Focus on Autism and Other Developmental Disabilities · 2005 · 292 citations · 32 references
EducationEarly Childhood EducationSpecial EducationAutism Spectrum DisordersEarly InterventionImplementation ScienceChild Behavior InterventionCommunity InterventionCommunity-based ImplementationEvidence-based InterventionsSocial-emotional InterventionAutism Spectrum Disorder InterventionEarly Autism InterventionEarly Intervention SupportPractice EvidenceProvision In Community Settings
Across the U.S., autism enrollment is rising, yet research on translating proven treatments into early intervention programs remains limited. The study aimed to assess how community providers report using interventions in early intervention programs via focus groups. Data were collected through focus group discussions with community providers. Providers report using both evidence‑based and non‑evidence‑based techniques, often combining and modifying them based on child, personal, and external factors; few have a clear understanding of evidence‑based practice, and all express concerns about adequate training.
Across the country, states are reporting increases in the number of children with autism enrolled in the education system. Although a few specific treatment methods have been established as efficacious for some children with autism in controlled settings, research examining the translation of these treatments into early intervention programs has been minimal. The current study examined provider self-reports of the use of interventions in community settings through focus groups. 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. Few providers had a clear understanding of evidence-based practice, and all providers reported concerns about adequate training. Implications for early intervention research are discussed.
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