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

Purpose 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. Method Providers (n = 136) responded to an online survey to report the interventions they used, their outcome domain priorities, confidence, and their desire for PD. Results The most commonly used interventions were reinforcement, modeling, prompting, and visual supports, which are all supported by research evidence and classified as empirically supported practices. While most providers reported using empirically supported practices, many also used unsupported practices, especially in the sensory domain. Providers' top priority domains for intervention were communication, challenging behavior, adaptive behavior, and social skills. Provider confidence regarding the evidence-base of the practices they used was domain-specific and related to provider priorities. Providers reported interest in PD in all empirically supported practices and in all domains. Conclusion Results may inform the delivery of PD in early intervention services for providers working with children on the autism spectrum, to support the best possible outcomes for this population and mitigate the research-to-practice gap.