0916 Dissemination and Implementation of a Sleep Education Intervention by Community Therapists in Children with Autism

Abstract Introduction A critical need exists for sleep education models that are both practical and tailored to families of children with autism, given their high prevalence of sleep problems. Community therapists, often on the front lines working with these families, represent a promising group for delivering behavioral sleep education to this population. We are evaluating the dissemination and implementation of a sleep education intervention for children with autism through community therapist training. Methods A multiregional advisory board—including therapists, pediatricians, nurse practitioners, sleep experts, and parents—guides the development, implementation, and evaluation of the program across four U.S. states (Tennessee, Georgia, Colorado, and New Hampshire). Therapists have access to evidence-based materials developed previously by the research team, located in Canvas Learning Management System, an on-line portal. Thirty-one therapists from occupational therapy, speech-language pathology, early intervention, and behavioral therapy backgrounds completed a flexible training model that included self-study of the manualized curriculum, followed by live role-play sessions with sleep experts. Parents (of children 2-12 years with autism and sleep problems) were recruited by trained community therapists and completed pre- and post-education sleep questionnaires, including the Children’s Sleep Habits Questionnaire (CSHQ) and the Family Inventory of Sleep Habits (FISH) via Research Electronic Data Capture (REDCap). CSHQ and FISH scores at baseline and post-intervention were analyzed using Wilcoxon signed-rank tests. Results To date, 39 parents have completed baseline assessments, and 10 have completed pre- and post-education assessments. Significant improvements from baseline to post-intervention in child sleep patterns and family sleep habits were achieved. Average total CSHQ scores at baseline (41.9; SD 8.2) improved post-education (35.2, SD 7.3; p = 0.008). Average total FISH scores at baseline (43.6; SD 6.9) improved post-education (46.4; SD 4.9; p = 0.045). Conclusion This novel therapist-delivered model demonstrates early success in implementation, feasibility, and observed sleep patterns and habits within a small sample of children. Challenges include recruitment of families and obtaining post-education survey data. Ongoing iterative refinement, guided by advisory board input and therapist feedback, aims to address these challenges. This program has the potential to enhance access to sleep education for children with autism. Support (if any) AASM Foundation Grant to Drs. Malow and Brasher (306-SR-23)