Toward a more collaborative research culture: Extending translational science from research to community and back again

Stahmer, Aubyn C.; Aranbarri, Aritz; Drahota, Amy; Rieth, Sarah R.

doi:10.1177/1362361317692950

Cited by 29 publications

(28 citation statements)

References 25 publications

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“…Early intervention science may benefit from a more iterative approach, with various stages addressed in parallel and multidirectional knowledge exchange between different levels [Stahmer, Aranbarri, Drahota, & Rieth, 2017]. For example, both careful theorizing and consideration of resources and stakeholders' beliefs should inform the development and evaluation of interventions, and moving directly from treatment theory to community-based effectiveness trials might accelerate the pace of treatment development and testing.…”

Section: Gaps In Intervention Theorymentioning

confidence: 99%

“…The path from constructing treatment rationales to implementing interventions in the 'real world' involves a sequence of hierarchically organized stages, with knowledge gained in each step providing a foundation for the following step. However, the process should not be limited to a unidirectional linear progression, but also include multidirectional exchange between different levels, where knowledge generated at each stage informs both the following and the preceding stages [Kazdin, 2001;Stahmer et al, 2017]. For example, knowledge generated in an efficacy RCT study might indicate the appropriateness of moving toward effectiveness trials and implementation studies, while also indicating the need for adjustments in the conceptualization of treatment rationale (e.g., if the treatment appears to be beneficial but mechanisms and domains of change differ from those hypothesized).…”

Section: Need For An Iterative Approach In Intervention Development Amentioning

confidence: 99%

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Implementing and evaluating early intervention for children with autism: Where are the gaps and what should we do?

et al. 2017

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Despite recent advances, the evidence base supporting early intervention for young children with autism spectrum disorder (ASD) remains relatively sparse. The International Society for Autism Research (INSAR) recently sponsored a Special Interest Group (SIG) on Implementing and Evaluating Community-Based Early Intervention. Across three meetings, in 2015, 2016, and 2017, conveners of this SIG engaged >200 members to identify knowledge gaps and research priorities for moving the field forward. Here, we summarize the perspectives that emerged from group discussion at the SIG meetings as represented by scholars working actively in the field. Despite encouraging progress, critical gaps and research priorities were identified across all the stages of intervention development and testing from conceptualization to community implementation. Key issues include the need for (a) formal theories to guide early intervention development, evaluation, and implementation; and alignment of intervention goals with scientific knowledge and societal changes that have occurred in the decades since interventions were originally developed; (b) increased focus on feasibility of treatment procedures and alignment with stakeholder values during pilot evaluations; (c) use of research designs that allow for comparisons of different interventions and formats, analyses of active ingredients of treatment, and identification of moderators and mediators of outcome; (d) use of community-partnered participatory research to guide adaptation of intervention models to community settings; (e) inclusion of constructs related to implementation processes and outcomes in treatment trials and; (f) an iterative approach to the progression of knowledge from intervention development to implementation. Autism Res 2018, 11: 16-23. Lay Summary: In this article, we summarize the themes discussed at the INSAR Special Interest Group (SIG) on Implementing and Evaluating Community-Based Early Intervention. Priorities for moving the field forward identified in the SIG included the need for (a) formal theories to guide the development and evaluation of interventions, (b) pilot evaluations that investigate feasibility and acceptability of interventions, (c) methodologies that allow us to determine for whom different interventions bring most benefit and why this is so, (d) strategies to include community members and other stakeholders in the process of developing and evaluating interventions, and (e) understanding of factors that make interventions more likely to be adopted and successfully implemented in the real world.

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Section: Gaps In Intervention Theorymentioning

confidence: 99%

Section: Need For An Iterative Approach In Intervention Development Amentioning

confidence: 99%

Implementing and evaluating early intervention for children with autism: Where are the gaps and what should we do?

et al. 2017

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“…Participants stressed the importance of incorporating perspectives of autistic people and participatory research designs, which might accelerate that future studies lead to relevant results and more accurate views on sexuality and relationships in autistic people. Confronting the qualitative analysis with the existing literature, these themes are in line with proposals for a combined participatory and translational approach [Stahmer, Aranbarri, Drahota, & Rieth, 2017]. Translational science implies that basic science (understanding) and applied science (support) reciprocally influence one another such that clinical insights spark ideas that lead to new insights in basic science, which are developed into new clinical treatments, services or resources.…”

