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Applying Dissemination and Implementation Science to Facilitate Community Implementation of Evidence-Based Interventions

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Handbook of Autism and Pervasive Developmental Disorder

Part of the book series: Autism and Child Psychopathology Series ((ACPS))

Abstract

The field of dissemination and implementation (D & I) science has developed in response to identified gaps between evidence-based interventions (EBIs) developed and tested in controlled research settings and those delivered in routine, community-based care. Specifically, D & I science involves the study of methods to promote the uptake and sustainment of EBIs in community care. Individuals with ASD receive care in many community service systems over their lifespan including early intervention services, schools, mental health, ASD specialty/Applied Behavior Analysis, medical, transition and vocational services. Over the past decade, ASD researchers have applied D & I methodologies to identify gaps between research and community services, assess community needs for new or adapted interventions, and to develop and test evidence-based intervention in routine care. This chapter presents the application of D & I science approaches to improve community services for ASD across multiple service systems.

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Notes

  1. 1.

    We recognize differences in preferences both in terminology and in the use of person-first and identity-first language in autism. In this chapter, we use autism spectrum disorder (ASD) to reflect the characterization used by service systems to determine eligibility for services. We decided to use person-first language to reflect the preference of many families of young children. We respect the importance of asking children as they grow up, to identify their own unique preferences for autism terminology.

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Acknowledgements

The research described in this chapter was supported through multiple grants from the National Institute of Mental Health, the Institute of Education Sciences, U.S. Department of Education, and Autism Speaks awarded to the University of California, San Diego, San Diego State University, Rady Children’s Hospital-San Diego, or University of California, Davis. This research was conducted at the Child and Adolescent Services Research Center. The opinions expressed are those of the authors and do not represent the views of the funding agencies. The authors wish to acknowledge their community partners and all of the leaders, providers, and families who have participated in this research.

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Authors and Affiliations

  1. Department of Psychiatry, University of California San Diego, La Jolla, CA, USA

    Lauren Brookman-Frazee, Janice Chan & Nicole A. Stadnick

  2. Child and Adolescent Services Research Center, San Diego, CA, USA

    Lauren Brookman-Frazee, Mary J. Baker-Ericzén, Janice Chan, Kelsey S. Dickson, Sarah R. Rieth, Rachel Haine-Schlagel, Nicole A. Stadnick, Aubyn C. Stahmer & Jessica Suhrheinrich

  3. Dissemination and Implementation Science Center, University of California San Diego Altman Clinical and Translational Research Institute, La Jolla, CA, USA

    Lauren Brookman-Frazee & Nicole A. Stadnick

  4. Rady Children’s Hospital-San Diego, San Diego, CA, USA

    Lauren Brookman-Frazee & Mary J. Baker-Ericzén

  5. Department of Administration, Rehabilitation and Post-Secondary Education, San Diego State University, San Diego, CA, USA

    Mary J. Baker-Ericzén

  6. Department of Special Education, San Diego State University, San Diego, CA, USA

    Janice Chan & Jessica Suhrheinrich

  7. Department of Child and Family Development, San Diego State University, San Diego, CA, USA

    Kelsey S. Dickson, Sarah R. Rieth & Rachel Haine-Schlagel

  8. University of California Davis MIND Institute, Sacramento, CA, USA

    Aubyn C. Stahmer

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  1. Lauren Brookman-Frazee
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  9. Jessica Suhrheinrich
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Correspondence to Lauren Brookman-Frazee .

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Editors and Affiliations

  1. Department of Psychology, Louisiana State University, Baton Rouge, LA, USA

    Johnny L. Matson

  2. The Graduate Center and Queens College, City University of New York, New York, NY, USA

    Peter Sturmey

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Brookman-Frazee, L. et al. (2022). Applying Dissemination and Implementation Science to Facilitate Community Implementation of Evidence-Based Interventions. In: Matson, J.L., Sturmey, P. (eds) Handbook of Autism and Pervasive Developmental Disorder. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-030-88538-0_26

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