A UK and Ireland survey of educational psychologists' intervention practices for students with autism spectrum disorder. Issue 1 (2nd January 2018)

• Record Type: Journal Article
• Authors: Robinson, Lee; Bond, Caroline; Oldfield, Jeremy
• Is Part Of: Educational psychology in practice. Volume 34:Issue 1(2018)
• Page Start: 58
• Page End: 72
• Publication Date: 2018-01-02
• Subjects: Autism -- evidence-based interventions -- educational psychologists; Educational psychology -- Periodicals; 370.1505
• DOI: 10.1080/02667363.2017.1391066
• Languages: English
• ISSNs: 0266-7363

Abstract

Abstract: Although evidence-based interventions (EBIs) for autism spectrum disorder (ASD) have been identified in recent systematic literature reviews, the extent to which the practice of educational psychologists (EPs) in the UK and Ireland is informed by these is unknown. This study presents the results of a questionnaire that surveyed 146 EP practitioners in the UK and Ireland about their use of 31 EBIs for ASD. This survey also explored the factors that influence EP practitioners' decision-making when planning interventions for students with ASD. Of the 31 EBIs, EP practitioners were most often involved with implementing visual supports, social stories, reinforcement, modelling, antecedent-based interventions, prompting, and social skills training. The most salient factors that influenced EP practitioners' decision-making when planning interventions for students with ASD included the student's individual needs and factors related to the school context. Implications for EP practice are discussed in addition to the limitations of this study.