A UK and Ireland survey of Educational Psychologists’ intervention practices for students with Autism Spectrum Disorder.

Although evidence-based interventions (EBIs) for Autism Spectrum Disorder (ASD) have been identified in recent systematic literature reviews, the extent to which the practice of educational psychologists (EPs) in the UK and Ireland is informed by these is unknown. This study presents the results of a questionnaire which surveyed 146 EP practitioners in the UK and Ireland about their use of 31 EBIs for ASD. This survey also explored the factors which influence EP practitioners’ decision-making when planning interventions for students with ASD. Out of the 31 EBIs, EP Practitioners were most often involved with implementing visual supports, social stories, reinforcement, antecedent-based interventions, prompting, and social skills training. The most salient factors which influenced EP Practitioners’ decision-making when planning interventions for students with ASD included the student’s individual needs and factors related to the school context. Implications for EP practice are discussed in addition to the limitations of this study.