scholarly journals Antidementia drug use in Japan: Bridging the research-to-practice gap

2018 ◽  
Vol 33 (9) ◽  
pp. 1286-1287 ◽  
Author(s):  
Yasuyuki Okumura ◽  
Nobuo Sakata
Keyword(s):  
Drug Use ◽  
Research To Practice ◽  
Practice Gap ◽  
Research To Practice Gap

Response to Bridging the Research-to-Practice Gap

1997 ◽  
Vol 63 (4) ◽  
pp. 529-530 ◽  
Author(s):  
Diane Sydoriak ◽  
Martha J. Fields
Keyword(s):  
Research To Practice ◽  
Practice Gap ◽  
Research To Practice Gap

It’s time to close the research to practice gap in autism: The need for implementation science

Autism ◽  
2021 ◽  
pp. 136236132110644
Author(s):  
Brian A Boyd ◽  
Aubyn C Stahmer ◽  
Samuel L Odom ◽  
Anna Wallisch ◽  
Maya Matheis
Keyword(s):  
Implementation Science ◽  
Research To Practice ◽  
Practice Gap ◽  
Research To Practice Gap

Teacher-Reported Priorities and Practices for Students With Autism: Characterizing the Research-to-Practice Gap

2019 ◽  
Vol 35 (2) ◽  
pp. 67-78
Author(s):  
Matthew E. Brock ◽  
Jaclyn M. Dynia ◽  
Scott A. Dueker ◽  
Mary A. Barczak
Keyword(s):  
Individualized Education Program ◽  
Autism Spectrum ◽  
Cognitive Outcomes ◽  
Evidence Based ◽  
Research To Practice ◽  
Students With Autism ◽  
Practice Gap ◽  
Education Of Students ◽  
Broad Consensus ◽  
Research To Practice Gap

Despite broad consensus that a research-to-practice gap exists in the education of students with autism, the extent of this gap has not been well studied. We surveyed 99 teachers in Ohio about their highest priority goals for students with autism spectrum disorder (ASD), their approach for addressing these goals, the degree to which students had made progress, and barriers to student progress. Only half of all teachers described an approach that included any evidence-based practice (EBP). Teachers often reported inadequate progress on Individualized Education Program (IEP) goals, and that identifying and implementing effective intervention practices were barriers to progress. We found some alignment between the outcomes prioritized by teachers and those measured by researchers in the literature, although teachers more highly prioritized academic and cognitive outcomes.

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