Trends in Autism Research: A Systematic Journal Analysis

Graff, Heidi J.; Berkeley, Sheri; Evmenova, Anya S.; Park, Kristy L.

doi:10.1080/09362835.2013.865532

Cited by 7 publications

(5 citation statements)

References 30 publications

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“…On the one hand, these findings reflect the current global trend in autism research supporting data reported by several authors and research groups (Graff et al 2014;Interagency Autism Coordinating Committee (IACC) 2014;Milner and Cho 2014). For instance, the IACC (2014) described that 55% of the total number of 2010 ASD primary research publications were dedicated to biomedical research, 19%-to treatments and interventions, and only 10%-to services and life-span issues.…”

Section: Scope Of Reporting Cultural Factorssupporting

confidence: 51%

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: Scope Of Reporting Cultural Factorssupporting

confidence: 51%

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

View full text Add to dashboard Cite

show abstract

“…These articles helped inform the field of EBDs on areas for future research and documented what was known from prior research. In addition, researchers interested in students with LDs (McFarland et al, 2013) and students with ASD (Graff et al, 2014) have conducted journal analyses to inform the field. Clearly, there is value to systematically analyzing and synthesizing research from focused journals to apprise researchers of the state of the field and to make recommendations for future research.…”

Section: Reviewing Past Researchmentioning

confidence: 99%

A Quantitative Synthesis of Intervention Research Published in Flagship EBD Journals: 2010 to 2019

Garwood

Peltier

Sinclair

et al. 2020

Behavioral Disorders

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Students with emotional and behavioral disorders (EBDs) could be considered some of the most challenging students to serve in schools. The need for effective interventions for these students is ever-present. To design and implement empirical studies to better inform the field of EBDs, researchers must have a firm understanding of the most up-to-date intervention literature. The purpose of this targeted quantitative synthesis is to create such a knowledge base for the field of EBDs. Results from 55 studies indicate a declining focus on intervention research for students with EBDs in the last 10 years (2010–2019). Of the intervention research available, the quality (40% did not meet What Works Clearinghouse standards) and effectiveness on student outcomes across academic, behavioral, and social skills domains was variable (between-case standardized mean difference [BC-SMD] = 0.13–8.26, Hedges’ g = −0.30 to 1.29). Future directions for the field of EBDs are included.

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“…Numerous systematic reviews of special education research journals have been conducted to determine the amount and topics (e.g., specific academic areas, behavior) of research that is published (e.g., Clarke, Dunlap, & Stichter, 2002; Gage, Lewis, & Adamson, 2010; Graff, Berkeley, Evmenova, & Park, 2014; McFarland, Williams, & Miciak, 2013). For example, two comprehensive journal reviews give a broad picture of trends in the amount of intervention research with students with mild disabilities (Lessen, Dudzinski, Karsh, & Van Acker, 1989; Mastropieri et al, 2009).…”

Section: The Current Investigationmentioning

confidence: 99%

Translating Intervention Research for Students With Mild Disabilities to Practice: A Systematic Journal Analysis

et al. 2018

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Gains have been made over the last two decades in how to identify evidence-based practices for students with disabilities, but less progress has been made in ensuring that these interventions are used by classroom teachers. Although it is not the only area that needs to be addressed to bridge this research-to-practice gap, providing high-quality information about effective interventions in a format that is easy for teachers to understand is an important piece of a much larger implementation science puzzle. The current study analyzed a wide range of prominent special education practitioner journals to develop a comprehensive picture of the extent to which research is translated to practice for teachers who work with students with mild disabilities (learning disabilities, emotional/behavioral disorders, autism-Level 1 [A-L1]). Results from the analysis of 3,245 articles showed that across journals, fewer than 30% of articles translated intervention research findings to practice, with over half targeting academics.

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Trends in Autism Research: A Systematic Journal Analysis

Cited by 7 publications

References 30 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

A Quantitative Synthesis of Intervention Research Published in Flagship EBD Journals: 2010 to 2019

Translating Intervention Research for Students With Mild Disabilities to Practice: A Systematic Journal Analysis

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