery formats: live (Live PE) or paper materials (Paper PE). Caregivers were recruited via flyers distributed to local ASD listservs and community organizations in counties in Southwest Virginia. Eligible caregivers were English-speaking, had a child between 1.5 and 17 years old who exhibited symptoms consistent with ASD, were available to attend all sessions, and resided in a Southwest Virginia County. Regarding socioeconomic status of the sample, family annual income was reported as follows: $25,000 or less (<emph>n</emph> = 8); $26,000-$50,000 (<emph>n</emph> = 6); $51,000-$75,000 (<emph>n</emph> = 1); $76,000-$99,000 (<emph>n</emph> = 2); Above $100,000 (<emph>n</emph> = 3). Caregivers received a diagnostic evaluation for their child, and only those whose child received an ASD diagnosis remained in the study to receive psychoeducation.</p> <hd id="AN0191290283-7">Materials and Procedure</hd> <p>This study was approved by the Virginia Tech Institutional Review Board (IRB-19-423). The Live PE group (<emph>n</emph> = 11 families, 13 caregivers) received two 90-minute, live clinician-led psychoeducation sessions provided via telehealth (<emph>n</emph> = 9 families, <emph>n</emph> = 11 caregivers) or in person (<emph>n</emph> = 2 families, <emph>n</emph> = 2 caregivers) where a clinician discussed several ASD-related topics with supporting PowerPoint slides. These sessions were interactive such that caregivers had the opportunity to ask questions and receive live feedback from the clinician to focus on information applicable to their child, and to promote their knowledge of ASD and their self-efficacy to seek services for their child. Psychoeducation content included the following topics: epidemiology and symptoms of ASD, risk factors associated with developing ASD, evidence-based services pertinent to their child's ASD symptoms, and service navigation strategies (e.g., public education system, insurance, Medicaid waivers). The Paper PE group (<emph>n</emph> = 9 families, 10 caregivers) received paper materials containing the same material that was presented on the PowerPoint slides, but without clinician-led sessions. The content of the slides and materials was consistent with a high school reading level. Caregivers were provided with clinician contact information and encouraged to reach out if they had questions. One caregiver in the Paper PE group contacted the clinician with questions regarding how to initiate the Individualized Education Program (IEP) process in their school.</p> <p>Service acquisition was measured by a new services survey in which caregivers indicated whether their child received any new services within six months following psychoeducation via Yes/No check boxes. In instances where more than one caregiver from a single family received psychoeducation, the survey was only completed once per child (<emph>n</emph> = 20). The survey also included an open-ended response question that asked caregivers to specify these service changes (e.g., type of service obtained). Children were coded as receiving new services if caregivers checked "Yes" on the survey, and the number and type of new services reported was documented.</p> <hd id="AN0191290283-8">Analytic Plan</hd> <p>All analyses were conducted in SPSS. Descriptive statistics were obtained for all children and caregivers included in the study. A chi-square test was used to compare the proportion of children obtaining new services between caregiver psychoeducation groups (Live PE vs. Paper PE), and an independent samples t-test was used to assess the difference in total number of services obtained between the Live PE and Paper PE groups. All analyses were one-tailed to reflect the directional hypothesis. Open-ended response questions were coded thematically to categorize the type of intervention or service that was received.</p> <hd id="AN0191290283-9">Results</hd> <p>Overall, 70% of children obtained new services following caregiver psychoeducation, reflecting 10 different types of services. Results indicated that 81.8% of children whose caregivers were in the Live PE group obtained at least one new service within six months post-psychoeducation, compared to 55.6% of children whose caregivers were in the Paper PE group (depicted by Fig. 1).</p> <p>Graph: Fig. 1 Percentage of children who obtained new services compared between caregiver psychoeducation groups</p> <p>Chi-square analyses showed a nonsignificant trend in the proportion of children obtaining new services between the two groups, χ<sups>2</sups> (<reflink idref="bib1" id="ref25">1</reflink>, _I_N_i_ = 20) = 1.63, <emph>p</emph> =.10, φ = 0.29. The difference in mean number of new services obtained was significant, <emph>t</emph>(15.52) = 1.74, <emph>p</emph> =.05, <emph>g</emph> = 1.34, such that the Live PE group obtained over 2.5 times more services (<emph>M</emph> = 1.73, <emph>SD</emph> = 1.56) than the Paper PE group (<emph>M</emph> = 0.78, <emph>SD</emph> = 0.83; Table 1). Types of services obtained by each group are also listed in Table 1.