Using normalization process theory to inform practice: evaluation of a virtual autism training for clinicians

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O’Hagan, B., Augustyn, M., Amgott, R., White, J. L., Hardesty, I., Bangham, C., Ursitti, A., Foster, S., Chandler, A., & Greece, J. (2023). Using normalization process theory to inform practice: evaluation of a virtual autism training for clinicians. Frontiers in Health Services, 3, 1242908-1242908. https://doi.org/10.3389/frhs.2023.1242908

Publication date: 19 Dec 2023 Added to AutiHub: 5 Jul 2026 Type: Article Article language: English
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Authors

Publication authors
10
Publication authors identified as autistic
1 / 10 (10.0%)
  1. Belinda O’Hagan
  2. Marilyn Augustyn
  3. Rachel Amgott
  4. Julie L. White
  5. Ilana Hardesty
  1. Candice Bangham
  2. A. Ursitti
  3. Sarah Foster *
  4. Alana Chandler
  5. Jacey Greece

Abstract

Background: There is growing demand for developmental and behavioral pediatric services including autism evaluation and care management. Clinician trainings have been found to result in an increase of knowledge and attitudes. This study utilizes Normalization Process theory (NPT) to evaluate a clinician training program and its effects on practice. Methods: The year-long virtual training program about autism screening and care management included didactic portions and case presentations. Focus groups and interviews were conducted with primary care clinicians (n = 10) from community health centers (n = 6) across an urban area five months post-training. Transcripts were deductively coded using NPT to uncover barriers to implementation of autism screening and care, benefits of the training program, and areas for future training. Results: Participants were motivated by the benefits of expanding and improving support for autistic patients but noted this effort requires effective collaboration within a complex network of care providers including clinicians, insurance agencies, and therapy providers. Although there were support that participants could provide to families there were still barriers including availability of behavior therapy and insufficient staffing. Overall, participants positively viewed the training and reported implementing new strategies into practice. Conclusion: Despite the small sample size, application of NPT allowed for assessment of both training delivery and implementation of strategies, and identification of recommendations for future training and practice sustainability. Follow-up focus groups explored participants' practice five months post-program. Variations in participants' baseline experience and context at follow-up to enable application of skills should be considered when using NPT to evaluate clinician trainings.

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Cited references
41
Total cited references integrated for this publication.
Cited references with an identified autistic author
1 / 41 (2.4%)
Cited author occurrences identified as autistic
1 / 248 (0.4%)
Among occurrences linked to AutiHub author records: 1 / 56 (1.8%). Distinct cited authors identified as autistic: 1 / 225 (0.4%).
Cited author occurrences linked to AutiHub author records
56 / 248 (22.6%)
Distinct linked cited authors: 38 / 225 (16.9%)
Linked cited-author occurrences not identified as autistic
55 / 56 (98.2%)
Among linked cited-author occurrences only. Across all cited-author occurrences: 55 / 248 (22.2%). Distinct linked cited authors not identified as autistic: 37 / 38 (97.4%).
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