Discovering Practitioners' Knowledge and Use of Evidence-Based Practices for Autism Early Childhood Interventions.

TREATMENT of autism; SELF-evaluation; SCALE analysis (Psychology); WORK; PROFESSIONAL practice; OCCUPATIONAL roles; EARLY medical intervention; EDUCATIONAL outcomes; QUESTIONNAIRES; STATISTICAL sampling; CONFIDENCE; DESCRIPTIVE statistics; CHI-squared test; PROFESSIONS; EARLY intervention (Education); CLINICAL competence; EVIDENCE-based medicine; SPECIAL education; EXPERIENTIAL learning; EDUCATIONAL attainment; EDUCATION

Young children with autism spectrum disorder (ASD) require supports and services designed to meet their unique needs. Research has identified 27 evidence-based practices (EBPs) for children ages birth to 5 years. However, there is a paucity of research that examines whether early childhood providers are implementing EBPs with children with ASD. In this study we determined the levels of training, confidence, and frequency of EBP implementation by U.S.-based early childhood providers, including early childhood educators and early intervention providers. These findings indicate gaps in both knowledge and implementation of EBPs. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

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