</p> <p>Table 1 <emph>Child Services Obtained per Caregiver Psychoeducation Group</emph></p> <p> <ephtml> <table rules="groups"><thead><tr><th align="left" /><th align="left"><p>Total Number of</p><p>Services Obtained</p></th><th align="left"><p>Type of Services Obtained</p></th></tr></thead><tbody><tr><td align="left"><p>Live PE Group</p></td><td char="." align="char"><p>19</p><p>(<italic>M =</italic> 1.73; <italic>SD =</italic> 1.56)</p></td><td align="left"><p>Occupational Therapy, <italic>n</italic> = 5</p><p>ABA, <italic>n</italic> = 3</p><p>Special Education Services, <italic>n</italic> = 3</p><p>Individual Therapy, <italic>n</italic> = 2</p><p>Physical Therapy, <italic>n</italic> = 2</p><p>Speech Therapy, <italic>n</italic> = 2</p><p>DD Waiver, <italic>n</italic> = 1</p><p>Case Management, <italic>n</italic> = 1</p></td></tr><tr><td align="left"><p>Paper PE Group</p></td><td char="." align="char"><p>7</p><p>(<italic>M =</italic> 0.78; <italic>SD</italic> = 0.83)</p></td><td align="left"><p>Individual Therapy, <italic>n</italic> = 2</p><p>ABA, <italic>n</italic> = 1</p><p>Developmental Therapy, <italic>n</italic> = 1</p><p>Medication Management/Psychiatric Services, <italic>n</italic> = 1</p><p>Special Education Services, <italic>n</italic> = 1</p><p>Case Management, <italic>n</italic> = 1</p></td></tr></tbody></table> </ephtml> </p> <p>Note. ABA = Applied Behavior Analysis; DD Waiver = Developmental Disability Waiver</p> <hd id="AN0191290283-10">Discussion</hd> <p>The purpose of this randomized controlled pilot study was to test the benefit of caregiver psychoeducation in facilitating new service acquisition for children recently diagnosed with ASD in rural Southwest Virginia and to explore the types of services that were obtained. Results indicated that ASD psychoeducation was effective in increasing access to new ASD-related services among families in Southwest Virginia across both Live PE and Paper PE groups, with a majority of the children in the study (70%) obtaining new services post-intervention. Notably, delivery format made a difference, with the Live PE group showing a moderate, but nonsignificant, effect toward more children obtaining at least one new service over six months compared to those in the Paper PE group. The finding that approximately 26% more children received services in the Live PE group than Paper PE group, and a significantly greater number of services in the Live PE group (19 total services compared to 7 total services), has important clinical implications that will be discussed.</p> <p>These findings are consistent with research emphasizing the positive impact of psychoeducation for caregivers of children with ASD (Milgramm et al., [<reflink idref="bib10" id="ref26">10</reflink>]; Roughan et al., [<reflink idref="bib13" id="ref27">13</reflink>]). The finding that children whose caregivers received Live PE accessed a greater proportion of services and a greater total number of services than those whose caregivers received Paper PE suggests that the live psychoeducation coupled with family support was a positive element offered by this study. It appears that the personalized approach used with caregivers in the Live PE group contributed to the high percentage of service attainment in this group. This result may also support the recommendation for clinicians to consider cultural factors when working with individuals from Appalachia and other underserved areas, as many citizens mistrust mental health professionals due to a history of stigmatization and exploitation (Scarpa et al., [<reflink idref="bib15" id="ref28">15</reflink>]). In this study, the availability of a clinician to spend one-on-one time with caregivers during the Live PE sessions may have increased their trust, rapport, and self-efficacy to support their child and contributed favorably to service acquisition. Overall, the individualized and interactive approach used with the Live PE group appeared to contribute to the higher percentage of children in the group who obtained services compared to the Paper PE group.</p> <p>Regarding the breakdown of specific services accessed across groups, the most frequently obtained service was occupational therapy (<emph>n</emph> = 5), followed by Applied Behavior Analysis (ABA), Special Education services, and individual therapy (each <emph>n</emph> = 4). The high rates of occupational therapy acquisition are consistent with findings from a study by Wei and colleagues ([<reflink idref="bib20" id="ref29">20</reflink>]) showing that occupational therapy is the most widely accessed service among elementary-aged students with ASD. Moreover, caregivers in the Live PE group reported accessing services from allied health professions (i.e., occupational, speech, and physical therapy), whereas no one in the Paper PE group endorsed these therapies; and twice as many people endorsed ABA and Special Education services in the Live PE group. These results suggest that the live delivery format encouraged a wider range of evidence-based service-seeking within the participants' communities.