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| Evidence-Based Practice and Autism Spectrum Disorders |
| Tuesday, May 27, 2008 |
| 12:00 PM–1:20 PM |
| Continental A |
| Area: AUT/DDA; Domain: Service Delivery |
| Chair: Susan Wilczynski (National Autism Center/May Institute) |
| Discussant: Dennis C. Russo (The May Institute) |
| Abstract: The exponential increase in diagnosed cases of autism spectrum disorders has been paralleled by the rising number of unsupported ‘treatments’ offered by a diverse field of service providers. Individuals placed in a position to make critical treatment decisions are often left overwhelmed by the number of suggested options available on popular websites. The exponential increase in diagnosed cases of autism spectrum disorders has been paralleled by the rising number of unsupported ‘treatments’ offered by a diverse field of service providers. Individuals placed in a position to make critical treatment decisions are often left overwhelmed by the number of suggested options available on websites, popular magazines, parent groups, and television. The National Standards Project is an unprecedented effort to establish evidence-based practice guidelines for educational and behavioral treatments for individuals with autism spectrum disorders under the age of 22. This document will assist decision-makers in selecting treatments that enjoy research support. But evidence-based practice is more complicated than simply selecting the intervention that has the strongest research support. Evidence-based practice involves the integration of research findings with (a) professional judgment and data-based clinical decision-making, (b) values and preferences of key stakeholders, and (c) assessment and improvement of the system to implement the intervention with integrity. This symposium outlines the need for evidence-based practice in autism spectrum disorders, the role the National Standards Project plays in this endeavor, and critical components of evidence-based practice that must be considered by service providers, magazines, parent groups, and television. The National Standards Project is an unprecedented effort to establish evidence-based practice guidelines for educational and behavioral treatments for individuals with autism spectrum disorders under the age of 22. This document will assist decision- makers in selecting treatments that enjoy research support. But evidence-based practice is more complicated than simply selecting the intervention that has the strongest research support. Evidence-based practice involves the integration of research findings with (a) professional judgment and data-based clinical decision- making, (b) values and preferences of key stakeholders, and (c) assessment and improvement of the system to implement the intervention with integrity. This.. |
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| The Importance of Evidence-Based Practice in Autism Spectrum Disorders. |
| JENNIFER D. BASS (The May Institute) |
| Abstract: Parents, educators, and service providers of children and adolescents with autism spectrum disorders have never experienced a more confusing time than now. The exponential increase in diagnosed cases of autism spectrum disorders has been paralleled by the rising number of unsupported ‘treatments’ offered by a diverse field of service providers. Individuals placed in a position to make critical treatment decisions are often left overwhelmed by the number of suggested options available on websites, popular magazines, parent groups, and television. Without sufficient information regarding treatment effectiveness, parents, educators, and service providers may invest their time, money, and resources in a treatment ‘du jour’ in lieu of a well-supported treatment. The importance of having sufficient information regarding treatment effectiveness will be highlighted by reviewing past efforts to establish evidence-based practice guidelines. The potential impact of behavior analysts ignoring the trend in other fields of study toward evidence-based practice will be highlighted with special emphasis on the implications for behavior analysts studying and serving individuals with autism spectrum disorders. |
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| The National Standards Project and Evidence-Based Practice in Autism Spectrum Disorders. |
| SUSAN WILCZYNSKI (National Autism Center/May Institute) |
| Abstract: Individuals with Autism Spectrum Disorders deserve to have access to treatments that work. The National Standards Project is an unprecedented effort to establish evidence-based practice guidelines for educational and behavioral treatments for individuals with Autism Spectrum Disorders under the age of 22. The strength of evidence supporting the broad range of educational and behavioral treatments is outlined in the National Standards Project in numerous ways. For example, the quality, quantity, and consistency of research findings are described in terms of diagnostic classification, age, skill targeted for improvement, as well as behavior targeted for decrease. These strength of evidence ratings were assigned based on a review of over 1000 articles and the method for assigning these ratings will be reviewed. Examples of interventions falling into the highest and lowest levels of research support will be provided as well. In addition, examples of treatments falling into the ‘unestablished’ and ‘discredited’ categories will also be offered. The importance of using these strength of evidence ratings engaging in evidence-based practice will be highlighted. |
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| Moving from Treatment to Practice in Evidence-Based Practice. |
| ROBERT F. PUTNAM (The May Institute) |
| Abstract: Understanding the amount of research support for a given treatment is a necessary but insufficient component of engaging in evidence-based practice. Evidence-based practice involves the integration of research findings with (a) professional judgment and data-based clinical decision-making, (b) values and preferences of key stakeholders, and (c) assessment and improvement of the system to implement the intervention with integrity. Examples will be offered in which each of these factors, within reason, may outweigh the strength of evidence supporting an intervention. For example, a treatment that enjoys solid research support but has not been effective in the past with a specific child would not be the first intervention to select. Similarly, a moderately supported treatment that can be implemented across all critical settings (e.g., school and home) might be selected over a well- supported treatment that can only be implemented in one setting. Finally, a staff who has never received training on a given treatment cannot be expected to implement a well-supported intervention until training is available, thus making a moderately supported treatment more desirable until training is completed. In conclusion, evidence-based practice is more complicated than simply selecting the treatment with the highest strength-of-evidence classification rating. |
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