Evidence-based practice in autism educational research: can we bridge the research and practice gap?

Research output: Contribution to journalArticle

Standard

Evidence-based practice in autism educational research : can we bridge the research and practice gap? / Guldberg, Karen.

In: Oxford Review of Education, Vol. 43, No. 2, 28.11.2016, p. 149-161.

Research output: Contribution to journalArticle

Harvard

APA

Vancouver

Author

Bibtex

@article{83e45af7bed444769ef22e534c279d65,
title = "Evidence-based practice in autism educational research: can we bridge the research and practice gap?",
abstract = "In order to develop deeper and better understandings of what constitutes effective educational practices, and to bridge the gap between research and practice, there is a need for a paradigm shift in autism educational research. The contribution of this paper is to examine the key methodological challenges that stand in the way of autism educational research impacting on practice. This research field is dominated by experimental research designs that evaluate the impact of {\textquoteleft}interventions{\textquoteright} that focus on developing the skills, knowledge, and understanding of pupils with autism. For educational research to have an impact on the lives of individuals with autism, their families, and the practitioners who work with them, movement towards a more balanced range of methodologies is needed. This needs to include methodologies that situate the knowledge base of practitioners on a par with the knowledge base of researchers, drawing on the evidence base from the classroom itself, and bringing in the perspectives and views of individuals with autism, their families, and the practitioners who work with them.",
keywords = "Evidence-based practice, autism educational research, autism intervention research, bridging research and practice",
author = "Karen Guldberg",
year = "2016",
month = nov,
day = "28",
doi = "10.1080/03054985.2016.1248818",
language = "English",
volume = "43",
pages = "149--161",
journal = "Oxford Review of Education",
issn = "0305-4985",
publisher = "Taylor & Francis",
number = "2",

}

RIS

TY - JOUR

T1 - Evidence-based practice in autism educational research

T2 - can we bridge the research and practice gap?

AU - Guldberg, Karen

PY - 2016/11/28

Y1 - 2016/11/28

N2 - In order to develop deeper and better understandings of what constitutes effective educational practices, and to bridge the gap between research and practice, there is a need for a paradigm shift in autism educational research. The contribution of this paper is to examine the key methodological challenges that stand in the way of autism educational research impacting on practice. This research field is dominated by experimental research designs that evaluate the impact of ‘interventions’ that focus on developing the skills, knowledge, and understanding of pupils with autism. For educational research to have an impact on the lives of individuals with autism, their families, and the practitioners who work with them, movement towards a more balanced range of methodologies is needed. This needs to include methodologies that situate the knowledge base of practitioners on a par with the knowledge base of researchers, drawing on the evidence base from the classroom itself, and bringing in the perspectives and views of individuals with autism, their families, and the practitioners who work with them.

AB - In order to develop deeper and better understandings of what constitutes effective educational practices, and to bridge the gap between research and practice, there is a need for a paradigm shift in autism educational research. The contribution of this paper is to examine the key methodological challenges that stand in the way of autism educational research impacting on practice. This research field is dominated by experimental research designs that evaluate the impact of ‘interventions’ that focus on developing the skills, knowledge, and understanding of pupils with autism. For educational research to have an impact on the lives of individuals with autism, their families, and the practitioners who work with them, movement towards a more balanced range of methodologies is needed. This needs to include methodologies that situate the knowledge base of practitioners on a par with the knowledge base of researchers, drawing on the evidence base from the classroom itself, and bringing in the perspectives and views of individuals with autism, their families, and the practitioners who work with them.

KW - Evidence-based practice

KW - autism educational research

KW - autism intervention research

KW - bridging research and practice

U2 - 10.1080/03054985.2016.1248818

DO - 10.1080/03054985.2016.1248818

M3 - Article

VL - 43

SP - 149

EP - 161

JO - Oxford Review of Education

JF - Oxford Review of Education

SN - 0305-4985

IS - 2

ER -