Date of Conferral

3-5-2025

Degree

Doctor of Human Services (D.H.S.)

School

Social Work

Advisor

Shari Jorissen

Abstract

Autism is diagnosable by a clinical specialist, and toddlers who receive an early diagnosis by a clinical specialist are more likely to receive the appropriate early intervention services and supports that meet their needs. However, researchers have found that clinical specialists have doubts regarding the accuracy of their diagnoses in toddlers. The purpose of this generic qualitative study was to provide an understanding of clinical specialists’ perceptions of their abilities to make an early diagnosis of autism in toddlers. Self-efficacy theory served as the theoretical framework. Semi-structured interview data were collected from 12 clinical psychologists with experience diagnosing autism in toddlers. Data were analyzed using Braun and Clarke’s six-phase approach to thematic analysis. Themes derived were (a) a variety of training and experiences better prepares clinical specialists to make an early diagnosis of autism spectrum disorder in toddlers; (b) the ability to acquire information from multiple sources increases clinical specialists’ confidence in making an early diagnosis; and (c) differential diagnosis, comorbid and co-occurring conditions, and the potential for misdiagnoses reduce clinical specialists’ confidence in their abilities to make an early diagnosis of autism in toddlers. The findings have the potential to effect positive social change by informing human and social service professionals of specialized training and experiences to support clinical specialists’ efforts and confidence in diagnosing autism in toddlers. Furthermore, human and social service professionals may be able to use the study findings to advocate for changes in laws, licensing, and practice to support clinical specialists who diagnose autism in toddlers.

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