As a part of the ASD: Guidelines Project effort, interventions that are commonly used in California for persons with ASD will be identified. The purpose of conducting this survey is to ensure that those interventions commonly reported to be used for persons with ASD in California are addressed within the final document.
The findings of this survey are not intended to influence or alter the scientific evidence-based review to evaluate effectiveness of interventions for persons with ASD currently underway. The evidence-based reviews of psychological/educational interventions and of medical/bio-behavioral interventions will continue as planned.
The statewide survey will provide a means to catalog interventions currently used throughout California. The findings may offer additional insight concerning variations in the use of interventions across different demographic parameters such as geography, rural or urban settings.
As a result of conducting the survey, findings may also point to or be a means of identifying interventions that are commonly reported, but for which little or no published empirical research is currently available. Interventions for which no published research materials are available for formal evidence-based review would be at risk of not being included within the published document. Gathering information on commonly used interventions from across the state will support efforts to recognize the interventions within the DDS: ASD Guidelines Document.
The effort is intended to gather general information regarding reported use of interventions. However, it is not intended to yield rigorous data regarding service use in the state. Additionally, it is not intended to exclude interventions from the scientific evidence-based reviews that are not commonly used in California, if relevant published research materials are available.
Several steps are planned to implement the survey and report the findings. Project staff and members from the Oversight Committee, representing the project’s Methodology Committee will develop materials to collect information regarding behavioral/educational as well as medical/biomedical approaches used for persons with ASD. Decisions regarding the number of interviews, instrument design, and methodology for administration of the survey are currently under consideration. Input from the additional parties including Advisory Committee members will be sought to review materials prior to proceeding with conducting the survey. Appropriate key respondents will be identified drawing from several stakeholder groups to include: family advocacy groups, Regional Centers, Special Education Local Planning Areas (SELPAS), and others as recommended.
A detailed summary of interventions reported will be prepared by the Project Director who will validate responses in reference to the identified criteria for gathering statewide data. The information gathered from the surveys will be compared with the published research materials to be reviewed within the scientific evidence-based reviews. Those interventions commonly reported by key respondents that will not appear in the evidence based reviews, if any, can then be noted. This listing will then be brought to the Oversight and Methodology Committees for further consideration and review.
It is anticipated that this effort will provide important information that will serve to ensure those interventions that are commonly used in California will be included within the final, published document.
A set of guiding principles will be included as a part of the DDS: ASD: Guidelines for Effective Interventions Document. It is important to engage in a discussion about the guiding principles for several reasons. Agreement around a core set of guiding principles provides an important foundation for those currently participating on the project. A set of guiding principles will also be of particular importance to those engaged in writing, reviewing, and editing various sections of the document.
What is a Guiding Principle? Guiding principles set the tone for the document’s content and presentation. They exemplify the core underlying qualities of both the project and document. Guiding principles are statements that:
The Guiding Principles for this project and document are intended to provide a common language and set of values by which professionals and families can meaningfully communicate about various interventions and the processes that may contribute to the effectiveness of interventions for persons with ASD.
The process of narrowing down a potential list to essential core underlying statements will be of importance for the document’s development. Although the final figures may change, we anticipate drafting between 10 and 15 Guiding Principles. Following are several examples of potential guiding principles drawn from similar existing documents:
Drafting a set of guiding principles, while likely to involve considerable discussion and debate, will serve to reinforce the shared vision of the Advisory Committee, Oversight Committee, Department of Developmental Services and others involved in the project to meaningfully assist those with ASD and their families.
How Does a Guiding Principle Differ from a Guideline for Practice? In general, a guideline, as contrasted with a guiding principle, articulates a recommendation informed by scientific literature, research and/or practice. A guideline includes recommendations that can be used as criteria for decision-making by parents, healthcare providers and educators. It should also be noted that guidelines might not be inclusive of all possible methods or approaches to a specific problem or situation. Though a guiding principle may also provide a basis of decision making, a guiding principle provides a broader, and typically more conceptual statement reflecting the foundational values of a particular document or project. Practice guidelines should be consistent with and fall within the overarching themes expressed through the guiding principles of the project or document. |
Guidelines for the Identification and Education of Children and Youth with Autism (2005). Connecticut State Department of Education.
Technical Assistance Manual: Autism Spectrum Disorders (2004). New Mexico Public Education Department
Guidelines for the Identification and Education of Children and Youth with Autism (2005) Connecticut State Department of Education