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Autism Early Intervention Providers: Their Priorities, Use of Empirically Supported Practices, and Professional
Sarah Luskin-Saxby1, Melanie J Zimmer-Gembeck2,3, Rhylee Sulek4
1School of Applied Psychology, Griffith University, Southport, QLD, 4215, Australia. sarah.luskin-saxby@griffithuni.edu.au.
Journal of Autism and Developmental Disorders
|April 3, 2025
Summary
Autism early intervention providers use evidence-based practices but also unsupported methods, particularly in sensory domains. Professional development is needed across all practices and domains to bridge the research-to-practice gap for children with autism.
Area of Science:
- Developmental Psychology
- Clinical Psychology
- Special Education
Background:
- A significant research-to-practice gap exists in autism early intervention.
- Providers often use practices lacking adequate research support and underutilize evidence-based interventions.
- Understanding how providers learn, select, and implement practices is crucial.
Purpose of the Study:
- To explore how providers working with young children with autism spectrum disorder (ASD) learn, select, and implement interventions.
- To investigate the influence of provider priorities, competence, and professional development needs on practice selection.
- To determine if intervention selection is based on specific developmental domains.
Main Methods:
- A cross-sectional online survey was administered to 136 providers.
- Data collected included interventions used, outcome domain priorities, confidence in practice evidence, and professional development needs.
- Analysis focused on identifying common practices, priorities, and the relationship between confidence, priorities, and professional development interest.
Main Results:
- Commonly used interventions included reinforcement, modeling, prompting, and visual supports, all empirically supported.
- Despite using evidence-based practices, many providers also employed unsupported methods, especially for sensory-related goals.
- Provider confidence in the evidence base was domain-specific and linked to their priorities, with high interest in professional development across all areas.
Conclusions:
- Findings highlight the need for targeted professional development to address the research-to-practice gap in autism early intervention.
- Informing professional development delivery can improve provider skills and support better outcomes for children with ASD.
- Addressing provider priorities and confidence may enhance the adoption of evidence-based practices.
Keywords:
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