Event: Elizabeth McGee Hassrick


The Social Infrastructure of Autism Intervention: How Multi-System Networks Shape Outcomes for Children with ASD



Monday, Feb 4th 2019 at 4:00 PM
Social Science Research Commons (Woodburn Hall 200)


Please join us for an IUNI Open Science Talk with Elizabeth McGee Hassrick, Life Course Outcomes Research Program at the A. J. Drexel Autism Institute at Drexel University

Monday, Feb 4, 4 p.m.

Social Science Research Center (Woodburn Hall 200)

 

The Social Infrastructure of Autism Intervention:  How Multi-System Networks Shape Outcomes for Children with ASD

 

Abstract: Autism Spectrum Disorder (ASD) affects one in 59 children in the United States (Center for Disease Control and Prevention, 2015). Many children with ASD need complex, multimodal, individualized intervention provided by a multiteam system made up of diverse stakeholders situated across home, community, clinical and school contexts. Few studies have been conducted that investigate parents and other home providers as uniquely situated, co-knowledge and resource producers rather than external clients or outsider stakeholders in the child’s multiteam system (MTS), to determine how and under what conditions inclusive multiteam systems (MTSs), comprised of parents, informal caregivers, school providers and community-based service providers, are associated with child behavioral, developmental and learning outcomes. Part of the reason for this gap is due to difficulties measuring connectivity among parents and providers, situated in many different contexts. In this talk, I will discuss my research efforts to use multi-nodal social network analysis to investigate multi-team systems for children and young adults with Autism Spectrum Disorder. The overarching goal of my research is to identify mutable aspects of multiteam system (MTS) interaction dynamics to design and implement interventions that improve lifecourse outcomes for children and young adults with ASD.

 

Bio: Elizabeth McGhee Hassrick received her masters and doctoral degrees in sociology from the University of Chicago and a masters in Education from the University of New Mexico, Albuquerque. Before her career as an academic researcher, she was a classroom teacher for ten years in public and private schools in the United States and abroad. She has held faculty research positions at the University of Chicago and Weill Cornell Medical College. Her research, investigating collaboration networks across home and school settings, has been published in peer review journals and funded by grants from the Health Resource and Services Administration, the National Science Foundation, the National Institute of Child Health and Human Development, the Spencer Foundation and the National Academy of Education. Elizabeth is currently investigating how social networks shape outcomes for people with ASD, their families and communities. Her research tracks the interactional and organizational dynamics that sustain or disrupt networks of diverse expertise that shape the ongoing treatment of people diagnosed with ASD. Using dynamic social network analysis, coupled with sensory and qualitative data collection, she maps how parents, extended family members, community providers, clinicians and teachers of different social classes and racial/ethnic groups learn from one another about how to manage a particular person's autism treatments. She is particularly interested in how differently configured school and clinics shape inequalities in services for youth with ASD. Elizabeth is currently conceptualizing, adapting and pilot testing digital, sensory and face to face social network interventions that track and intervene on cooperative infrastructures across home, school and clinical settings for youth with ASD.