Attitudes towards and organizational support for evidence-based practices: A comparison of education and allied health professionals in autism. (April 2022)

• Record Type: Journal Article
• Authors: Paynter, Jessica; Sulek, Rhylee; Trembath, David; Keen, Deb
• Is Part Of: Research in autism spectrum disorders. Volume 92(2021)
• Publication Date: 2022-04
• Subjects: Evidence-based practices -- Empirically supported -- Autism -- Autism spectrum disorder -- Implementation science; Autism spectrum disorders -- Periodicals; 616.85882005
• DOI: 10.1016/j.rasd.2022.101932
• Languages: English
• ISSNs: 1750-9467

Abstract

Highlights: Allied health professionals and educators are encouraged to use evidence-based practice (EBP). These professionals differ in both their attitudes towards, and support for, EBP. Attempts to change support and attitudes towards EBP should be targeted and profession specific. Abstract: Background: Evidence-based practices (EBPs) have been developed for clients on the autism spectrum across allied health and education. However, there remains a significant gap between research and practice. We explored the similarities and differences between educators and allied health professionals in two key factors that may link to uptake: individual attitudes and organizational culture support for EBP. Method: Allied health ( n = 156) and education professionals ( n = 95) completed measures of their individual attitudes and perceived organizational support for EBP. Results: Moderate levels of support for each were found within both groups. Educators however, showed more positive individual attitudes, whereas allied health professionals showed more positive organizational support toward EBP. Conclusions: These results add to the scant literature comparing professions, highlighting discipline differences in attitudes and organizational support across professionals for EBP in autism. These findings highlight the need for targeted knowledge translation approaches as opposed to development of generic models across contexts and disciplines.