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Article summary:
1. Addresses the research-to-practice gap in autism education.
2. Synthesises key barriers and facilitators to evidence-based practices (EBPs) use in schools.
3. Presents a conceptual framework to categorise barriers and facilitators for implementation of EBPs in autism education.
Article analysis:
The article is generally reliable and trustworthy, as it is based on a scoping review of the literature that follows the Joanna Briggs Institute (JBI) Scoping review guidelines. The article provides an overview of the extant literature related to the barriers and facilitators of implementing EBPs in autism education, using a multi-level framework (Domitrovich et al., 2008). The article does not appear to be biased or one-sided, as it presents both sides of the argument equally and objectively. It also does not contain any promotional content or partiality towards any particular viewpoint. Furthermore, possible risks are noted throughout the article, such as difficulties with communicative and social functioning, executive functioning difficulties, high rates of challenging behaviour, language disorders, etc., which can affect individuals with autism's ability to access the curriculum.
The article does not appear to have any unsupported claims or missing points of consideration; however, there is some missing evidence for some of the claims made throughout the article. For example, while it is stated that EBPs have been associated with improved outcomes for individuals with Autism (Eldevik et al., 2009), there is no evidence provided to support this claim. Additionally, there are some unexplored counterarguments that could be further explored in future research; for example, how do contextual factors such as culture and socio-economic status affect implementation of EBPs?
In conclusion, overall this article appears to be reliable and trustworthy; however, further rigorous research is needed in order to provide more evidence for some of its claims and explore unexplored counterarguments.