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Direct linkRoche, Laura; Adams, Dawn; Clark, Megan – Autism: The International Journal of Research and Practice, 2021
In recent years, a shift in focus has seen researchers seek to identify the priorities and preferences of key stakeholders to shape the direction of future research for those on the autism spectrum. The process of synthesising the views, knowledge and expertise of key stakeholders with either a lived or shared experience of autism is invaluable…
Descriptors: Autism, Pervasive Developmental Disorders, Research Needs, Stakeholders
Download full textSteinbrenner, Jessica R.; McIntyre, Nancy; Rentschler, Lindsay F.; Pearson, Jamie N.; Luelmo, Paul; Jaramillo, Maria Elizabeth; Boyd, Brian A.; Wong, Connie; Nowell, Sallie W.; Odom, Samuel L.; Hume, Kara A. – Grantee Submission, 2022
There are marked racial and ethnic disparities in diagnosis and services for individuals on the autism spectrum, yet race and ethnicity are underreported and underexamined in autism research. The current study examines the reporting of race and ethnicity and the inclusion of participants across racial and ethnic groups in studies included in a…
Descriptors: Autism, Pervasive Developmental Disorders, Racial Differences, Ethnicity
Evidence-Based Practice in Autism Educational Research: Can We Bridge the Research and Practice Gap?
Guldberg, Karen – Oxford Review of Education, 2017
In order to develop deeper and better understandings of what constitutes effective educational practices, and to bridge the gap between research and practice, there is a need for a paradigm shift in autism educational research. The contribution of this paper is to examine the key methodological challenges that stand in the way of autism…
Descriptors: Evidence Based Practice, Autism, Pervasive Developmental Disorders, Educational Research
de Bruin, Catriona L. – International Journal of Research & Method in Education, 2017
Policies promoting evidence-based practice in education typically endorse evaluations of the effectiveness of teaching strategies through specific experimental research designs and methods. A number of researchers have critiqued this approach to evaluation as narrow and called for greater methodological sophistication. This paper discusses the…
Descriptors: Educational Research, Instructional Effectiveness, Disabilities, Inclusion
Hong, Ee Rea; Ganz, Jennifer B.; Ninci, Jennifer; Neely, Leslie; Gilliland, Whitney; Boles, Margot – Journal of Autism and Developmental Disorders, 2015
This study presents a literature review of interventions for improving daily living skills of individuals with ASD. This review investigated the quality of the design and evidence of the literature base and determined the state of the evidence base related to interventions for improving daily living skills of individuals with ASD. Included studies…
Descriptors: Intervention, Daily Living Skills, Autism, Pervasive Developmental Disorders
Lane, Justin D.; Lieberman-Betz, Rebecca; Gast, David L. – Journal of Special Education, 2016
The purpose of this review was to identify naturalistic language interventions for increasing spontaneous expressive language (defined in this review as absence of verbal prompt or other verbalization from adults or peers) in young children with autism spectrum disorder. Also, the methodological rigor and effectiveness of each study were evaluated…
Descriptors: Intervention, Expressive Language, Pervasive Developmental Disorders, Autism
Douglas, Natalie F.; Campbell, Wenonah N.; Hinckley, Jacqueline J. – Journal of Speech, Language, and Hearing Research, 2015
Purpose: The purpose of this supplement article is to provide a resource of pertinent information concerning implementation science for immediate research application in communication sciences and disorders. Method: Key terminology related to implementation science is reviewed. Practical suggestions for the application of implementation science…
Descriptors: Program Implementation, Communication Disorders, Communication Research, Definitions
Montgomery, Janine; Martin, Toby; Shooshtari, Shahin; Stoesz, Brenda M.; Heinrichs, Dustin J.; North, Sebastian; Dodson, Lindsay; Senkow, Quinn; Douglas, Joyce – Exceptionality Education International, 2014
