2021: Two recent conference presentations: 

 

Exploring the Use of the ASK-Q As a Baseline and Outcome Measure in Face to Face and Virtual (mobile phone) Autism Knowledge Trainings in Tanzania
N.Naqvi1, M.Ricci 1,L.Konak 1 and A.Martinage 2,

(1)IonaCollege,NewRochelle,NY,(2)OMPACO,Lexington,MA

Poster Presentation at International Society for Autism Research (INSAR) 2021 Conference

 

Background: ASD is prevalent globally, but there is variability in the awareness of ASD depending on the country. In Tanzania, educators and clinicians report reduced awareness of ASD in the community and few training opportunities and resources. A U.S based non-profit has provided free trainings on ASD to teachers and clinicians in Tanzania using in-person and virtual formats. Both have their advantages. In-person trainings can be tailored specifically to a particular audience and provides opportunity for discourse and networking. Virtual trainings can reach a larger audience and raise awareness throughout the country.

Objectives: Analysis of the Autism Stigma Knowledge Questionnaire (ASK-Q) as a baseline and outcome measure of autism knowledge to assess effectiveness of in-person and virtual autism knowledge trainings among Tanzanian educators.

Methods: The studies used a pre-post methodology with the ASK-Q. Content was identical across in-person and virtual trainings and incorporated different topic areas including, etiology, assessment and communication. Information was presented in English and Swahili. The in-person training was delivered in July 2018 in Mwanza, Tanzania and lasted three days. Of the 39 recruited participants, 34 (17 males and 17 females; Mage = 40.29, SD age = 8.50) successfully completed the study. The virtual trainings were launched in July 2018 and July 2019, were available for free for six months after the start date, and were accessible to participants on any mobile device (phone or tablet) with internet access. Sample sizes were 84 (52 females and 29 males, 567 majority age (39.3%) over 39 years) and 179 (74 females, 104 males, majority age (27%) between 20-24 years) for the 2018 and 2019 virtual trainings respectively. Both trainings included end-of-module quizzes. The 2019 training modified the ASK-Q post- test administration by embedding all post-test questions into the end-of-module quizzes.

Results: Pre-post-test comparison for the in-person training was significant, t (34) = 5.12, p <.001. (pretest mean = 36.09 (SD= 3.80; posttest mean = 39.63 SD= 2.52). Cronbach alpha (.460) for the measure at pre-test was lower than expected, most likely due to the small (n=34) sample size. Cronbach alpha on the ASK-Q was higher for the 2019 virtual training (.657) compared to 2018 (.542). Pre-post comparisons were not significant for either virtual training (2018 pretest mean=35.92, SD=3.56; post-test mean 36.14, SD=4.57; 2019 pretest mean=38.90, SD=5.01, post-test mean=38.27, SD=5.11). Participant completion for in- person training was 87%, completion rate for the 2018 and 2019 virtual trainings was 41% and 39 % respectively. Results from the end of module quizzes for the virtual trainings ranged from 73-96% for both years.

Conclusions: Positive outcomes using a pre-post-test methodology did not translate to the virtual format, despite the improved reliability of the ASK-Q in the virtual trainings. Reasons could be the high participant baseline scores in the virtual trainings and significantly lower completion rates for these trainings. Considerations need to be given to the viability of a pre-post-test methodology in the virtual space, particularly when participants access content via their mobile devices. Future applications of these virtual trainings should consider alternative methods to capture participant learning.

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Assistive Technology Use and Mentorship Experiences in Educators of Children with ASD in Tanzania

Maria Pineiro MA, Alfred University; Leigh Konak BA, Iona College; Megan Ricci BA, Iona College; Nilofer Naqvi PhD, Iona College.

Poster Presentation for American Psychological Association 2021 Annual Convention 

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Presentations and Publications 2014-2020

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Naqvi, N.C. Wong-Goodrich, S.E., Martinage, A., Gordon, S.L.,  DeCuffa, J., & Collins, M. (2020). Increasing Knowledge of Autism Spectrum Disorders Among Urban Special Educators in Tanzania: Results From Three Teacher Training Workshops. International Journal of Teacher Education and Professional Development ,  3(2) DOI: 10.4018/IJTEPD.2020070101

 

Martinage, A, & Naqvi, N.C. (July 2019). Awareness and Knowledge Trainings on Autism for Special Educators in  Tanzania. Paper presentation for the 16th Biennial Conference of the International Association of Special Education, Leshoto, Tanzania

 

Naqvi, N..C. , Martino, D., Martinage, A. & Elibariki, E (May 2019). Knowledge Trainings on Autism Spectrum Disorders for Teachers in Tanzania: The Mobile Phone Solution. Technology Demonstration presented at the International Society for Autism Research Annual Meeting. Montreal, Canada.

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Martinage, A., Naqvi, N. , & Wong-Goodrich, S. E. (May 2019).  Teacher Training on Autism Spectrum Disorders in Tanzania: Results for a Three-Day Workshop. Poster presented at the International Society for Autism Research Annual Meeting.  Montreal, Canada. 

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 Naqvi, NC, & Martinage A (November 2018) Autism Teacher Trainings in Tanzania. The

Mobile Phone Solution. Technology Demonstration presented at the 8th Annual Mobiles for Education Alliance Symposium “Using Technology to Scale Support for Teachers and Community Educators in Low-Resource Environments” Washington, D.C.

 

Naqvi, N. C., Martinage, A., *Gordon, S., & *De Cuffa, J., (February, 2018). Teacher Training

on Autism in Tanzania. Paper Presented at the National Association of School Psychologists Annual Convention, Chicago, Il.

 

Martinage, A (November 2017).  Served as panelist at The Role of the Diaspora in Enhancing Healthcare Symposium in the area of Mental Health and Learning Disabilities: Addressing Stigma and Awareness. 
​ Boston, MA.

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Naqvi, N.C., Martinage, A., *Gordon, S. & *DeCuffa, J., (May, 2017). Assessing Knowledge of

Autism Spectrum Disorders in Tanzania: Results from an Intensive Four-day training on ASD for Special Educators. Poster presented at the International Meeting for Autism Research, San Francisco, CA.

 

Naqvi, N.C., *Decuffa, J., & *Gordon, S. (May, 2017). The Experiences of Special Needs

Teachers working with children with ASD in Tanzania Poster presented at the International Meeting for Autism Research, San Francisco, CA.

 

Naqvi, N.C. & Martinage, A. (April 2017). Reflections on the delivery of Autism Awareness

and Education Trainings in Tanzania. Paper presented at the Globalization of Autism Symposium, Queen Mary’s College, London, UK

 

Martinage, A (June 2015).  A Collaborative Effort to Improve Autism 
Spectrum Disorder Training for Educators in Tanzania.  Paper presentation at the 14th Biennial Conference of the International Association of Special Education, Warclaw, Poland.   

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Naqvi, N.C. (July 2014). Training Special Education Teachers in Autism Spectrum Disorders- A

pilot project in Tanzania. Poster presented at Implementing Implementation Science Conference. Cambridge, U.K.