Implementation Science, Behavior Analysis, and Supporting Evidence-based Practices for Individuals with Autism

ABSTRACT

Although applied behavior analysis researchers have created efficacious treatment and intervention practices for children and youth with autism spectrum disorder (ASD), there is a gap between research and practice. Implementation Science (IS) and Organizational Behavior Management (OBM), based with Applied Behavior Analysis, are two parallel fields that could close this gap. This paper provides descriptions of both IS and OBM, highlighting their commonalities and unique features. The paper concludes with examples of how researchers have used IS and OBM to promote practitioners’ use of evidence-based practices and services for children and youth with ASD.

KEYWORDS:

• implementation science
• evidence-based practice
• autism
• applied behavior analysis
• organizational behavior management

Acknowledgments

Samuel L. Odom is Senior Research Scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill, Adjunct Professor at San Diego State University, and Visiting Professor at Stockholm University. Laura J. Hall is Professor at San Diego State University. Jessica Suhrheinrich is Associate Professor at San Diego State University.

The work in this article was supported by Grant No. H325E170001, Office of Special Education Programs, and Grant No. R324A150047 from the Institute on Education Sciences, both in the U. S. Department of Education, and Grant No. K01MH109574 from the National Institute on Mental Health, U. S. Department of Health and Human Services. The contents of this article do not necessarily reflect or represent the policy of the departments. Also, the authors appreciate the helpful comments and assistance by Mark Alavosius, Allison Metz, and Greg Aarons.

Contents of this paper were originally presented at the 2nd International Summit and Conference on Behavior Analysis and Autism in Higher Education, Stockholm, Sweden.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The work in this article was supported by Grant No. H325E170001, Office of Special Education Programs, and Grant No. R324A150047 from the Institute on Education Sciences, both in the U. S. Department of Education, and Grant No. K01MH109574 from the National Institute on Mental Health, U. S. Department of Health and Human Services.