</p> <hd id="AN0191290283-11">Limitations</hd> <p>Despite clinically significant findings, this study was underpowered to detect all statistically significant effects due to the small sample size. This was in part due to restrictions posed by the COVID-19 pandemic, which began shortly after study recruitment began and required all remaining procedures to be adapted to take place remotely. Notably, the unanticipated remote component provided an element of increased accessibility for families, which can be seen as a strength of this study. Nonetheless, these limitations in sample size and the impact of the COVID-19 pandemic may impact the conclusions that can be drawn from this study.</p> <p>Additionally, the new services survey that collected information about new child services did not require caregivers to specify the setting or organization through which they accessed each new service. As such, it was not possible to make a determination about whether community-based services were more frequently accessed than privately accessed services. Among those caregivers who voluntarily specified, many accessed services through the school and/or through community organizations. This may suggest that the component of the provided psychoeducation which focused on navigating services systems such as the IEP process and Medicaid waiver applications was beneficial for caregivers and facilitated attainment of services that required knowledge of these systems. This speculation is consistent with literature that has pointed to confusion surrounding the navigation of systems of care (Stahmer et al., [<reflink idref="bib17" id="ref30">17</reflink>]).</p> <hd id="AN0191290283-12">Future Directions and Conclusions</hd> <p>The results of this study warrant further investigation of the role of psychoeducation on service acquisition in a larger and more diverse sample to enhance the generalizability of the present findings. Consideration of additional socioeconomic factors in rural communities could also provide a more comprehensive understanding of barriers and facilitators to ASD service access. The personalized and interactive psychoeducation provided by a clinician appeared to be a strength of this study, and reiterates past research (Milgramm et al., [<reflink idref="bib10" id="ref31">10</reflink>]) emphasizing the benefits of family support following an ASD diagnosis. Future research can explore which components of psychoeducation seem most beneficial to increasing caregiver knowledge about ASD and empowering families to obtain services. These findings also call for changes in public policy, especially in under-resourced communities, to offer ASD psychoeducation after a diagnosis as a relatively easy and low-cost strategy to ensure a more seamless process from diagnosis to intervention for families. Although live sessions appear to be more effective, this study suggests that providing paper materials or perhaps even video-recorded informational sessions would likely increase service acquisition after a diagnosis if a given region or agency does not have the resources to support universal provision of live psychoeducation sessions. Overall, this pilot study highlights the importance of accessible ASD psychoeducation for families in rural communities and reveals its potential to impact service acquisition among this population. Considering the benefits of evidence-based intervention on multiple outcomes for children with ASD, this study offers an encouraging step towards ensuring that intervention is accessible to every family seeking support while navigating this process.</p> <hd id="AN0191290283-13">Acknowledgements</hd> <p>Research reported in this work was supported in part by the National Center for Advancing Translational Sciences of the National Institutes of Health under Award Number UL1TR003015. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. This project was also supported in part by grants/contracts from Autism Speaks and Commonwealth Autism. We would also like to acknowledge work by our outreach coordinator Jennifer Pollard Scott, and all of the families who participated.</p> <hd id="AN0191290283-14">Declarations</hd> <p></p> <hd id="AN0191290283-15">Compliance with Ethical Standards</hd> <p>Angela Scarpa is an associate editor for Journal of Autism and Developmental Disorders. She was not involved in the editorial process for this manuscript. The authors have no other conflicts of interest to report.</p> <hd id="AN0191290283-16">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0191290283-17"> <title> References </title> <blist> <bibl id="bib1" idref="ref2" type="bt">1</bibl> <bibtext> American Psychiatric Association (2013). 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The Journal of Special Education. 2014; 48; 3: 167-179. 10.1177/0022466913483576. 25419002. 4235523</bibtext> </blist> </ref> <aug> <p>By Daniele C. Martino; Jennifer R. Bertollo and Angela Scarpa</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib11" firstref="ref4"></nolink> <nolink nlid="nl2" bibid="bib14" firstref="ref5"></nolink> <nolink nlid="nl3" bibid="bib16" firstref="ref9"></nolink> <nolink nlid="nl4" bibid="bib12" firstref="ref10"></nolink> <nolink nlid="nl5" bibid="bib15" firstref="ref11"></nolink> <nolink nlid="nl6" bibid="bib19" firstref="ref12"></nolink> <nolink nlid="nl7" bibid="bib17" firstref="ref15"></nolink> <nolink nlid="nl8" bibid="bib13" firstref="ref18"></nolink> <nolink nlid="nl9" bibid="bib10" firstref="ref19"></nolink> <nolink nlid="nl10" bibid="bib18" firstref="ref24"></nolink> <nolink nlid="nl11" bibid="bib20" firstref="ref29"></nolink>
