Purpose: This article introduces implementation science, which focuses on research methods that promote the systematic application of research findings to practice. Method: The narrative defines ...implementation science and highlights the importance of moving research along the pipeline from basic science to practice as one way to facilitate evidence-based service delivery. This review identifies challenges in developing and testing interventions in order to achieve widespread adoption in practice settings. A framework for conceptualizing implementation research is provided, including an example to illustrate the application of principles in speech-language pathology. Last, the authors reflect on the status of implementation research in the discipline of communication sciences and disorders. Conclusions: The extant literature highlights the value of implementation science for reducing the gap between research and practice in our discipline. While having unique principles guiding implementation research, many of the challenges and questions are similar to those facing any investigators who are attempting to design valid and reliable studies. This article is intended to invigorate interest in the uniqueness of implementation science among those pursuing both basic and applied research. In this way, it should help ensure the discipline's knowledge base is realized in practice and policy that affects the lives of individuals with communication disorders.
Autism spectrum disorder (ASD) is a neurodevelopmental disorder that can cause significant social, communication, and behavioral challenges. Diagnosis of ASD is complicated and there is an urgent ...need to identify ASD-associated biomarkers and features to help automate diagnostics and develop predictive ASD models. The present study adopts a novel evolutionary algorithm, the conjunctive clause evolutionary algorithm (CCEA), to select features most significant for distinguishing individuals with and without ASD, and is able to accommodate datasets having a small number of samples with a large number of feature measurements. The dataset is unique and comprises both behavioral and neuroimaging measurements from a total of 28 children from 7 to 14 years old. Potential biomarker candidates identified include brain volume, area, cortical thickness, and mean curvature in specific regions around the cingulate cortex, frontal cortex, and temporal-parietal junction, as well as behavioral features associated with theory of mind. A separate machine learning classifier (i.e., k-nearest neighbors algorithm) was used to validate the CCEA feature selection and for ASD prediction. Study findings demonstrate how machine learning tools might help move the needle on improving diagnostic and predictive models of ASD.
Two studies examined the psychometric properties of the Theory of Mind Inventory (ToMI). In Study One, 135 caregivers completed the ToMI for children (ages 3 through 17) with autism spectrum disorder ...(ASD). Findings revealed excellent test–retest reliability and internal consistency. Principle Components Analysis revealed three subscales related to the complexity of ToM understanding. In Study Two, data were collected for 124 typically developing children (2 through 12 years). Findings again revealed excellent test–retest and internal consistency. The ToMI distinguished groups by age (younger vs. older children) and developmental status (typically developing vs. ASD), and predicted child performance on a ToM task battery. Utility of the ToMI, study limitations and directions for future research are discussed.
This study describes the development and psychometric evaluation of a new self-report measure of social cognition: the Theory of Mind Inventory:Self-report-Adult (ToMI:SR-Adult). Adults with autism ...(or a suspicion of autism; n = 111) and typically developing adults (n = 109) completed a demographic questionnaire and the ToMI:SR-Adult online. Both quantitative and qualitative self-reports of one’s own theory of mind functioning were collected. The ToMI:SR-Adult performed well under all examinations of reliability and validity (internal consistency, accuracy of classification, contrasting-groups). The qualitative data confirmed impressions of validity and revealed that the adults in our sample had high levels of self-insight regarding their own theory of mind. The ToMI:SR-Adult is offered as a promising research and clinical tool for the assessment of social cognition in adults.
There is a need for increased understanding of self-report measures for autistic individuals. In this preliminary study, we examine how a theory of mind self-report relates to other self-report ...measures for groups of autistic and neurotypical individuals, as well as eye tracking outcomes. Expected patterns of relatedness emerged between self-reports and the eye tracking findings, which lends validity to the theory of mind measure. Self-report measures are critical for autistic individuals to share their own experiences and this is the first step in establishing a theory of mind self-report tool.
Autobiographical memory (ABM)--the type of long-term memory that holds information about ourselves and our past experiences--is key to social learning and social communication. This groundbreaking ...guide shows professionals how to support ABM in children and adolescents on the autism spectrum, leading to lasting enhancements to critical social skills. A natural, strengths-based approach to autism intervention, this unique program is about promoting authentic connections by facilitating memory--"not" encouraging a specific set of behaviors or changing autistic habits of cognition. Ideal for speech-language pathologists and other practitioners, this book offers detailed guidance on how to assess ABM needs and implement activities that help autistic individuals encode and retrieve memories that aid in social learning. Professionals will get step-by-step instructions on using adaptable, person-centered techniques such as elaborative reminiscing, memory making activities, episodic memory draw-talks, and life stories. An innovative and practical guide that honors neurodiversity, this program empowers children to tap into and create meaning from their past experiences--and use those memories to plan, problem-solve, and form positive connections with others. Why This Program? (1) Helps neurotypical and autistic children and adolescents develop memory retrieval and discourse strategies critical for academic and social success; (2) Evidence aligned--translates pioneering research into ready-to-use intervention strategies and activities; (3) Client centered--honors the child's interests and follows their lead without prescribing scripts or rules; (4) Adaptable for a wide range of intervention settings--home, school, and community; (5) Developed by highly respected experts on autism and communication; and (6) Customizable to meet the needs of the individual. Practical materials: Professionals will get downloadable assessment and intervention forms, clear scope and sequences they can easily replicate, and handouts and worksheets to share with families so they can use the techniques at home.
Episodic memory (EM) and scene construction are critical for organizing and understanding personally experienced events and for developing several aspects of social cognition including self-concept, ...identity, introspection, future thinking, counterfactual reasoning, theory of mind, self-regulation, flexible problem-solving, and socially adaptive behavior. This article challenges the reader to think differently about EM in children with autism spectrum disorder (ASD), as we expand our understanding of autobiographical memory that requires an ability to travel back in time and re-experience an event. The role of EM in cognitive and behavioral functioning for children with and without ASD is described. The value of story-based interventions such as Social Stories and Comic Strip Conversations for supporting EM is discussed with adaptations recommended to ensure a rich personal recall of an event. By focusing on EM and scene construction, there is potential for increasing the potency of story-based interventions for achieving maximum therapeutic impact.
This article describes the Coaching in Context (CinC) process, a family-driven, culturally responsive structure that facilitates family identification and achievement of goals. CinC focuses on ...modification of the demands of an activity with guidance from a health care professional who coaches the family to increase their participation in everyday activities. An interprofessional team is key in this process. Working as a team and communicating effectively across professions supports the health professional who serves as the coach. Effective interprofessional team collaboration is possible; health professions share values for the delivery of the highest quality of care.
This article describes the relationship between expressive communication impairments and common challenging behaviors in individuals with Autism Spectrum Disorder and Intellectual Disability. The ...communication challenges of individuals with Autism Spectrum Disorder/Intellectual Disability are described and several evidence-based intervention strategies are proposed to support communication so as to decrease challenging behaviors. Recommendations for practice are offered.
