10
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Consultation and Collaboration to Support Meaningful and Socially Valid Outcomes for Autistic People: Special Issue Part 2

Received 03 Jun 2024, Accepted 05 Jun 2024, Published online: 12 Jun 2024

References

  • Albright, J., Hernandez, A., Piotrowski, Z., Russo, J., Cooney, D., Nutini, M., Sabatino, N., Dodd, D., Mandell, D., & Worley, J. (2024). Lessons learned from a university-school district partnership to improve autism care in public schools. Journal of Educational and Psychological Consultation, 1–22. https://doi.org/10.1080/10474412.2024.2303512
  • Azad, G. F., Taormina, I., Herrera, V., & Zhang, Y. (2024). Communication training within partners in school: Feasibility, acceptability, and usability. Journal of Educational and Psychological Consultation, 1–26. https://doi.org/10.1080/10474412.2024.2341382
  • Bergan, J. R. (1977). Behavioral consultation. Merrill.
  • Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J., & Hand, B. N. (2021). Avoiding ableist language: Suggestions for autism researchers. Autism in Adulthood, 3(1), 18–29. https://doi.org/10.1089/aut.2020.0014
  • Bottema-Beutel, K., Kapp, S. K., Sasson, N., Gernsbacher, M. A., Natri, H., & Botha, M. (2023). Anti-ableism and scientific accuracy in autism research: A false dichotomy. Frontiers in Psychiatry, 14(1), 1244451–1244451. https://doi.org/10.3389/fpsyt.2023.1244451
  • Boyd, B. A., Stahmer, A. C., Odom, S. L., Wallisch, A., & Matheis, M. (2022). It’s time to close the research to practice gap in autism: The need for implementation science. Autism: The International Journal of Research and Practice, 26(3), 569–574. https://doi.org/10.1177/13623613211064422
  • Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79(2), 135–144. https://doi.org/10.1177/0014402913079002021
  • Dart, E. H., Radley, K. C., Helbig, K. A., & Salvatore, C. (2023). Reframing social skills practices for autistic students: A responsive framework for assessment and intervention. Journal of Educational and Psychological Consultation, 34(1), 44–70. https://doi.org/10.1080/10474412.2023.2221671
  • Fletcher-Watson, S., Adams, J., Brook, K., Charman, T., Crane, L., Cusack, J., Leekam, S., Milton, D., Parr, J. R., & Pellicano, E. (2019). Making the future together: Shaping autism research through meaningful participation. Autism: The International Journal of Research and Practice, 23(4), 943–953. https://doi.org/10.1177/1362361318786721
  • Giese, A., & Harris, J. (2024). Commentary on the special issue: Services, consultation, and the inclusion of autistic people. Journal of Educational and Psychological Consultation.
  • Hamsho, N., Eisenhower, A., Galligan, M., Collier-Meek, M. A., Bolourian, Y., Levinson, S., & Blacher, J. (2023). Drawing on key partner perspectives of an autism-focused professional development program: A conceptual framework for coaching. Journal of Educational and Psychological Consultation, 34(1), 14–43. https://doi.org/10.1080/10474412.2023.2262450
  • Helbig, K. A., Schrieber, S. R., Radley, K. C., & Dereiux, J. (2023). Effects of a teacher-implemented social skills intervention for elementary students with autism and developmental disabilities. Journal of Educational and Psychological Consultation, 1–29. https://doi.org/10.1080/10474412.2023.2239796
  • Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Serife Yücesoy‐Özkan, S., & Savage, M. N. (2021). Evidence-based practices for children, youth, & young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 51(11), 4013–4032. https://doi.org/10.1007/s10803-020-04844-2
  • Individuals with Disabilities Education Improvement Act. (2004). 20 U.S.C. § 1400.
  • Kang-Yi, C. D., Locke, J., Marcus, S. C., Hadley, T. R., & Mandell, D. S. (2016). School-based behavioral health service use and expenditures for children with autism and children with other disorders. Psychiatric Services, 67(1), 101–106. https://doi.org/10.1176/appi.ps.201400505
  • Knight, V. F., Huber, H. B., Kuntz, E. M., Carter, E. W., & Juarez, A. P. (2019). Instructional practices, priorities, and preparedness for educating students with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 34(1), 3–14. https://doi.org/10.1177/1088357618755694
  • Locke, J., Lawson, G. M., Beidas, R. S., Aarons, G. A., Xie, M., Lyon, A. R., Stahmer, A., Seidman, M., Frederick, L., Oh, C., Spaulding, C., Dorsey, S., & Mandell, D. S. (2019). Individual and organizational factors that affect implementation of evidence-based practices for children with autism in public schools: A cross-sectional observation study. Implementation Science, 14(29), 1–9. https://doi.org/10.1186/s13012-019-0877-3
  • Locke, J., Olsen, A., Wideman, R., Downey, M., Kretzman, M., Kasari, C., & Mandell, D. (2015). A tangled web: The challenges of implementing an evidence-based social engagement intervention for children with autism in urban public school settings. Behavior Therapy, 46(1), 54–67. https://doi.org/10.1016/j.beth.2014.05.001
