Autism Spectrum Disorder Articles' Design, Findings, Treatments, and Recommendations

Annotated Bibliography for Autism Spectrum Disorder
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Annotated Bibliography for Autism Spectrum Disorder
Dynia, J. M., Walton, K. M., Brock, M. E., & Tiede, G. (2020). Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder. Research in Autism Spectrum Disorder, 77, 101606. https://doi.org/10.1016/j.rasd.2020.101606.
The article focused on how teachers in early childhood use evidence-based interventions when dealing with autistic children. Past studies showed a gap in the identification of evidence-based practices and their adoption by educators. Some of the commonly used evidence-based interventions in the classroom were social narratives, visual supports, and behavioral strategies. The research design used was surveying 45 preschool teachers who dealt with autistic children (Dynia, Walton, Brock, & Tiede, 2020). Open-ended questions were asked to measure instructional approaches, professional development desire, intervention priorities, and the confidence level. The findings made it clear that teachers interviewed used at least one evidence-based practice as an intervention strategy for dealing with autistic children. The top intervention priorities identified were social skills, challenging behaviors, and communication.
One of the strengths of this study was that evidence-based practices were identified as the best for educating children with an autism spectrum disorder. Moreover, the use of social narratives, visual supports, and behavioral strategies were more effective as intervention strategies for EBP. Nevertheless, the primary weakness of the research was that some teachers did not differentiate between evidence-based practice and those that are not. For example, approximately half of the interviewed teachers used sensory-related strategies and believed that they were EBP. Unfortunately, their belief and confidence made them perceive as if they used EBP, which was not the case and might adversely impact the study.
Haine-Schlagel, R., Rieth, S., Dickson, K. S., Brookman-Frazee, L., & Stahmer, A. (2020). Adapting parent engagement strategies for an evidence-based parent-mediated intervention for young children at risk for autism spectrum disorder. Journal of Community Psychology, 48(4), 1215-1237. https://doi.org/10.1002/jcop.22347.
Caregivers’ and parents’ engagement fosters the effectiveness of treating autism spectrum disorder (ASD). Parent engagement entails behaviors that promote the well-being of children at risk of autism disease. Indeed, it is conceptualized in five primary domains, namely homework, attendance, expectancy, clarity, and relationship. Parent-mediated interventions can be behavioral or attitudinal. The former involves observable behaviors like active participation and attending treatment sessions. The latter entails therapeutic relationships and perceptions of the advantages of the treatment. The study used a mixed method that included collecting qualitative and quantitative data through interviews and surveys. An evidence-based parent training treatment known as Project ImPACT&nb...