Date of Award

2018

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

The purpose of this study was to begin the work of closing the current research-to-practice gap for evidence-based practices (EBP) for autism spectrum disorder (ASD). This study looked at the professional wisdom side of the EBPs for ASD through the eyes of the professionals in the field of Education. It provides more insight into how the EBPs are being interpreted and applied with students on the autism spectrum. This descriptive research project was based on the work from National Professional Development Center on Autism Spectrum Disorders (NPDC on ASD) during the years 2007–2012 and compared the answers obtained from practitioners through a researcher-created survey. Specifically, I utilized the chart that showed the 24 EBPs categorized by age and domains of autism. The research questions that guided this study were: (a) Is there a correlation between practice implementation and the research recommendations related to EBP for ASD by NPDC? (b) How do practitioners choose the best EBP? (c) Based on practitioners implementation of EBPs, which EBPs become the chosen ones or the go-to” evidence-based practices for ASD? The results showed a strong correlation between age and domains in the implementation of EBPs. The practitioners reported using EBPs for domains that showed no research, and research existed for certain EBPs in domains that practitioners are not putting into practice. Educators are choosing EBPs based on the students needs, but also for other reasons. Practitioners who participated in this study identified their top seven EBPs used in an Educational setting. From these results, this should provide a springboard for further studies of EBPs in the Educational field.

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