Autism Early Intervention Providers: Their Priorities, Use of Empirically Supported Practices, and Professional Development Needs

Autism early intervention research has indicated a research-to-practice gap, including continued use of practices with inadequate research support, and insufficient use of empirically supported practices. The present study explored the processes and mechanisms through which providers working with young children on the autism spectrum learn, select, and implement the various practices in their clinical repertoires.

Citation:
Luskin-Saxby S, Zimmer-Gembeck MJ, Sulek R, Paynter J. Autism Early Intervention Providers: Their Priorities, Use of Empirically Supported Practices, and Professional Development Needs. J Autism Dev Disord. 2025.

Keywords:
Autism spectrum disorders; Early intervention; Evidence-based practice; Professional development; Research-to-practice gap

Abstract:
Autism early intervention research has indicated a research-to-practice gap, including continued use of practices with inadequate research support, and insufficient use of empirically supported practices. The present study explored the processes and mechanisms through which providers working with young children on the autism spectrum learn, select, and implement the various practices in their clinical repertoires.