scholarly journals Evidence based interventions in ASD : Bridging the gap between research and evidence

2019 ◽  
Vol 2 (1) ◽  
pp. 1-2
Author(s):  
Kannan G K ◽  

Autism is a major pervasive developmental disorder with lifelong impact on an individual. Early intervention plays an improtant role in ameliorating and reversing the course and outcome of the disorder. There is a huge gap between the need for providing effective culturally appropriate evidence based practices in the community and actual provision of care.

Autism ◽  
2016 ◽  
Vol 21 (2) ◽  
pp. 167-180 ◽  
Author(s):  
Jessica M Paynter ◽  
Sarah Ferguson ◽  
Kathryn Fordyce ◽  
Annette Joosten ◽  
Sofia Paku ◽  
...  

A number of autism intervention practices have been demonstrated to be effective. However, the use of unsupported practices persists in community early intervention settings. Recent research has suggested that personal, professional and workplace factors may influence intervention choices. The aim of this research was to investigate knowledge and use of strategies, organisational culture, individual attitudes, sources of information and considerations informing intervention choices by early intervention providers. An online survey was completed by 72 early intervention providers from four organisations across Australia. Providers reported high levels of trust and access of information from internal professional development, therapists and external professional development. A range of considerations including child factors, family values and research were rated as important in informing intervention choices. Participants reported greater knowledge and use of evidence-based and emerging practices than unsupported. Levels of use were linked to levels of knowledge, as well as some organisational and attitudinal factors. Areas for future research and implications are discussed.


Educação ◽  
2020 ◽  
Vol 43 (1) ◽  
pp. 35700 ◽  
Author(s):  
R. A. McWilliam ◽  
Pau García-Grau

Implementation science has been developed to help understand why evidence-based practices are not adopted as rapidly as they might. We describe here the process a rehabilitation center in Paraguay is undergoing to transform itself into a state-of-the-art early intervention program. We describe the organization and its contextual strengths and barriers, the model it chose to implement, and the implementation procedures it has attempted. The implications for model fidelity are highlighted, as this organization needed to make adaptations to the model as designed, to fit the particular context of its mission and the Paraguayan culture. Features of the Routines-Based Model are described.***Rumo à implementação de um modelo de intervenção precoce por uma Organização Paraguaia***A ciência da implementação foi desenvolvida para ajudar a entender as razões que levam a que as práticas baseadas na evidência não sejam adotadas pelos profissionais tão rapidamente quanto deveriam ser. Descrevemos aqui o processo de transformação que um centro de reabilitação no Paraguai está a passar se tornar num programa de intervenção precoce de última geração. Descrevemos a sua organização, os seus pontos fortes e as barreiras contextuais, o modelo que escolheu implementar e os procedimentos de implementação que utilizou. As implicações para a fidelidade do modelo são destacadas, pois a organização necessitava fazer adaptações ao modelo conforme previsto, para se ajustar ao contexto específico da sua missão e da cultura paraguaia. São descritas as características do modelo baseado nas rotinas.Palavras-chave: Ciência da implementação, centrado na família, baseada nasrotinas, funcional. 


Autism ◽  
2021 ◽  
pp. 136236132110594
Author(s):  
Liza Tomczuk ◽  
Rebecca E Stewart ◽  
Rinad S Beidas ◽  
David S Mandell ◽  
Melanie Pellecchia

Clinicians’ beliefs about an intervention’s fit with an individual family influence whether they use it with that family. The factors that influence clinicians’ decisions to implement evidence-based practices for young autistic children have yet to be evaluated systematically. These factors may partially account for the significant disparities in quality of and access to early intervention. We examined disparities in clinicians’ reported use of caregiver coaching, an evidence-based practice, with families from minoritized or structurally marginalized groups, and the perceived reasons for those disparities, to assess the factors that influence clinicians’ use of caregiver coaching. We conducted semi-structured interviews with 36 early intervention clinicians from publicly funded early intervention agencies in two distinct geographic regions in the United States. Clinicians identified social and structural factors, including perceived family characteristics and stigma, that influenced their beliefs about the fit of coaching with families from minoritized or structurally marginalized groups. These findings point to the presence of beliefs that likely exacerbate disparities in access to evidence-based practices and reduce the quality of care for minoritized families of young autistic children. These findings highlight the need to develop and deploy equity-focused implementation strategies to improve both access to and quality of evidence-based practices for young autistic children from minoritized groups. Lay abstract Providers’ beliefs about an intervention’s fit with a family can affect whether or not they use that intervention with a family. The factors that affect providers’ decisions to use evidence-based practices for young autistic children have not been studied. These factors may play a role in the major differences we see in the quality of and access to early intervention services in the community. We looked at differences in providers’ use of caregiver coaching, an evidence-based practice, with families from minority or vulnerable backgrounds, and the possible reasons for those differences. We did this to figure out what factors affect providers’ use of caregiver coaching. We interviewed 36 early intervention providers from early intervention agencies in two different parts of the United States. Providers pointed out things like what they thought about a family’s circumstances that affected their beliefs about how well coaching fits with minority and vulnerable families. Our findings bring attention to these beliefs that likely make accessing evidence-based practices for minority and vulnerable families harder and lessen the quality of care for these families of young autistic children. These findings highlight the need to come up with and use strategies to improve both access to and the quality of evidence-based practices for young autistic children from minority and vulnerable groups.


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