Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review

Wong, Connie; Odom, Samuel L.; Hume, Kara; Cox, Ann W.; Fettig, Angel; Kucharczyk, Suzanne; Brock, Matthew E.; Plavnick, Joshua B.; Fleury, Veronica P.; Schultz, Tia R.

doi:10.1007/s10803-014-2351-z

Cited by 1,278 publications

(1,303 citation statements)

References 56 publications

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“…Underreporting of cultural factors in the field of ASD is, however, well documented (Broder-Fingert et al 2017;Kistner and Robbins 1986;National Autism Center 2015;Pierce et al 2014;West et al 2016;Wong et al , 2015. For instance, Pierce et al (2014) evaluated methodological practices for reporting ethnicity for study participants in ASD studies published in three autism-related academic journals.…”

Section: The Gap-reach Checklist To Assess Reporting Of Cultural Factorsmentioning

confidence: 99%

“…It was also revealed that when ethnicity was reported, 54% of these studies did not include ethnicity or race variable into data analysis. The reviews of intervention research reporting on evidence-based practices (EBPs) for children and youth with ASD (National Autism Center 2015; Wong et al , 2015 also showed that most efficacy studies did not systematically include information on cultural demographics of their participants. More specifically, these studies did not describe ethnicity, nationality, or race of the participants other than White, Caucasian, or European-American (West et al 2016).…”

Section: The Gap-reach Checklist To Assess Reporting Of Cultural Factorsmentioning

confidence: 99%

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Reporting of Cultural Factors in Autism Research Publications in Sweden: Application of the GAP-REACH Checklist

Engstrand

Klang

Hirvikoski

et al. 2018

Rev J Autism Dev Disord

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Systematic reporting of cultural variables in research publications is important to address disparities in diagnostics and treatment for children with ASD from diverse backgrounds. The present review examined reporting of cultural factors in ASD publications in the Swedish research context by using the GAP-REACH checklist developed by the Cultural Committee of the Group for the Advancement of Psychiatry. Thirty peer-reviewed articles published in English between 2013 and 2015 met inclusion criteria. Depending on research designs, 46% of the reviewed studies defined cultural factors using various proxies for ethnicity to describe study participants; none of the studies used the Brace^variable; 23.3% provided rationale for inclusion of cultural factors. The checklist in its modified form is applicable within the Swedish context.

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Section: The Gap-reach Checklist To Assess Reporting Of Cultural Factorsmentioning

confidence: 99%

Section: The Gap-reach Checklist To Assess Reporting Of Cultural Factorsmentioning

confidence: 99%

Reporting of Cultural Factors in Autism Research Publications in Sweden: Application of the GAP-REACH Checklist

Engstrand

Klang

Hirvikoski

et al. 2018

Rev J Autism Dev Disord

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“…1 ABAbased interventions for ASD have typically focused on either (a) skill acquisition through core ABA strategies (eg, discrete trial training, 2 pivotal response training 3 ), often performed within a developmental framework (eg, Early Start Denver Model 4 ), or (b) treatment of clinically significant behavior. 5 Among ABA methods for treating problem behavior in ASDs, functional communication training (FCT) 6 is the most widely used, and previous research has demonstrated that FCT can effectively treat many types of behavior problems across a variety of settings.…”

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confidence: 99%

Telehealth and Autism: Treating Challenging Behavior at Lower Cost

et al. 2016

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OBJECTIVE: To determine whether challenging behavior in young children with autism and other developmental disabilities can be treated successfully at lower cost by using telehealth to train parents to implement applied behavior analysis (ABA). METHODS:We compared data on the outcomes and costs for implementing evidence-based ABA procedures to reduce problem behavior by using 3 service delivery models: in-home therapy, clinic-based telehealth, and home-based telehealth. Participants were 107 young children diagnosed with autism or other neurodevelopmental disorders, and data analysis focused on the 94 children who completed treatment. RESULTS:All 3 service delivery models demonstrated successful reduction of problem behavior by training parents to conduct functional analysis and functional communication training. The mean percentage reduction in problem behavior was >90% in all 3 groups after treatment, and treatment acceptability based on parent ratings was high for all groups. Total costs for implementing treatment were lowest for home telehealth, but both telehealth models were significantly less costly than in-home therapy.CONCLUSIONS: This research demonstrated that parents can use ABA procedures to successfully treat behavior problems associated with autism spectrum disorders regardless of whether treatment is directed by behavior consultants in person or via remote video coaching. Because ABA telehealth can achieve similar outcomes at lower cost compared with in-home therapy, geographic barriers to providing access to ABA for treating problem behavior can be minimized. These findings support the potential for using telehealth to provide researchbased behavioral treatment to any family that has access to the Internet.

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“…Fortunately, the emerging field of implementation science may provide the needed guidance for such a translational process (Fixsen, Blase, Metz, & Van Dyke, 2013), and professional development models for teachers and service providers working with children and youth with ASD have begun to adopt an implementation science approach (Odom, Cox, & Brock, 2013).All of this points to the fact that from science to practice is a clear challenge and furthermore an imperative next stride for the field (Wong et al,2014). One approach to improving services to students with ASD enrolled public school programs is through professional development.…”

Section: Resultsmentioning

confidence: 99%

Evidence-Based Practice: Inclusive Education for the Effective Implementation for Children With Autism

Ozel¹

2017

International Conference on Education

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Interventions for autism are increasing being held to standards such as ‗evidence-based practice' in psychology and ‗scientifically-based re-search' in education. At the factor when these ideas rose with regards to psychotherapy and regular education, they brought on substantial debate. Evidence-based practices (EBPs) are the premise on which educators and other specialist coops are required to outline educational programs for students with autism spectrum disorders (ASD). Inclusive education as a late modernity reform project is exemplified in the call for ‗Education for All'. Despite the simplicity of its message, inclusion is highly debatable. General education teachers have differing views about the inclusion of students with ASD in mainstream class-rooms. However, the type and severity of the Autistic children's affect teachers' willingness to accommodate certain students and their confidence that they will effectively manage their classrooms. The Implementation science guides the movement of innovations, such as transforming evidence-based practices for students with ASD into regular practices at school. This article is presented as an inclusive educational model to build systems of professional development that increase the quality of services and promote teachers' use of evidence-based practices. Further, it is proposed that the ASD community align with the greater inclusive education reform movement.

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Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review

Cited by 1,278 publications

References 56 publications

Reporting of Cultural Factors in Autism Research Publications in Sweden: Application of the GAP-REACH Checklist

Reporting of Cultural Factors in Autism Research Publications in Sweden: Application of the GAP-REACH Checklist

Telehealth and Autism: Treating Challenging Behavior at Lower Cost

Evidence-Based Practice: Inclusive Education for the Effective Implementation for Children With Autism

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