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  Label: Title
  Group: Ti
  Data: Service Acquisition for Children with Autism Spectrum Disorder in Rural Southwest Virginia: The Role of Caregiver Psychoeducation
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Daniele+C%2E+Martino%22">Daniele C. Martino</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6175-2498">0000-0002-6175-2498</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jennifer+R%2E+Bertollo%22">Jennifer R. Bertollo</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8243-044X">0000-0001-8243-044X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Angela+Scarpa%22">Angela Scarpa</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5890-5668">0000-0002-5890-5668</externalLink>)
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  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Autism+and+Developmental+Disorders%22"><i>Journal of Autism and Developmental Disorders</i></searchLink>. 2026 56(1):436-441.
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  Data: 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/
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 6
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
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  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Center for Advancing Translational Sciences (NCATS) (DHHS/NIH)
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  Label: Contract Number
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  Data: UL1TR003015
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  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Services%22">Services</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Psychoeducational+Methods%22">Psychoeducational Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Education%22">Parent Education</searchLink><br /><searchLink fieldCode="DE" term="%22Caregivers%22">Caregivers</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Personnel%22">Allied Health Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Virginia%22">Virginia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10803-024-06305-6
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0162-3257<br />1573-3432
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Evidence-based intervention can significantly improve the trajectory of symptoms and overall outcomes for children with autism spectrum disorder (ASD), especially when implemented at an early age. However, families residing in rural communities experience barriers to accessing ASD-related services. The purpose of this pilot study was to assess how the provision of accessible caregiver psychoeducation related to new service acquisition for children recently diagnosed with ASD in rural Southwest Virginia. Methods: Psychoeducation was delivered either live by a clinician (Live PE, n = 13 caregivers) or via paper materials (Paper PE, n = 10 caregivers) and included content on ASD epidemiology and symptoms, risk factors, evidence-based interventions, and navigating service systems. Survey data were collected from caregivers of 20 children to measure new service acquisition within six months following psychoeducation. Results: Results indicated that 81.8% of children whose caregivers received Live PE obtained at least one new service within six months, compared to 55.6% of those whose caregivers received Paper PE. An independent samples t-test showed a significant difference in the number of new services obtained between groups, such that the Live PE group received over 2.5 times as many services as the Paper PE group. Conclusion: Results suggest that psychoeducation, particularly delivered by a clinician, positively impacted service acquisition, and emphasize the clinical importance of personalized, accessible ASD psychoeducation for rural families. Future implications are discussed, including recommendations to evaluate the role of psychoeducation on service acquisition in larger samples.
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1504743
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1504743
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      – Type: doi
        Value: 10.1007/s10803-024-06305-6
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 436
    Subjects:
      – SubjectFull: Autism Spectrum Disorders
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Services
        Type: general
      – SubjectFull: Rural Areas
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Parent Education
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      – SubjectFull: Caregivers
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      – SubjectFull: Allied Health Personnel
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      – SubjectFull: Access to Education
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      – SubjectFull: Virginia
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    Titles:
      – TitleFull: Service Acquisition for Children with Autism Spectrum Disorder in Rural Southwest Virginia: The Role of Caregiver Psychoeducation
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