Document Type
Presentation
Publication Date
2025
Faculty Mentor
Roxanna Bendixen
Abstract
Introduction: Individuals with autism spectrum disorder (ASD) are admitted to psychiatric hospitals at higher rates and for longer durations compared to neurotypical individuals (Kuriakose et al., 2018). Externalizing behaviors, such as aggression and self-injury, significantly increase hospitalization risk, yet standard psychiatric interventions (e.g., traditional process groups) are often ineffective for this population. A key barrier is the lack of ASD-specific training among hospital staff (Siegel & Gabriels, 2012). This capstone project aimed to address this gap by developing and implementing an educational training program to improve patient-centered, neurodiversity-affirming care across all inpatient psychiatric units. The primary aims were to: (1) develop evidence-based training modules that educate staff on neurodiversity, ASD, and individualized care strategies, and (2) improve staff competency and confidence in providing effective care to neurodivergent individuals. Methods: Interactive, self-paced training modules were created and disseminated to all patient-facing staff. Post-training feedback was collected through REDCap surveys (n = 4) and informal interviews (n = 4). Data were analyzed using descriptive statistics and thematic analysis. Results: Following training using the evidence-based modules, quantitative results showed 75% of participants felt very confident in grading tasks and using multimodal communication. Confidence in implementing routines and supporting emotional regulation was more evenly split between fairly and very confident (50% each). Lower confidence was reported for adapting the environment and accommodating sensory needs—areas also cited as needing additional training. Qualitative feedback highlighted barriers such as inconsistent staffing, short patient stays, and limited resources. Suggestions for improvement included in-person, unit-specific follow-ups, inclusion of more adult-relevant examples, and streamlined content. Conclusion: The training improved staff confidence and competency in neurodiversity-informed care. Continued access, leadership support, and targeted reinforcement strategies are recommended to sustain and expand its impact.
Recommended Citation
Morris, Haley, "Developing Staff Training Modules to Enhance Neurodiversity-Affirming Care in an Inpatient Psychiatric Setting" (2025). Entry-Level Occupational Therapy Doctorate - Doctoral Capstone Symposium. 73.
https://medica-musc.researchcommons.org/muscotd-elotd/73
Abstract
Included in
Cognitive Psychology Commons, Development Studies Commons, Disability Studies Commons, Occupational Therapy Commons, Other Psychiatry and Psychology Commons, Psychiatric and Mental Health Commons