Abstract
Use of empirically unsupported practices is a challenge in the field of autism spectrum disorder (ASD). We explored whether attitudes and perceived evidence were linked to intended practice use in early intervention staff. Seventy-one participants completed ratings of the evidence base, current and future use of six ASD intervention practices, and reported attitudes to research and evidence-based practice. Participants reported greater use and rated the evidence base higher for the empirically supported practices. However, variability in accuracy of evidence base ratings was observed across individuals. Higher perceived evidence was linked to greater future use intentions for empirically supported and unsupported practices. The need for accurate information across practice types is highlighted. Self-report methodology limitations and future research directions are discussed.
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Acknowledgments
We thank the early intervention staff who gave their time to participate in this research. Thank you also to Antonio De Blasio for your input into planning meetings and project development.
Funding
This research received funding from the Australian Department of Social Services to Jessica Paynter, a grant from the Australian Research Council to Ullrich Ecker (Grant No. DP160103596), and a grant from the National Health and Medical Research Council to David Trembath (Grant No. GNT1071811).
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JP developed the initial study concept. SL, DK, KF, GF, CI, SM, DT, MT, and UE contributed to the study design and development of questionnaire materials including selection of measures and specific practices to target. Recruitment was conducted by KF, GF, SM, and MT. Data collection and extraction was performed by SL. Data analysis was conducted by SM and JP. All authors contributed to preparation of the manuscript and approved the final version of the manuscript for submission.
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Paynter, J., Luskin-Saxby, S., Keen, D. et al. Brief Report: Perceived Evidence and Use of Autism Intervention Strategies in Early Intervention Providers. J Autism Dev Disord 50, 1088–1094 (2020). https://doi.org/10.1007/s10803-019-04332-2
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DOI: https://doi.org/10.1007/s10803-019-04332-2