Commentary – bridging the research and practice gap in autism: The importance of creating research partnerships with schools

  title={Commentary – bridging the research and practice gap in autism: The importance of creating research partnerships with schools},
  author={Sarah Parsons and Tony Charman and Rachel Faulkner and Jude Ragan and Simon Wallace and Kerstin Wittemeyer},
  pages={268 - 280}
While the last 10 years have seen a significant increase in research published on early intervention and autism, there is a persistent disconnect between educational research and practice. Governments have invested significant funds in autism education, and a range of approaches have been implemented in schools, but there is limited research exploring whether these educational strategies are effective and a lack of involvement of teaching professionals in the research. Given that the majority… 

Piloting autism intervention research with teachers in mainstream classrooms

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What needs to change is discussed with regard to changes required at both an individual and systemic level, ensuring that efforts are made to meaningfully involve autistic people and their allies in all stages of the research process.

A Descriptive Secondary Analysis of Evidence-Based Interventions for Students with Autism Spectrum Disorder

A descriptive secondary analysis of articles included in the two most comprehensive reviews of the literature indicates that evidence-based interventions have been disproportionately validated in non-school settings, and the extent to which they have been examined in schools varies by intervention.

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The Autism Spectrum Disorder Evaluative Education Model

Evaluating educational programs and interventions is generally considered a normal part of curriculum development and improvement, and published findings are readily accessible through peer-reviewed

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Experimental intervention studies constitute the current dominant research designs in the autism education field. Such designs are based on a ‘knowledge transfer’ model of evidence-based practice in



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There is considerable debate regarding the most appropriate and effective ways of supporting the learning of children and young people on the autism spectrum. This international review provides a

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Providers report the use of both evidence-based and non—evidence-based techniques and indicate that they often combine and modify these techniques based on child, personal, and external factors.

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These socially validated interventions can be used to evaluate existing autism curricula and develop training for professionals, parents, and students in order to improve public school autism programs.

Assessing Change in Early Intervention Programs for Children with Autism

  • C. Kasari
  • Psychology
    Journal of autism and developmental disorders
  • 2002
Intervention studies based on comprehensive interventions for young children with autism are reviewed and examined in reference to elements that are essential to a well-designed treatment study, e.g., randomization/matching procedures, and outcome measures.

Evidence-Based Methods for Children and Youth with Autism Spectrum Disorders: Stakeholder Issues and Perspectives

A parent, educational practitioner, and program administrator each share their unique perspectives on the subject of effective practice methods for learners with ASD.

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Development of the Evaluative Method for Evaluating and Determining Evidence-Based Practices in Autism

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The effectiveness of Picture Exchange Communication System (PECS) training for teachers of children with autism: a pragmatic, group randomised controlled trial.

The results indicate modest effectiveness of PECS teacher training/consultancy, and rates of pupils' initiations and use of symbols in the classroom increased, although there was no evidence of improvement in other areas of communication.