Reducing Varibles In Autism Research Helps Teachers Provide Effective Intervention

One of the leading issues in children is the developmental disorder that often shows in their early ages called autism. There is a recent study about this subject that aimed to help special educators if the evidence-based practice they are using in assisting children with autism spectrum disorder is really effective.

In a report from WIBW News, the coauthor of the research, Dr. Jason Travers have found that "race or ethnicity" is a variable that is not involved in most of peer review research about autism. He believes that it is as significant as other variables that can be used in the research since it is usually used as a proxy variable for many factors that might improve or decrease the effectiveness of the intervention done by educators to autistic children.

Dr. Travers emphasized in an example where African-Americans are more exposed to poverty and toxic environment and are receiving less care during pregnancy. These are possible factors that can be considered if the intervention to those autistic children would be effective or not. What Dr. Travers is trying to tell here is about reducing variables.

The dedicated educators for children with ASD are using evidence-based practices and these practices are supported by several research that proves its effectiveness. But according to Travers, "Those are the studies that we looked at to identify whether or not the studies reported factors that might have some impact on the way the learners respond to an intervention." He added, "Race tends to be the primary variable, but it doesn't always suggest or indicate whether or not an intervention will be effective."

There are a lot of variables that researchers should also figure in too like the social status and first language of parents which can clarify whether the specific way of intervention is effective or not. Dr. Travers and his coauthors in the study explained that their goal in conducting this research is to help educators understand if the effectiveness of their evidence-based practices will still be helpful or no longer be necessary for every individual with autism in the near future. Educators must particularly choose the kind of intervention for each autistic child and they should also evaluate if it is drawing good results or not.