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Updated: Jun 8, 2026

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

Published on: July 31, 2017

Evidence-based practices and autism.

Gary B Mesibov¹, Victoria Shea

¹Division TEACCH, Carolina Institute for Developmental Disabilities, University of North Carolina at Chapel Hill, United States. Gary_Mesibov@med.unc.edu

Autism : the International Journal of Research and Practice

|September 30, 2010

Summary

This summary is machine-generated.

Evidence-based practice and scientifically-based research standards are increasingly applied to autism interventions, raising concerns. This analysis examines the benefits and limitations of empiricism in autism treatment and suggests future research directions.

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A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

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Strategies for Assessing Autistic-Like Behaviors in Mice

Strategies for Assessing Autistic-Like Behaviors in Mice

Published on: September 20, 2024

Area of Science:

Autism Spectrum Disorder (ASD) research
Special Education
Psychology

Background:

Growing demand for evidence-based practice (EBP) in psychology and scientifically-based research (SBR) in education.
Previous controversies surrounding EBP/SBR in adult psychotherapy and general education.
Emerging concerns regarding the application of these standards to autism interventions and special education.

Purpose of the Study:

To analyze the benefits and limitations of current empirical approaches to autism interventions.
To address the controversies and concerns surrounding the implementation of EBP and SBR in autism treatment.
To provide recommendations for future research in autism intervention efficacy.

Main Methods:

Critical analysis of existing literature on empiricism in autism interventions.
Examination of the application of EBP and SBR concepts within the context of autism.
Identification of benefits and limitations of current research methodologies.

Main Results:

The application of EBP and SBR to autism interventions presents unique challenges and benefits.
Current empirical approaches may not fully capture the complexity of autism treatment effectiveness.
Concerns exist regarding the practical implementation and interpretation of research standards in special education for autism.

Conclusions:

A nuanced understanding of empiricism is crucial for advancing autism intervention research.
Future research should focus on refining methodologies to better assess intervention outcomes in autism.
Addressing the limitations of current approaches is essential for developing more effective and evidence-based autism treatments.