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Related Concept Videos

Autism Spectrum Disorder01:19

Autism Spectrum Disorder

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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
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Modeling in Therapy01:26

Modeling in Therapy

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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
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Researcher-Reported Variables Needed for Translation of Social Communication Evidence-Based Practices for

Amber M Reilly1, Moon Young Savana Bak2, LeAnne D Johnson2

  • 1Department of Educational Psychology, University of Minnesota, 250 Education Sciences Bldg., 56 E River Rd., Minneapolis, MN, 55455, USA. reill311@umn.edu.

Journal of Autism and Developmental Disorders
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Practitioners often use unvalidated autism interventions instead of evidence-based practices (EBPs). Research studies need to report more details to help implement EBPs effectively for students with autism.

Keywords:
Autism spectrum disorderElementaryEvidence-based practicesImplementationTranslation

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Area of Science:

  • Autism Spectrum Disorder Research
  • Applied Behavior Analysis
  • Educational Psychology

Background:

  • Dissemination of evidence-based practices (EBPs) for autism aims to bridge the research-to-practice gap.
  • Practitioners frequently use unvalidated interventions over EBPs, indicating a significant gap.
  • This gap can negatively affect intervention uptake, fidelity, and ultimately, student outcomes.

Purpose of the Study:

  • To assess the extent to which single-case research studies report implementation-relevant variables.
  • Focus on studies with social communication outcomes for elementary-aged students with autism.
  • Identify factors hindering the adoption and implementation of EBPs in practice.

Main Methods:

  • Systematic review of single-case research studies.
  • Analysis of studies focusing on social communication outcomes in elementary students with autism.
  • Evaluation of reported variables crucial for EBP adoption and implementation.

Main Results:

  • Limited reporting of variables essential for EBP decision-making was found.
  • Key components influencing adoption and implementation were inadequately detailed.
  • This lack of detail can impede practitioner uptake and fidelity.

Conclusions:

  • Researchers must improve reporting of critical EBP components.
  • Enhanced reporting will facilitate the adoption and implementation of EBPs by practitioners.
  • Addressing reporting deficiencies is crucial for improving outcomes for students with autism.