11/14/2025
It’s disappointing to see conversations in our profession (in largely framed in ways that divide rather than unite. Turning off comments prevents the very dialogue that evidence-based practice requires: respectful discussion, shared perspectives, and collective reflection.
But instead of responding with the same tone, I want to offer something different...
Education, Clarity, and Collaboration..grounded in the real Evidence-Based Practice (EBP) model.
Let’s Revisit What EBP Actually Is
The EBP triangle is clear:
External Scientific Evidence
Clinical Expertise
Client Preferences & Perspectives
All THREE are required, not just one, and not “science vs. feelings.”
The model exists because children do best when we integrate research, professional judgment, and the voices and lived experiences of those we serve.
This isn’t “wokeism.”
It’s literally the foundation of ethical practice.
~On Lived Experience & Neurodiversity
Calling lived experience “propaganda” misunderstands the triangle entirely.
Client and family perspectives are not optional. They are a core pillar of EBP.
Recognizing how identity, regulation, sensory needs, safety, autonomy, and trauma history impact communication is not political. It’s clinical competence.
Understanding a client is not abandoning science, it is applying science skillfully.
~On Research
Yes, high-quality research matters.
But so does acknowledging:
Some autistic communication styles are still being actively researched, even right now, because as our understanding grows, our practice grows with it and when we know better, we do better.
RCTs are limited for populations with high variability. Autistic individuals often present with wide-ranging strengths, sensory profiles, communication styles, co-occurring conditions, and support needs. This diversity makes it difficult to create tightly controlled, homogenous groups that RCTs require. As a result, strict randomized designs may overlook meaningful outcomes or fail to capture the individualized, real-world progress that clinicians observe daily.
Emerging practices often begin with qualitative or observational evidence. For many autistic communicators, the most meaningful information comes from watching how they naturally engage, listening to their caregivers, and learning directly from their lived experiences. These forms of evidence help us understand patterns, needs, and strengths that may not show up cleanly in a traditional experimental design. Qualitative work often becomes the foundation that future research builds upon.
Trauma-informed, sensory-informed, and neurodiversity-centered care are supported by decades of psychology, OT, mental health, and developmental research.
To insist that only RCTs “count” is to ignore the broader landscape of developmental science.
~On “Questioning” and “Critique”
Critical thinking is essential.
But critique is only productive when it is:
rooted in accuracy
open to learning
free from inflammatory language
grounded in curiosity, not contempt
When the tone becomes hostile, clinicians stop engaging!! Not because they can’t defend their work, but because no one learns in environments that feel unsafe.
That applies to SLPs just as much as it applies to the children we serve.
~On “Progress”
Connection-centered, neurodivergent-affirming care is not about lowering expectations.
It is about accurately identifying what progress means for each individual child, especially those who are dysregulated, traumatized, or unsupported by traditional compliance-based approaches.
Many autistic children do not thrive when forced into neurotypical communication molds.
Honoring their communication differences is not “making excuses”—it is aligning therapy with who they are and how they learn.
~A Path Forward
We can uplift our profession without attacking each other.
We can demand quality research and honor client perspectives.
We can expand our understanding of autism and hold high clinical standards.
We can critique methods without dismissing the people who use them.
The future of our field depends on nuance...not name-calling, not fear-based rhetoric, and not shutting down dialogue.
EBP was never intended to be a weapon.
It is a framework for collaboration.
And collaboration—not division—is how we best serve children and families.
♾️🫶🏻
