Public Perception of Autism Treatments: The Role of Credibility and Evidence

Fleury, Veronica P.; Trevors, Greg; Kendeou, Panayiota

doi:10.1007/s10803-018-03868-z

Cited by 15 publications

(8 citation statements)

References 21 publications

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“…The effects of misconceived knowledge are pervasive at both personal and societal levels. For example, although the scholarly work that linked the Measles, Mumps, and Rubella (MMR) vaccine to autism has been retracted, many people remain convinced that autism is associated with the MMR vaccine (Chan, Jones, Hall Jamieson, & Albarracín, 2017; Fleury, Trevors, & Kendeou, 2019) and use that information as a basis for vaccination decisions. This example demonstrates not only the pervasiveness of misinformation, but also its persistence.…”

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confidence: 99%

Reducing interference from misconceptions: The role of inhibition in knowledge revision.

Butterfuss

Kendeou

2020

Journal of Educational Psychology

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The goal of the present set of experiments was to identify the conditions under which readers evoked prepotent-response inhibition to prevent interference from reactivated misconceptions. In Experiment 1, participants with varying inhibition ability read refutation texts that addressed common misconceptions and control texts. Overall, participants read target sentences that stated the correct idea faster in the refutation texts than in the control texts, suggesting that refutation texts were sufficient to reduce interference from misconceptions and facilitate knowledge revision. In the control texts, participants with higher inhibition ability read target sentences slower than participants with lower inhibition ability, suggesting that participants with higher inhibition ability may have engaged in some extra processing to cope with the interference from misconceptions. In Experiment 2, we used a probe-verification paradigm to evaluate the extent to which readers’ misconceptions were indeed reactivated during reading of the control texts. Results showed no evidence of reactivation in the refutation texts, but misconceptions continued to be reactivated in the control texts. Taken together, these findings suggest that prepotent-response inhibition may be one means by which readers manage interference from reactivated misconceptions from prior knowledge.

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confidence: 99%

Reducing interference from misconceptions: The role of inhibition in knowledge revision.

Butterfuss

Kendeou

2020

Journal of Educational Psychology

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“…These dual efforts yielded a catalog of over 25 interventions found to be effective for individuals with ASD from early childhood through young adulthood (NAC, 2015;Steinbrenner et al, 2020), and include comprehensive resources to support planning, implementation, and monitoring of these interventions (Sam et al, 2020). Despite these advances, the use of interventions lacking empirical support of effectiveness for children with ASD persists at school (Fleury et al, 2019;Knight et al, 2019). A survey of special educators working with children with ASD found two interventions lacking empirical support of effectiveness, "Floortime Therapy" (i.e., DIRFloortime) and Rapid Prompting Method TM (RPM), are used frequently in special education classrooms (Knight et al, 2019).…”

Section: Evidence-based Practice and Asdmentioning

confidence: 99%

An Economic Evaluation of Emerging and Ineffective Interventions: Examining the Role of Cost When Translating Research into Practice

Scheibel

Zane

Zimmerman

2022

Exceptional Children

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Schools bear the burden of funding the majority of the services received by children with autism spectrum disorder (ASD) with the assumption that spent resources will result in meaningful positive outcomes for these students. Interventions lacking empirical support remain popular in schools despite lacking or limited evidence that students will experience positive outcomes. Economic evaluation methods provide a useful method of understanding the time and financial influences of these interventions. This study introduces a novel use of economic evaluation methods to examine the time and financial costs associated with two popular interventions lacking strong empirical evidence of effectiveness. The results of this study suggest that implementing either emerging interventions or those determined to be ineffective or harmful can pose a significant cost to schools with varying likelihood of benefit to children with ASD. Financial risk increases when implementing ineffective or harmful interventions in the form of opportunity cost. Implications and further application of these methods to research synthesis methods to better support educators selecting interventions is discussed.

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“…Although widespread attention was paid to ABA therapy after the publication of Lovaas' (1987) groundbreaking study, ABA is still not well‐covered by the mass media when discussing neurodevelopmental disorders, and when it is, there is often negative coverage (Freedman, 2016). The advertising and dissemination practices of pseudoscientific practices must be effective as some researchers have noted that parents of children with ASD are more familiar with pseudoscientific practices than with EBPs(Fleury, Trevors, & Kendeou, 2019). Many pseudoscientific interventions do not have a scientific foundation nor solid, objective data to support their claims, so they tend to rely on other forms of evidence, such as the use of testimonials and anecdotal evidence (Tuzikow & Holburn, 2011), which can trigger an emotional response to engage in continued participation.…”

Section: Dissemination and Advertisementmentioning

confidence: 99%

Understanding and addressing pseudoscientific practices in the treatment of neurodevelopmental disorders: Considerations for applied behavior analysis practitioners

Capuano

Killu

2020

Behavioral Interventions

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Pseudoscientific practices are commonly used and promoted in the field of developmental disabilities. Behavior analysts should anticipate encountering such treatments in practice and understand their ethical obligations with regard to these practices. Thoughts on why pseudoscientific practices are frequently sought are presented for context in understanding this complex issue. This discussion will serve to prepare behavior analysts for how to address situations in which clients may ask behavior analysts to use pseudoscientific practices. Additionally, this discussion covers arguments for the dangers of using pseudoscientific practices, a guide to resources for information on evidence‐based practice and ethics, and ideas on how to handle a situation in which a parent or caregiver asks the behavior analyst to integrate a pseudoscientific approach into the treatment of a child with a neurodevelopmental disorder.

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Public Perception of Autism Treatments: The Role of Credibility and Evidence

Cited by 15 publications

References 21 publications

Reducing interference from misconceptions: The role of inhibition in knowledge revision.

Reducing interference from misconceptions: The role of inhibition in knowledge revision.

An Economic Evaluation of Emerging and Ineffective Interventions: Examining the Role of Cost When Translating Research into Practice

Understanding and addressing pseudoscientific practices in the treatment of neurodevelopmental disorders: Considerations for applied behavior analysis practitioners

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