Bridging Managerial Knowledge Gaps: Enhancing Care or Autism and Learning Disabilities through Evidence-Based Practices
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Date
2025
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Department of Physical and Health Education, Faculty of Education, Federal University, Wukari
Abstract
This clinical/research area targets the management of autism spectrum disorder (ASD) and learning disabilities (LD) characterized by multi-layered neurodevelopmental and educational problems. This article discusses the importance of managerial knowledge to the successful implementation of evidence-based practices (EBPs) to improve care outcomes for people with ASD and LD. This article provides an overview of the characteristics of ASD and LD along with the implications of these for strategies of care. It underlines how much a competent manager contributes to effective service delivery, resource allocation and environments that are inclusive of families and people who want to reach their full potential. Lack of managerial knowledge is one of the major barriers to EBP diffusion, which is defined as practices that are
guided by the best available researched information and clinical expertise. Illustrating your decision on some EBPs like Applied Behavior Analysis (ABA) and TEACCH, describing how could they improve the skill acquisition and social interaction of an individual with ASD and LD. Yet sustainable staffing, resource constraints, and reluctance to change are ongoing challenges that deepen knowledge gaps and hinder implementation. The article then provides actionable recommendations, calling for structured training programs, interdisciplinary collaboration, and the establishment of supportive policies that emphasize continuous learning and stakeholder engagement.Overcoming knowledge gaps among managers
through the implementation of EBPs is crucial for improving the quality of care in autism and learning disabilities and truly calls for a future whereby evidence-based strategies become the norm of practice so that all people affected achieve the best possible outcomes.
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Keywords
Autism spectrum disorder, learning disabilities, evidence-based practices, managerial knowledge gaps, care quality, interdisciplinary collaboration