This online survey study examined early intervention providers’ knowledge and training needs surrounding evidence-based practices for autism spectrum disorder (ASD). The researchers analyzed data from 87 early intervention providers (speech-language pathologists and developmental specialists) in a rural Southwestern state. The survey included both quantitative (i.e., rating and multiple-choice questions) and qualitative (open-ended) components. Survey sections included demographics, self-ratings of knowledge of evidence-based practices/self-reported training needs and barriers to working with children with ASD, and directly assessed knowledge of evidence-based practices. Findings support specific knowledge gaps and training needs (e.g., practices for addressing challenging behaviors, strategies for working with children with limited communication skills) and suggest developmental specialists who provided special instruction services may have greater training needs than speech-language pathologists. Findings have important implications for professional development and training programs for early intervention providers.

这项在线调查研究检查了早期干预提供者对自闭症谱系障碍 (ASD) 循证实践的知识和培训需求。研究人员分析了西南农村地区 87 名早期干预提供者（语言病理学家和发育专家）的数据。该调查包括定量（即评分和多项选择题）和定性（开放式）部分。调查部分包括人口统计、循证实践知识的自我评估/自我报告的培训需求和与 ASD 儿童合作的障碍，以及直接评估的循证实践知识。调查结果支持特定的知识差距和培训需求（例如，解决挑战性行为的实践，与沟通能力有限的儿童一起工作的策略）并建议提供特殊指导服务的发育专家可能比语言病理学家有更大的培训需求。研究结果对早期干预提供者的专业发展和培训计划具有重要意义。