Reilly Amber M, Bak Moon Young Savana, Johnson LeAnne D
Department of Educational Psychology, University of Minnesota, 250 Education Sciences Bldg., 56 E River Rd., Minneapolis, MN, 55455, USA.
J Autism Dev Disord. 2024 Aug 8. doi: 10.1007/s10803-024-06499-9.
Organizations such as the National Clearinghouse on Autism Evidence and Practice have disseminated reports on evidence-based practices (EBPs) for individuals with autism to inform practice. However, some practitioners routinely employ unvalidated interventions more frequently than EBPs, signaling the presence of a research-to-practice gap. The current review investigated the degree to which single-case research studies with social communication outcomes for elementary-aged students with autism included details on variables that may impact the adoption and implementation of EBPs in practice. The results suggest limited reporting of variables that aid decision-making in the adoption and implementation of EBPs. Limited reporting can negatively impact uptake and fidelity and, therefore, student outcomes. Suggestions are made to improve researchers' reporting of the critical components of EBPs that will facilitate adoption and implementation by practitioners.
诸如国家自闭症证据与实践信息中心之类的组织已经发布了关于自闭症患者循证实践（EBPs）的报告，以为实践提供指导。然而，一些从业者常规使用未经验证的干预措施的频率高于循证实践，这表明存在研究与实践之间的差距。当前的综述调查了针对患有自闭症的小学生的具有社交沟通结果的单病例研究在多大程度上包含了可能影响循证实践在实际应用和实施的变量细节。结果表明，有助于循证实践应用和实施决策的变量报告有限。报告有限可能会对采用率和保真度产生负面影响，进而影响学生的成果。文中提出了一些建议，以改进研究人员对循证实践关键组成部分的报告，这将有助于从业者采用和实施这些实践。
