Educational Intervention on Knowledge of Autism Spectrum Disorder among Accredited Social Health Activists in a Rural Field Practice Area of a Postgraduate Public Health Institute in West Bengal, India
DOI:
https://doi.org/10.31344/ijhhs.v10i4.1000Keywords:
Autism spectrum disorder, health education, community health workers, capacity buildingAbstract
Autism Spectrum Disorder (ASD) is an increasingly recognized neurodevelopmental disorder affecting a significant number of children worldwide. In India, limited awareness and inadequate developmental screening contribute to delayed identification, particularly in rural settings. Accredited Social Health Activists (ASHAs), as frontline health workers, can play an important role in early identification of developmental disorders if adequately trained. The present study aimed to assess baseline knowledge regarding autism among ASHA workers in West Bengal, India, and to evaluate the effect of a structured educational intervention on their knowledge. An institution-based quasi-experimental study was conducted in the Rural Health Unit and Training Centre, Singur, West Bengal, India, using a before-and-after design without a control group, between March 2025 and March 2026. The study included 58 ASHA workers selected by simple random sampling. Baseline knowledge was assessed using the validated Knowledge about Childhood Autism among Health Workers (KCAHW) questionnaire. A structured educational intervention was delivered using PowerPoint presentations, posters, flipcharts, and leaflets in the local language. Knowledge was reassessed immediately after the intervention and at three-month follow-up. The mean baseline knowledge score was 0.79±1.94 with a median of 0. Knowledge improved significantly immediately after the intervention, with a mean score of 8.17±2.69 and median of 8. At three-month follow-up, the mean score was 5.83±2.86 with a median of 5. Friedman test showed a statistically significant difference across the three time points (p<0.001). Domain-wise analysis demonstrated substantial improvement across all domains following the intervention, with partial decline but sustained retention at three months. Baseline knowledge regarding autism among ASHA workers was inadequate, highlighting a critical gap in community-level capacity. Structured educational interventions can strengthen knowledge and support early identification and referral. Integrating autism-related training into routine ASHA capacity-building programs may enhance developmental surveillance and improve access to care for children in rural settings.
International Journal of Human and Health Sciences Vol. 10 No. 04 Oct’26 Page: 274-282
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Copyright (c) 2026 Kirtesh Tiwari, Jayita Pal, Sanjoy Kumar Sadhukhan, Lamabam Harit Singh
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