This synthesis paper summarizes research literature addressing challenging behaviours in children and youth with autism spectrum disorders and developmental disabilities in school settings. We conducted a comprehensive literature review to identify relevant peer-reviewed articles published between the years 2000 and 2011. The methodological…
Descriptors: Behavior Problems, Children, Youth, Pervasive Developmental Disorders
Walton, Katherine M.; Ingersoll, Brooke R. – Journal of Autism and Developmental Disorders, 2013
Social skills are important treatment targets for individuals with autism spectrum disorders (ASD) across the lifespan. However, few treatments are available for adolescents and adults with ASD who also have severe to profound intellectual disability (S/PID). Several social skill interventions have been described that may improve social skills in…
Descriptors: Adolescents, Interpersonal Competence, Autism, Research Design
Sani Bozkurt, Sunagul; Vuran, Sezgin – Educational Sciences: Theory and Practice, 2014
Social stories play a significant part in the teaching skills and behaviors to children with ASD who lack social skills. The purpose of this study is to analyze studies in which social stories were used for teaching social skills to individuals with Autism Spectrum Disorders (ASD). The present study includes a descriptive review and meta-analysis…
Descriptors: Story Telling, Autism, Pervasive Developmental Disorders, Skill Development
Alexander, Jennifer L.; Ayres, Kevin M.; Smith, Katie A. – Teacher Education and Special Education, 2015
In this review, the authors include 23 studies where researchers experimentally evaluated training for teachers of students with Autism Spectrum Disorder (ASD). Authors summarized qualitative information on study and participant characteristics. Next, variables related to teacher practice and student learning targets were categorized based on…
Descriptors: Pervasive Developmental Disorders, Autism, Evidence, Best Practices
Wang, Shin-Yi; Parrila, Rauno; Cui, Ying – Journal of Autism and Developmental Disorders, 2013
This meta-analysis used hierarchical linear modeling to examine 115 single-case studies with 343 participants that examined the effectiveness of social skills interventions for individuals with autism spectrum disorder (ASD). The average effect size of the included studies was 1.40 (SD = 0.43, 95% CL = 1.32-1.48, N = 115). In the further, several…
Descriptors: Meta Analysis, Hierarchical Linear Modeling, Case Studies, Pervasive Developmental Disorders
Siller, Michael; Morgan, Lindee; Turner-Brown, Lauren; Baggett, Kathleen M.; Baranek, Grace T.; Brian, Jessica; Bryson, Susan E.; Carter, Alice S.; Crais, Elizabeth R.; Estes, Annette; Kasari, Connie; Landa, Rebecca J.; Lord, Catherine; Messinger, Daniel S.; Mundy, Peter; Odom, Samuel L.; Reznick, J. Steven; Roberts, Wendy; Rogers, Sally J.; Schertz, Hannah H.; Smith, Isabel M.; Stone, Wendy L.; Watson, Linda R.; Wetherby, Amy M.; Yoder, Paul J.; Zwaigenbaum, Lonnie – Journal of Early Intervention, 2013
Given recent advances in science, policy, and practice of early identification in autism spectrum disorder (ASD), questions about the effectiveness of early intervention have far-reaching service and policy implications. However, rigorous research evaluating the efficacy and effectiveness of intervention programs for toddlers with ASD faces a…
Descriptors: Toddlers, Intervention, Pervasive Developmental Disorders, Autism
Hammond, Diana; Gast, David L. – Education and Training in Autism and Developmental Disabilities, 2010
Single subject research methodology is commonly used and cited in special education courses and journals. This article reviews the types of single subject research designs published in eight refereed journals between 1983 and 2007 used to answer applied research questions. Single subject designs were categorized as withdrawal/reversal, time…
Descriptors: Research Methodology, Sampling, Research Design, Special Education
Lewis, Charlie; Carpendale, Jeremy I. M. – New Directions for Child and Adolescent Development, 2009
The term executive function is used increasingly within developmental psychology and is often taken to refer to unfolding brain processes. We trace the origins of research on executive function to show that the link with social interaction has a long history. We suggest that a recent frenzy of research exploring methods for studying individual…
Descriptors: Autism, Interpersonal Relationship, Interaction, Developmental Psychology
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