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Direct care providers frequently use task interspersal for autism spectrum disorder (ASD) but often use variations not supported by research. Findings suggest aligning practices with evidence-based strategies for better outcomes.

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Area of Science:

  • Behavior Analysis
  • Autism Spectrum Disorder (ASD) Interventions
  • Educational Psychology

Background:

  • Task interspersal is a common teaching strategy for individuals with autism spectrum disorder (ASD).
  • Existing literature presents various procedural variations of task interspersal.
  • Understanding how direct care providers implement these variations is crucial for effective intervention.

Purpose of the Study:

  • To survey direct care providers about their use of task interspersal variations with individuals with ASD.
  • To identify the most frequently used variations and the rationale behind their selection.
  • To explore the relationship between provider background and the choice of task interspersal procedures.

Main Methods:

  • A survey was administered to direct care providers serving individuals with ASD.
  • The survey collected data on the types of task interspersal variations employed.
  • Provider discipline background and decision-making processes for variation selection were investigated.

Main Results:

  • A wide array of task interspersal procedural variations are utilized by providers.
  • Provider discipline background was associated with differences in selecting specific procedural variations.
  • Providers often intersperse tasks of similar difficulty, contrary to research recommendations.

Conclusions:

  • Findings highlight a gap between research-supported and provider-implemented task interspersal practices.
  • Recommendations include aligning interventions with evidence-based strategies, considering reinforcement schedules, and prioritizing literature-based decision-making.
  • Emphasis on individualization and consistent organizational guidelines is needed for optimal treatment outcomes in ASD.