Section: Discussionmentioning

confidence: 71%

INSAR Special Interest Group Report: Stakeholder Perspectives on Priorities for Future Research on Autism, Sexuality, and Intimate Relationships

2020

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The number of empirical studies on sexuality and intimate relationships in autistic people has grown over the last years with the increasing awareness that sexuality and intimate relationships are an important part of life and well‐being for autistic people. Further, expression and enjoyment of sexuality is a fundamental, basic human right. This paper reports on needs for future research in this area based on the input of autistic adults, researchers, and other stakeholders (e.g., parents and professionals). Utilizing the nominal group technique, 65 individuals participated in eight groups in which they brainstormed on research questions they deemed most important. Responses were categorized into themes and ranked according to importance based on the level of priority attributed by participants. Findings suggest that future research should focus on developing ways to support sexual and relationship well‐being and getting a better understanding of sexuality and relationships in autistic people. Also, attention was drawn to the need for studying the influence of stereotypical societal views, and stigma. Finally, the importance of participatory research to include perspectives of autistic people in research and practice was stressed. Lay Summary Sexuality and romantic relationships are part of daily life for most people, including autistic people. For this study, groups of autistic people, professionals, and autism researchers discussed which research on autism, sexuality, and relationships is needed and can help autistic adolescents and adults. The group discussions revealed that more research is needed on how to support well‐being relating to romantic relationships and sexuality in autistic people and how the people around them can contribute to this. Therefore, we also need to learn more about how autistic people of all ages and throughout their lives experience sexuality and relationships. Finally, the need for attention to the role of stereotypical ideas and stigma about autism, sexuality, and relationships was pointed out. Attention to the experiences of autistic people can help professionals, researchers, and policy makers to offer and organize attuned support and do relevant research. Autism Res 2020, 13: 1248–1257. © 2020 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals LLC.

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“…The small sample size was due to the inherent complexity involved in any intervention with this type of population, together with the difficulties of accessing a larger number of participants. In relation to this last aspect, it would be a challenge to promote models of collaboration between educational and research centers that foster practical research focused on innovative pedagogical strategies, as well as evidence-based interventions to improve the quality of educational practice in the field of autism (Locke et al, 2016;Stahmer et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Improvement of Planning Skills in Children With Autism Spectrum Disorder After an Educational Intervention: A Study From a Mixed Methods Approach

2019

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The literature confirms that individuals with autism spectrum disorder (ASD) have planning deficits. However, few interventions have targeted these deficits. The aims of this study were to: (1) show that the mixed methods approach can be useful in studying planning skills of children with ASD during and after an educational intervention; (2) assess whether the planning skills of two groups of children with ASD improved during the intervention and if this progress was maintained 1 month after completing the intervention. The groups were formed depending on each child's severity level (SL) of ASD according to DSM-5: SL1 (requiring support) and SL2 (requiring substantial support). Each group was composed of four children. In the framework of mixed methods, we used observational methodology, which is considered as mixed methods in itself because it integrates qualitative and quantitative elements. A nomothetic/follow-up/multidimensional observational design was used. Planning skills manifested by children during the intervention were codified, as well as the scaffolding behaviors provided by the educational specialist. These skills and behaviors were also coded in one session, which took place 1 month after the intervention. Coded data of each group were submitted to prospective and retrospective lag sequential analysis. This informed of the sequential structure of planning skills performed by children in interaction with the educational specialist at the beginning and at the end of the intervention, as well as 1 month later after the intervention. The comparison of the patterns obtained in these three temporal moments allowed us to know the improvement of the two groups in the use of planning skills. Results showed that both groups improved their autonomous use of planning skills. However, SL1 group used successfully and autonomously complex planning skills, while SL2 group were unable to achieve this gain. SL2 group progressed in autonomy, but only using basic planning skills. Both groups can further improve their use of planning skills; therefore, the intervention should be adjusted to their characteristics and temporarily extended. These findings contribute to the, as yet, little studied field of intervention and assessment of planning skills in children with ASD using a mixed methods approach.

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Toward a more collaborative research culture: Extending translational science from research to community and back again

Cited by 29 publications

References 25 publications

Implementing and evaluating early intervention for children with autism: Where are the gaps and what should we do?

Implementing and evaluating early intervention for children with autism: Where are the gaps and what should we do?

INSAR Special Interest Group Report: Stakeholder Perspectives on Priorities for Future Research on Autism, Sexuality, and Intimate Relationships

Improvement of Planning Skills in Children With Autism Spectrum Disorder After an Educational Intervention: A Study From a Mixed Methods Approach

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