Development of the evaluative method for evaluating and determining evidence-based practices in autism.
Although research in autism has grown more sophisticated, the gap between research knowledge and applicability of research in real world settings has grown. There have been a number of different reviews of evidence-based practices of treatments for young children with autism. Reviews which have critically evaluated the empirical evidence have not found any treatments that can be considered evidence-based. Reasons for this shortcoming are explored, and a new method for the evaluation of empirical evidence is provided. Future uses of this evaluative method are provided as well as a discussion of how this tool might aid in narrowing the research to practice gap.
Reichow
Brian
B
Department of Special Education, Peabody College, Vanderbilt University, Box 328, Nashville, TN, USA. brian.reichow@vanderbilt.edu
Volkmar
Fred R
FR
Cicchetti
Domenic V
DV
D001321:Autistic Disorder / Q000175:diagnosis / Q000628:therapy*; D002648:Child; D005069:Evaluation Studies as Topic; D055317:Evidence-Based Practice; D006801:Humans; D019984:Quality Indicators, Health Care; D015203:Reproducibility of Results; D012106:Research