  • McNeill, J. (2019). Social validity and teachers’ use of evidence-based practices for autism. Journal of Autism and Developmental Disorders, 49(11), 4585–4594. https://doi.org/10.1007/s10803-019-04190-y
  • Mendelson, J. L., Gates, J. A., & Lerner, M. D. (2016). Friendship in school-age boys with autism spectrum disorder: A meta-analytic summary and development process-based model. Psychological Bulletin, 142(6), 601–622. https://doi.org/10.1037/bul0000041
  • Morin, K. L., Sam, A., Tomaszewski, B., Waters, V., & Odom, S. L. (2021). Knowledge of evidence-based practices and frequency of selection among school-based professionals of students with autism. The Journal of Special Education, 55(3), 143–152. https://doi.org/10.1177/0022466920958688
  • Newman, D. S., McKenney, E., Silva, A. E., Clare, M., Salmon, D., & Jackson, S. (2017). A qualitative metasynthesis of consultation process research: What we know and where to go. Journal of Educational and Psychological Consultation, 27(1), 13–51. https://doi.org/10.1080/10474412.2015.1127164
  • Newman, D. S., McKenney, E., & Smeyne, C. (in press). The science of consultation training and supervision: Current evidence and future directions. In S. A. Garbacz, D. S. Newman, W. P. Erchul, & S. M. Sheridan (Eds.), Handbook of research in school consultation: Empirical foundations for educational and human sciences (3rd ed.). Routledge.
  • Nicolaidis, C., Raymaker, D., Kapp, S. K., Baggs, A., Ashkenazy, E., McDonald, K., Weiner, M., Maslak, J., Hunter, M., & Joyce, A. (2019). The AASPIRE practice-based guidelines for the inclusion of autistic adults in research as co-researchers and study participants. Autism: The International Journal of Research & Practice, 23(8), 2007–2019. https://doi.org/10.1177/1362361319830523
  • Odom, S. L., Hall, L. J., & Suhrheinrich, J. (2020). Implementation science, behavior analysis, and supporting evidence-based practices for individuals with autism. European Journal of Behavior Analysis, 21(1), 55–73. https://doi.org/10.1080/15021149.2019.1641952
  • Ogle, L. N., Garman McClaine, B. A., & Ruble, L. A. (2024). Intervention plan quality matters: Using COMPASS to collaboratively develop student-centered, evidence-based intervention plans using an EBPP approach. Journal of Educational and Psychological Consultation, 1–25. https://doi.org/10.1080/10474412.2024.2352464
  • Parsons, S., Charman, T., Faulkner, R., Ragan, J., Wallace, S., & Wittemeyer, K. (2013). Commentary – bridging the research and practice gap in autism: The importance of creating research partnerships with schools. Autism: The International Journal of Research and Practice, 17(3), 268–280. https://doi.org/10.1177/1362361312472068
  • Pellecchia, M., Connell, J., Beidas, E., Xie, R., Marcus, S., & Mandell, M. (2015). Dismantling the active ingredients of an intervention for children with autism. Journal of Autism and Developmental Disorders, 45(9), 2917–2927. https://doi.org/10.1007/s10803-015-2455-0
  • Picci, G., & Scherf, K. K. S. (2015). A two-hit model of autism: Adolescence as the second hit. Clinical Psychological Science: A Journal of the Association for Psychological Science, 3(3), 349–371. https://doi.org/10.1177/2167702614540646
  • Sam, A. M., Odom, S. L., Tomaszewski, B., Perkins, Y., & Cox, A. W. (2021). Employing evidence-based practices for children with autism in elementary schools. Journal of Autism and Developmental Disorders, 51(7), 208–2323. https://doi.org/10.1007/s10803-020-04706-x
  • Sheridan, S. M., & Kratochwill, T. R. (Eds.). (2007). Conjoint behavioral consultation: Promoting family-school connections and interventions. Springer.
  • Travers, J. C., Ayres, K., Simpson, R. L., & Crutchfield, S. (2016). Fad, pseudoscientific, and controversial interventions. In R. Lang, T. B. Hancock, & N. N. Singh (Eds.), Early intervention for young children with autism spectrum disorder (pp. 257–293). Springer. https://doi.org/10.1007/978-3-319-30925-5_9
  • Urbanowicz, A., Nicolaidis, C., den Houting, J., Shore, S. M., Gaudion, K., Girdler, S., & Sacarese, R. J. (2019). An expert discussion on strengths-based approaches in autism. Autism in Adulthood, 1(2), 82–89. https://doi.org/10.1089/aut.2019.29002.aju
  • U.S. Department of Education, National Center for Education Statistics. (2019). Digest of education statistics, 2017 (NCES 2018-070), Chapter 2.
  • Van Der Steen, S., Geveke, C. H., Steenbakkers, A. T., & Steenbeek, H. W. (2020). Teaching students with spectrum disorders: What are the needs of educational professionals? Teaching and Teacher Education, 90(1), 103036–103039. https://doi.org/10.1016/j.tate.2020.103036
  • Worley, J. A., Fodstad, J. C., & Neal, D. (2014). Controversial treatments for autism spectrum disorders. In J. Tarbox, D. R. Dixon, P. Sturmey, & J. L. Matson (Eds.), Handbook of early intervention for autism spectrum disorders: Research, policy, and practice (pp. 487–510). Springer. https://doi.org/10.1007/078-1-4939-0401-3

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.