Show simple item record

dc.contributor.authorKeen, D
dc.contributor.authorPaynter, J
dc.contributor.authorTrembath, D
dc.contributor.authorSimpson, K
dc.date.accessioned2018-03-12T21:57:57Z
dc.date.available2018-03-12T21:57:57Z
dc.date.issued2016
dc.identifier.isbn9789811007118
dc.identifier.doi10.1007/978-981-10-0713-2_11
dc.identifier.urihttp://hdl.handle.net/10072/143027
dc.description.abstractImplementation of evidence-based intervention practices into every day settings in the community has been a serious challenge for researchers in the field of autism spectrum disorder (ASD). There is general agreement that a gap exists between research and practice and that this must be broached if we are to achieve the best possible outcomes for individuals with ASD. This gap is all too evident in the sub-group of prelinguistic communicators with ASD who may be even more likely to receive experimental approaches as they fail to respond to interventions that have proven effective for other sub-groups of children. In this chapter, we explore the research-to-practice gaps associated with implementing interventions for individuals who have not progressed past the prelinguistic stage of development. In so doing, we consider the need to support professionals to engage in data-driven decision making and to provide parent and professional education that increases knowledge and use of evidence-based practices. We detail how this alone is insufficient, with unproven and disproven practices persisting in the community, despite research evidence that they are ineffective. The spread of misinformation, particularly via the internet, can be powerful and persuasive and research is needed to better understand how the use of these unhelpful practices can be prevented. Recommendations for future research into the implementation of interventions for prelinguistic communicators with ASD are discussed.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer Singapore
dc.publisher.placeSingapore
dc.relation.ispartofbooktitlePrelinguistic and Minimally Verbal Communicators on the Autism Spectrum
dc.relation.ispartofchapter11
dc.relation.ispartofpagefrom231
dc.relation.ispartofpageto250
dc.subject.fieldofresearchApplied Linguistics and Educational Linguistics
dc.subject.fieldofresearchcode200401
dc.titleTranslating research to practice in prelinguistic communication
dc.typeBook chapter
dc.type.descriptionB2 - Chapters (Other)
dc.type.codeB - Book Chapters
dc.description.versionAccepted Manuscript (AM)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2016 Springer. This is the author-manuscript version of this paper. It is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.
gro.hasfulltextFull Text
gro.griffith.authorKeen, Deb A.
gro.griffith.authorPaynter, Jessica M.
gro.griffith.authorSimpson, Kate M.
gro.griffith.authorTrembath, David


Files in this item

This item appears in the following Collection(s)

  • Book chapters
    Contains book chapters authored by Griffith authors.

Show simple item record