Towards the evidence-based approach: Presentation guideline for a practice used in ASD

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Abstract

The article discusses the current state of efficiency evaluation understanding for practices for children with ASD. The authors provide the algorithm of description in terms of evidence-based approach with intervention features that are crucial for replication and analysis of efficacy, incorporating the theoretical background, target group, goals and objectives, implementation plan, technical support, as well as the research team and evidence studies. These recommendations were developed with reference to the Russian instructional tradition and criteria for evidence-based practices. The article also describes the potential of an evidence-based approach both in terms of confirming the effectiveness of interventions and assistance practices, and their implementation in the practical work of specialists in educational and psychological profiles. The presented algorithm can be used for planning of efficacy studies by psychologists and teachers who develop methods for support and interventions in children with autism spectrum disorders as well as professionals who assess the efficiency of such practices.

General Information

Keywords: evidence-based approach, autism spectrum disorders, intervention practices for individuals with ASD, efficiency evaluation, presentation algorithm for practices

Journal rubric: Applied Research

Article type: scientific article

DOI: https://doi.org/10.17759/cpse.2022110411

Funding. The study was carried out within the framework of the State task of the Ministry of Education of the Russian Federation No. 073-00110-22-02 dated 08/04/2022 "Comprehensive support for children with ASD based on an evidence-based approach".

Received: 26.08.2022

Accepted:

For citation: Davydova E.Y., Sorokin A.B., Davydov D.V., Tyushkevich S.A., Khaustov A.V. Towards the evidence-based approach: Presentation guideline for a practice used in ASD [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2022. Vol. 11, no. 4, pp. 264–279. DOI: 10.17759/cpse.2022110411. (In Russ., аbstr. in Engl.)

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Information About the Authors

Elizaveta Y. Davydova, PhD in Biology, Associate Professor, Leading Researcher, Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Associate Professor of the Department of Differential Psychology and Psychophysiology Faculty of “Clinical and Special Psychology”, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-5192-5535, e-mail: el-davydova@mail.ru

Aleksandr B. Sorokin, PhD in Biology, Leading Researcher of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education, Scientific Consultant, Pushkin State Museum of Fine Arts, Moscow, Russia, ORCID: https://orcid.org/0000-0002-4148-6719, e-mail: sorokinab@mgppu.ru

Denis V. Davydov, PhD in Biology, Leading Researcher of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology & Education (MSUPE), Moscow, Russia, ORCID: https://orcid.org/0000-0003-0993-3803, e-mail: davydovdv@mgppu.ru

Svetlana A. Tyushkevich, PhD in Psychology, Senior Researcher of the scientific laboratory of the Federal Resource Center for Organization of Comprehensive Support to Children with ASD, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9029-2830, e-mail: tyushkevichsv@yandex.ru

Arthur V. Khaustov, PhD in Education, Director of the Federal Resources Center for Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9634-9295, e-mail: arch2@mail.ru

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