A scoping review of the barriers and facilitators to the implementation of interventions in autism education

Covid-19 Salgınının Otizm Spektrum Bozukluğu Olan Bireylere Etkisi ve Ailelerinin Başetme Stratejileri İle Uzaktan Eğitime Yönelik Görüşleri Üzerine Nitel Bir Çalışma

“…Our findings are consonant with research evidence that access to educational activities for children with ASD and their consistency depends on socio-cultural, economic, and individual factors (Barry et al, 2020;Dawson et al, 2010;Khateeb et al, 2019), and that parental beliefs and attitudes are likely to affect their education. This study also provides evidence of such an effect in extraordinary circumstances, such as a pandemic.…”

A Systematic Review of Play-Based Interventions Targeting the Social Communication Skills of Children with Autism Spectrum Disorder in Educational Contexts

“…To the best of our knowledge, this is the first systematic review to investigate the impact of play on the social communication skills of children with ASD in naturalistic educational contexts. As a result, this review significantly contributes to the emerging literature surrounding practice-based research in supporting the social communication development of children with ASD (Barry et al, 2020;Boyd et al, 2019;Locke et al, 2019) and, in particular, provides support for the potential of play-based interventions in contributing to the social communication skills of children with ASD within educational contexts as part of a new 'era of translational research' (Boyd et al, 2019, p.595). This is important given the increasing number of children with ASD accessing inclusive education (European Agency for Special Needs & Inclusive Education, 2018; National Council for Special Education, 2016) and associated demands and expectations of formal schooling (Bauminger-Zviely, 2014;Einfeld et al, 2018;Loveland & Tunali-Kotoski, 2005).…”

“…As a result, research now emphasizes the importance of enhancing social communication skills of children with ASD within naturalistic educational contexts (Boyd et al, 2019;Goldberg et al, 2019;Sutton et al, 2019) which may also support generalization (Carruthers et al, 2020;Ostmeyer & Scarpa, 2012;Rao et al, 2008) and maintenance effects (Bellini et al, 2007;Neely et al, 2016;Rogers, 2000). Highly controlled clinical interventions may fail to capture authentic interactions within children's everyday environment (Loveland, 2001;Loveland & Tunali-Kotoski, 2005) whereas a shift towards practice-based research (Barry et al, 2020;Boyd et al, 2019;Locke et al, 2019;Suhrheinrich et al, 2019) within a new 'era of translational research' (Boyd et al, 2019, p.595) in real-world educational settings allows for naturalistic peer interactions (Hume & Campbell, 2019;Kent et al, 2020b;Wolfberg, 2003) and, in turn, may close the research to practice gap (Guldberg, 2017;Kasari & Smith, 2013;Wood et al, 2015) and increase application to real-world contexts (Locke et al, 2015(Locke et al, , 2019Watkins et al, 2019a;Weisz et al, 2004).…”

Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland

“…In our study, autism class teachers used EBPs most frequently and GE teachers used EBPs least frequently, similar to McNeill's (2019) study which found that special educators in selfcontained classrooms used EBPs most frequently and general educators used them least frequently. Our findings add weight to the concerns surrounding the contextual fit of autism EBPs for general educators in particular, perhaps because these teachers have more competing demands such as larger groups of students to cater for and other issues like time constraints or non-specialist training (Barry et al, 2020a(Barry et al, , 2020bMcNeill, 2019). As recent research indicates that students with autism are more frequently educated in GE classrooms (Hehir et al, 2016;NCSE, 2016), our results highlight the need for further exploration of the implementation processes and adaptations that may be necessary to bridge the research-to-practice gap in a typical classroom (Cook & Odom, 2013;Steinbrenner et al, 2020).…”