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Translating Research to Practice in Prelinguistic Communication

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Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum

Abstract

Implementation of evidence-based intervention practices into every day settings in the community has been a serious challenge for researchers in the field of autism spectrum disorder (ASD). There is general agreement that a gap exists between research and practice and that this must be broached if we are to achieve the best possible outcomes for individuals with ASD. This gap is all too evident in the sub-group of prelinguistic communicators with ASD who may be even more likely to receive experimental approaches as they fail to respond to interventions that have proven effective for other sub-groups of children.

In this chapter, we explore the research-to-practice gaps associated with implementing interventions for individuals who have not progressed past the prelinguistic stage of development. In so doing, we consider the need to support professionals to engage in data-driven decision making and to provide parent and professional education that increases knowledge and use of evidence-based practices. We detail how this alone is insufficient, with unproven and disproven practices persisting in the community, despite research evidence that they are ineffective. The spread of misinformation, particularly via the internet, can be powerful and persuasive and research is needed to better understand how the use of these unhelpful practices can be prevented. Recommendations for future research into the implementation of interventions for prelinguistic communicators with ASD are discussed.

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Notes

  1. 1.

    Note: Wong et al. (2013) and Wong et al. (2015) include the same content.

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Authors and Affiliations

  1. School of Education and Professional Studies, Griffith University, Brisbane, Australia

    Deb Keen & Kate Simpson

  2. AEIOU Foundation, Nathan, Australia

    Jessica Paynter

  3. Griffith University, Brisbane, Australia

    David Trembath

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  1. Deb Keen
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  2. Jessica Paynter
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  3. David Trembath
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  4. Kate Simpson
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Correspondence to Deb Keen .

Editor information

Editors and Affiliations

  1. Schl of Educational and Profess Studies, Griffith University, Brisbane, Queensland, Australia

    Deb Keen

  2. Department of Special Education, University of Illinois, Champaign, Illinois, USA

    Hedda Meadan

  3. University of Kansas, Department of Speech Language Hearing Sc, Lawrence, Kansas, USA

    Nancy C. Brady

  4. Department of Special Education, University of Illinois, Champaign, Illinois, USA

    James W. Halle

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Keen, D., Paynter, J., Trembath, D., Simpson, K. (2016). Translating Research to Practice in Prelinguistic Communication. In: Keen, D., Meadan, H., Brady, N., Halle, J. (eds) Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum. Springer, Singapore. https://doi.org/10.1007/978-981-10-0713-2_11

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