The Importance of Evidence Based Practices and Autism

Paynter, Jessica; Sulek, Rhylee; Westerveld, Marleen F.

doi:10.1007/978-3-030-88538-0_25

Cited by 2 publications

(2 citation statements)

References 62 publications

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“…More specifically, the study has highlighted the need to improve providers’ access to research evidence (e.g., NAC, 2015; Steinbrenner et al, 2020). However, common resources, such as searchable databases of critically appraised research studies or existing training packages that provide professionals and paraprofessionals with modules and resources on EBPs for autism do not include information relating to unsupported practices, that is, what not to do (Paynter et al, 2022). Thus, such resources alone are unlikely to bridge the research-to-practice gap manifested in early intervention services for children on the autism spectrum; moreover, they were not identified as a tool that participants were aware of, or chose to access.…”

Section: Discussionmentioning

confidence: 99%

Professional Development and Use of Evidence-Based Practice in Autism Early Intervention

Luskin-Saxby

Zimmer‐Gembeck

Sulek

et al. 2023

Journal of Early Intervention

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We investigated the experiences of Australian autism early intervention service providers, including the professional development they receive on the job and how they translate research evidence into their practice. Semi-structured interviews were conducted with 15 providers drawn from three locations. Participants described the crucial role of paraprofessionals in early intervention services, and indicated that, within multidisciplinary teams, allied health professionals, and teachers are the ones who select intervention practices and upskill paraprofessionals. Furthermore, participants reported using practices supported by research evidence, but also some emerging and unsupported practices. The use of unsupported practices is examined in light of the daily challenges faced by centers. Results may inform further professional development in early intervention services for children on the autism spectrum, to support the best possible outcomes for this population. The findings highlight the potential need for job-embedded hands-on professional development conducted in real time.

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Section: Discussionmentioning

confidence: 99%

Professional Development and Use of Evidence-Based Practice in Autism Early Intervention

Luskin-Saxby

Zimmer‐Gembeck

Sulek

et al. 2023

Journal of Early Intervention

Self Cite

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“…In the next section, the basis of MIG in evidence is discussed. MIG was developed from a broad literature review of original and secondary research (systematic reviews and meta-analyses) [2,[184][185][186][187]. Each of the MIG components is supported by empirical evidence, presented in Table 1.…”

Section: Supermarket Shopping At the Supermarketmentioning

confidence: 99%

Theoretical–Methodological Foundations for the Global Integration Method (Método de Integração Global—MIG) in the Treatment of Autism Spectrum Disorder

Loffi,

Cruz,

Paiva

et al. 2024

Children

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Currently, there is no intervention model for autism spectrum disorder (ASD) that addresses all levels and factors of the International Classification of Functioning, Disability and Health (ICF, WHO). The most researched programs focus on naturalistic, developmental and behavioral approaches to socio-communication. Less attention has been paid to motor and environmental reactivity aspects (behavior/interest restriction and sensory reactivity). The evidence rationale for the Global Integration Method (MIG, “Método de Integração Global”), a model addressing sensorimotor reactivity in addition to socio-communication, is presented. MIG is an integrative, interdisciplinary, family-oriented intervention and naturalistic program that addresses all levels and moderating factors of ASD’s impact. MIG’s theoretical rationale is based on the predictive coding impairment and embodied cognition hypotheses. MIG incorporates both bottom-up (flexible therapeutic suit, social-motor synchronization) and top-down (schematic social information processing, narratives, imagery) strategies to promote the building and use of accurate, flexible and context-sensitive internal predictive models. MIG is based on the premises that predictive coding improves both socio-communication and environmental reactivity, and that the postural stabilization provided by the flexible therapeutic suit frees information processing resources for socio-cognitive learning. MIG builds on interdisciplinary, professionally and parentally mediated work based on behavioral principles of intensive training in a situated environment.

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The Importance of Evidence Based Practices and Autism

Cited by 2 publications

References 62 publications

Professional Development and Use of Evidence-Based Practice in Autism Early Intervention

Professional Development and Use of Evidence-Based Practice in Autism Early Intervention

Theoretical–Methodological Foundations for the Global Integration Method (Método de Integração Global—MIG) in the Treatment of Autism Spectrum Disorder

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