Researcher-Reported Variables Needed for Translation of Social Communication Evidence-Based Practices for Elementary-Aged Students with Autism.

Amber M Reilly, Moon Young Savana Bak, LeAnne D Johnson

Abstract readReview

In one paragraph

Review in Journal of autism and developmental disorders, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Amber M ReillyDepartment of Educational Psychology, University of Minnesota, 250 Education Sciences Bldg., 56 E River Rd., Minneapolis, MN, 55455, USA. reill311@umn.edu.ORCID https://orcid.org/0000-0001-7614-0446

Moon Young Savana BakDepartment of Educational Psychology, University of Minnesota, 250 Education Sciences Bldg., 56 E River Rd., Minneapolis, MN, 55455, USA.ORCID https://orcid.org/0000-0001-7568-5356

LeAnne D JohnsonDepartment of Educational Psychology, University of Minnesota, 250 Education Sciences Bldg., 56 E River Rd., Minneapolis, MN, 55455, USA.ORCID https://orcid.org/0000-0003-0597-638X

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Organizations such as the National Clearinghouse on Autism Evidence and Practice have disseminated reports on evidence-based practices (EBPs) for individuals with autism to inform practice. However, some practitioners routinely employ unvalidated interventions more frequently than EBPs, signaling the presence of a research-to-practice gap. The current review investigated the degree to which single-case research studies with social communication outcomes for elementary-aged students with autism included details on variables that may impact the adoption and implementation of EBPs in practice. The results suggest limited reporting of variables that aid decision-making in the adoption and implementation of EBPs. Limited reporting can negatively impact uptake and fidelity and, therefore, student outcomes. Suggestions are made to improve researchers' reporting of the critical components of EBPs that will facilitate adoption and implementation by practitioners.

Indexed as

Autistic DisorderCommunicationEvidence-Based PracticeChildHumansStudentsAutism spectrum disorderElementaryEvidence-based practicesImplementationTranslation

Identifiers

PMID39115744

DOI10.1007/s10803-024-06499-9

What OpenQuestion holds

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.