Abstract
Recently, we sought to review the empirical evidence on interventions for children with autism spectrum disorders (ASDs) in search of interventions meeting the criteria of evidence-based practice (EBP). As outlined in Chap. 1, EBP is defined differently by different disciplines. Although many of these definitions were quite good, it quickly became apparent that locating and defining EBP for children with ASDs using the available definitions and procedures would be difficult. Therefore, we decided to create a new method for evaluating empirical evidence to determine if a practice could be considered an EBP. This decision was made only after determining that existing methods were not well suited for our specific needs; when possible, elements and standards from existing methods were adopted into the evaluative method presented in this chapter.
This chapter is adapted, with permission from the publisher, from an article published by Reichow et al. (2008) in the Journal of Autism and Developmental Disorders, 38:1311–1319.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Abbreviations
- ASDs:
-
Autism spectrum disorders
- EBP:
-
Evidence-based practice
- SSED:
-
Single subject experimental design
References
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex: Wiley.
Children’s Services Evidence-Based Practice Advisory Committee. (2009). Interventions for autism spectrum disorders: State of the evidence. Portland.
De Los Reyes, A., & Kazdin, A. E. (2008). When the evidence says, “yes, no, and maybe so”: Attending to and interpreting inconsistent findings among evidence-based interventions. Current Directions in Psychological Science, 17, 47–51.
Doehring, P., Reichow, B., & Volkmar, F. R. (2007). Is it evidenced-based? How to evaluate claims of effectiveness for autism. Paper presented at the International Association for Positive Behavior Support Conference, March, Boston, MA.
Filipek, P. A., Accardo, P. J., Ashwal, S., Baranek, G. T., Cook, E. H., Jr., et al. (2000). Practice parameter: Screening and diagnosis of autism. Neurology, 55, 468–479.
Gast, D. L., & Spriggs, A. D. (2010). Visual analysis of graphic data. In D. L. Gast (Ed.), Single subject research in behavioral methodology (pp. 199–233). New York: Routledge.
Gersten, R., Fuchs, L. S., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149–164.
Hawley, K. M., & Weisz, J. R. (2002). Increasing the relevance of evidence-based treatments review to practitioners and consumers. Clinical Psychology: Science and Practice, 9, 225–230.
Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179.
Kratochwill, T. R., & Stoiber, K. C. (2002). Evidence-based interventions in school psychology: Conceptual foundations of the procedural and coding manual of Division 16 and the Society for the Study of School Psychology task force. School Psychology Quarterly, 17, 341–389.
Lilienfied, S. O. (2005). Scientifically unsupported and supported interventions for childhood psychopathology: A summary. Pediatrics, 115, 761–764.
Lonigan, C. J., Elbert, J. C., & Johnson, S. B. (1998). Empirically supported psychosocial interventions for children: An overview. Journal of Clinical Child Psychology, 27, 138–145.
Lord, C., Wagner, A., Rogers, S., Szatmari, P., Aman, M., et al. (2005). Challenges in evaluating psychosocial interventions for autistic spectrum disorders. Journal of Autism and Developmental Disorders, 35, 695–711.
National Autism Center. (2009). National standards report. Randolph: National Autism Center.
Reichow, B., & Volkmar, F. R. (in press) Introduction to evidence-based practices in autism. In B. Reichow, P. Doehring, D. V. Cicchetti, & F. R. Volkmar (Eds.). Evidence-based practices and treatments for children with autism. New York, NY: Springer.
Reichow, B., & Wolery, M. (2009). Comprehensive synthesis of early intensive behavioral interventions for young children with autism based on the UCLA Young Autism Project model. Journal of Autism and Developmental Disorders, 39, 23–41.
Reichow, B., Barton, E. E., Volkmar, F. R., & Cicchetti, D. V. (2007). The status of research on interventions for young children with autism spectrum disorders. Poster presented at the International Meeting for Autism Research, May, Seattle, WA.
Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of an evaluative method for determining the strength of research evidence in autism. Journal of Autism and Developmental Disorders, 38, 1311–1319.
Rogers, S. J., & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology, 37, 8–38.
Straus, S. E., Richardson, W. S., Glasziou, P., & Haynes, R. B. (2005). Evidence-based medicine: How to practice and teach EBM (3rd ed.). Edinburgh: Elsevier.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Appendices
Appendix A: Rating Form for Studies Using Group Research Design Studies
Study | Essential Quality Indicators | Desirable Quality Indicators | ||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
PART | IV | CC | DV | LRQ | STAT | RA | IOA | BR | FID | ATR | G/M | ES | SV |
Appendix B: Rating Form for Studies Using Single Subject Experimental Designs
Study | Essential Quality Indicators | Desirable Quality Indicators | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
VIS | EXP | |||||||||||
PART | DV | IV | BSLN | ANAL | CON | IOA | KAP | BR | FID | G/M | SV |
Appendix C: EBP Status Worksheet
Study | Research method | Rigor rating | Successful N |
---|---|---|---|
Number of group studies with strong rigor ratings | = GroupS | ||
Number of group studies with adequate rigor ratings | = GroupA | ||
Number of participants from SSED studies with strong rigor ratings | = SSEDS | ||
Number of participants from SSED studies with adequate rigor ratings | = SSEDA |
Formula for determining EBP status | |||||||||
---|---|---|---|---|---|---|---|---|---|
\(({\rm Group_S} \ ^* \ 30)+({\rm Group_A} \ ^* \ 15)+({\rm SSED_S} \ ^* \ 4)+({\rm SSED_A} \ ^* \ 2)={\rm Z}\) | |||||||||
Points (Z) | 0 | 10 | 20 | 30 | 31 | 40 | 50 | 59 | 60+ |
EBP status | Not an EBP | Probable EBP | Established EBP |
Rights and permissions
Copyright information
© 2011 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Reichow, B. (2011). Development, Procedures, and Application of the Evaluative Method for Determining Evidence-Based Practices in Autism. In: Reichow, B., Doehring, P., Cicchetti, D., Volkmar, F. (eds) Evidence-Based Practices and Treatments for Children with Autism. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-6975-0_2
Download citation
DOI: https://doi.org/10.1007/978-1-4419-6975-0_2
Published:
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4419-6973-6
Online ISBN: 978-1-4419-6975-0
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)