Examining the use of implementation science in autism intervention research: A scoping review.

IF 5.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Autism Pub Date : 2025-06-28 DOI:10.1177/13623613251351344
James D Lee, Adriana Kaori Terol, Jessica E Tschida, Anamiguel Pomales-Ramos, Scott McEathron, Anna Wallisch, Brian A Boyd
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引用次数: 0

Abstract

Although the field of autism intervention has strived to identify evidence-based practices, translating these interventions into real-world settings remains a significant challenge. This gap particularly impacts marginalized communities, where access to and quality of services are often inferior. Implementation science addresses these gaps by promoting the adoption and integration of evidence-based practices in community-based settings, thereby helping reduce disparities. While various frameworks and strategies have emerged to guide the successful implementation of autism evidence-based practices, the application of implementation science within autism intervention research remains underexplored. To address this gap, we conducted this scoping review that included 13 studies to examine how implementation science is applied in autism intervention research delivered in community-based settings. Specifically, we aimed to (1) describe the characteristics of implementation-focused studies (e.g. study design, participant types, intervention contexts); (2) examine how implementation frameworks, strategies, and outcomes were used to guide and evaluate intervention efforts; and (3) analyze how studies align with phases of the autism-specific implementation framework developed by Boyd et al. (Autism). Most studies were conducted in school settings. Fidelity was the most frequently assessed implementation outcome, while acceptability, adoption, and appropriateness were also commonly measured. Nearly all studies focused on early-phase implementation (e.g. exploration, initial implementation), with limited attention to sustainment or scale-up. The findings offer a starting point for future research to better implement autism evidence-based practices in community settings.Lay AbstractThis study looks at ways to improve how autism support programs are used in everyday community settings like schools and clinics. These programs are approaches that research has shown can help autistic individuals develop important skills, such as communication, social interaction, and managing behavior. Many of these are psychosocial programs, which means they focus on emotional, social, and behavioral support rather than medication or medical treatment. However, there is a challenge in implementing these interventions in real-world settings, especially in marginalized communities where services are often lacking or lower in quality. The field of implementation science helps bridge this gap by guiding and encouraging the use of evidence-based practices in community settings, aiming to reduce disparities. To better understand this, we did a scoping review that included 13 studies that used implementation science to support autism interventions. We looked at what types of strategies were used, how success was measured, and how well the programs fit into the communities where they were used. Most of the studies took place in schools and involved teachers, school staff, or caregivers of autistic children-altogether including data from 3488 participants. These studies tested different programs to improve outcomes of autistic individuals, such as social skills, communication, and behavior in schools.

检查实施科学在自闭症干预研究中的应用:范围综述。
尽管自闭症干预领域一直在努力确定循证实践,但将这些干预措施转化为现实世界的环境仍然是一个重大挑战。这一差距尤其影响到边缘化社区,在那里,获得服务的机会和服务的质量往往较差。实施科学通过促进在社区环境中采用和整合循证实践来解决这些差距,从而帮助缩小差距。虽然已经出现了各种框架和策略来指导自闭症循证实践的成功实施,但实施科学在自闭症干预研究中的应用仍未得到充分探索。为了解决这一差距,我们进行了范围审查,其中包括13项研究,以检查如何将实施科学应用于社区环境下的自闭症干预研究。具体来说,我们的目标是(1)描述以实施为重点的研究的特征(例如研究设计、参与者类型、干预背景);(2)检查如何使用实施框架、战略和结果来指导和评估干预工作;(3)分析研究如何与Boyd等人开发的自闭症特定实施框架的各个阶段保持一致(自闭症)。大多数研究是在学校环境中进行的。忠实度是最常被评估的实施结果,而可接受性、采用和适当性也通常被衡量。几乎所有的研究都集中在早期阶段的实施(如探索、初步实施),对维持或扩大规模的关注有限。这些发现为未来的研究提供了一个起点,以便在社区环境中更好地实施基于证据的自闭症实践。这项研究着眼于改善自闭症支持项目在学校和诊所等日常社区环境中的使用方式。研究表明,这些项目可以帮助自闭症患者发展重要的技能,如沟通、社会互动和管理行为。其中许多是社会心理项目,这意味着它们侧重于情感、社会和行为支持,而不是药物或医疗。然而,在现实环境中实施这些干预措施存在挑战,特别是在往往缺乏服务或服务质量较低的边缘化社区。实施科学领域通过指导和鼓励在社区环境中使用以证据为基础的做法,旨在缩小差距,从而帮助弥合这一差距。为了更好地理解这一点,我们做了一个范围审查,其中包括13项使用实施科学来支持自闭症干预的研究。我们研究了使用了什么类型的策略,如何衡量成功,以及这些项目在使用它们的社区中适应得如何。大多数研究都是在学校进行的,涉及教师、学校工作人员或自闭症儿童的照顾者,总共包括3488名参与者的数据。这些研究测试了不同的项目来改善自闭症患者的结果,比如社交技能、沟通和在学校的行为。
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来源期刊
Autism
Autism PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
9.80
自引率
11.50%
发文量
160
期刊介绍: Autism is a major, peer-reviewed, international journal, published 8 times a year, publishing research of direct and practical relevance to help improve the quality of life for individuals with autism or autism-related disorders. It is interdisciplinary in nature, focusing on research in many areas, including: intervention; diagnosis; training; education; translational issues related to neuroscience, medical and genetic issues of practical import; psychological processes; evaluation of particular therapies; quality of life; family needs; and epidemiological research. Autism provides a major international forum for peer-reviewed research of direct and practical relevance to improving the quality of life for individuals with autism or autism-related disorders. The journal''s success and popularity reflect the recent worldwide growth in the research and understanding of autistic spectrum disorders, and the consequent impact on the provision of treatment and care. Autism is interdisciplinary in nature, focusing on evaluative research in all areas, including: intervention, diagnosis, training, education, neuroscience, psychological processes, evaluation of particular therapies, quality of life issues, family issues and family services, medical and genetic issues, epidemiological research.
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