[article]
| Titre : |
Autism Early Intervention Providers: Their Priorities, Use of Empirically Supported Practices, and Professional Development Needs |
| Type de document : |
texte imprimé |
| Auteurs : |
Sarah LUSKIN-SAXBY, Auteur ; Melanie J. ZIMMER-GEMBECK, Auteur ; Rhylee SULEK, Auteur ; Jessica PAYNTER, Auteur |
| Article en page(s) : |
p.3343-3358 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
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. We addressed the role of providers’ priorities, competence, and experience with (and needs for) professional development (PD), as well as whether, in clinical practice, a provider selects for implementation interventions based on domains. |
| En ligne : |
https://doi.org/10.1007/s10803-025-06808-w |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591 |
in Journal of Autism and Developmental Disorders > 56-9 (September 2026) . - p.3343-3358
[article] Autism Early Intervention Providers: Their Priorities, Use of Empirically Supported Practices, and Professional Development Needs [texte imprimé] / Sarah LUSKIN-SAXBY, Auteur ; Melanie J. ZIMMER-GEMBECK, Auteur ; Rhylee SULEK, Auteur ; Jessica PAYNTER, Auteur . - p.3343-3358. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 56-9 (September 2026) . - p.3343-3358
| Index. décimale : |
PER Périodiques |
| Résumé : |
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. We addressed the role of providers’ priorities, competence, and experience with (and needs for) professional development (PD), as well as whether, in clinical practice, a provider selects for implementation interventions based on domains. |
| En ligne : |
https://doi.org/10.1007/s10803-025-06808-w |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591 |
|  |
Autism Early Intervention Providers: Their Priorities, Use of Empirically Supported Practices, and Professional Development Needs in Journal of Autism and Developmental Disorders, 56-9 (September 2026)
