Racial and Ethnic Diversity of Participants in Research Supporting Evidence-Based Practices for Learners With Autism Spectrum Disorder

By E. West, Jason C. Travers, Talya Kemper, Lisa M. Liberty, Debra L. Cote, Meaghan M. McCollow, L. S. Stansberry Brusnahan. 2016

182 citations recorded by the source corpus.

Selection of a special education evidence-based practice (EBP) requires developing an understanding of what interventions work as well as for whom they are effective. This review examined participant characteristics in the EBP literature for learners with autism spectrum disorders (ASD) identified by the National Professional Development Center on Autism Spectrum Disorders. Results indicated very limited representation of diverse participants in the entire body of research, and when reported, White youth represented a large majority of study participants. This work is an attempt to begin to better understand the extent that various contextual factors are reported in a body of literature used to identify EBPs. Implications for ASD research are discussed along with recommendations for future research.

View Paper: https://www.semanticscholar.org/paper/0437ed2cc8a7a610960d02994dec3f59f9b03e4a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

“Am I Doing Enough?” Special Educators’ Experiences with Emergency Remote Teaching in Spring 2020 (2020, background): “minorities with low average socioeconomic status) are usually underrepresented in this field [49,50].”
A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance (2019, unknown): “…to continue experimental research with BSP to grow the available evidence base and determine for whom and on what outcome measures EBPs work, so we may answer the critical question of external validity if we are to promote the use of BSP (Klingner & Edwards, 2006; Sloane, 2008; West et al., 2016).”