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Sources of Evidence-Based Practices
Two organizations perform comprehensive reviews of intervention practices for children and youth with autism and provide lists of best practices based on research evidence, or EBPs, that can be recommended for teachers, parents, and caregivers of individuals with ASD. These organizations are the National Autism Center (NAC) and the National Clearinghouse on Autism Evidence and Practice (NCAEP), pronounced "en-CAPE”, the successor entity to the National Professional Development Center on ASD (NPDC). The NAC, through its National Standards Project, has identified 14 EBPs for children and youth with autism. NCAEP has identified 28 EBPs. This page will include my personal discussion and thoughts on certain selected EBPs. Additional information can be found by accessing reports and information provided by NAC and NCAEP.
Key Reports on EBPs
2020 Report: Evidence-Based Practices for Children, Youth, and Young Adults with ASD (NCAEP)
2015 Report: Evidence-Based Practice and Autism in the Schools - 2nd Edition (NAC)
2014 Report: Evidence-Based Practices for Children, Youth, and Young Adults with ASD (NPDC)
2009 Report: Evidence-Based Practice and Autism in the Schools (NAC) - Partial Report
2015 Report: Evidence-Based Practice and Autism in the Schools - 2nd Edition (NAC)
2014 Report: Evidence-Based Practices for Children, Youth, and Young Adults with ASD (NPDC)
2009 Report: Evidence-Based Practice and Autism in the Schools (NAC) - Partial Report
Training on Evidence-Based Practices |
Discussion on the IRIS Modules |
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The IRIS Center - iris.peabody.vanderbilt.edu/ - The IRIS Center is a national center dedicated to improving education outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions.
Autism Focused Intervention Resources & Modules (AFIRM) - https://afirm.fpg.unc.edu/ - Register to access free AFIRM modules and resources for evidence-based practices. |
EDUU - 676 Video Journal #2
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Implementing an EBP - Discussions on Fieldwork Interventions
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EDUU - 677 Video Journal #1
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EDUU - 677 Video Journal #2
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2014 NPDC Evidence-Based Practices Charts - See Key Reports For More Charts
1. PBS or PBIS
PBS, or Positive Behavior Supports, is today more commonly referred to as PBIS, or Positive Behavioral Interventions and Supports. PBIS is a program for schools that begins with Tier 1 supports for all students. Tier 1 supports include collaborating with students, families, and educators to establish school-wide expectations and to prioritize social/emotional wellbeing. Tier 2 supports are targeted to the 10-15% of students who require increased adult support, additional instruction, and reminders on expectations. Tier 3 supports are intensive and individualized to support the 1-5% of students who require additional behavioral assessments and intervention planning. See https://www.pbis.org/pbis/what-is-pbis
PBIS is used at many schools and is a way to provide support for students with ASD at all need levels. Further, because students with, and without ASD, learn about PBIS there is a greater likelihood of peer support and reinforcement throughout the school day in varied settings. PBIS incorporates several EBPs identified by NCAEP and NAC. Please see Key Reports on EBPs (above) and the Strategies & Research Tab for additional information.
PBIS is used at many schools and is a way to provide support for students with ASD at all need levels. Further, because students with, and without ASD, learn about PBIS there is a greater likelihood of peer support and reinforcement throughout the school day in varied settings. PBIS incorporates several EBPs identified by NCAEP and NAC. Please see Key Reports on EBPs (above) and the Strategies & Research Tab for additional information.
2. ABA
ABA, or Applied Behavior Analysis, is an intervention program that seeks to understand the function of behavior, how it is affected by the environment, and how the understanding of behavior can help change harmful and interfering behaviors. Positive reinforcement is one of the main strategies of ABA. While many ABA strategies can be implemented, to some extent, by teachers and caregivers, typically ABA services are provided by a board-certified behavior analyst, which designation requires a master's degree or PhD in psychology or behavior analysis, the passing of a national certification exam, and, in some states, a state license. See www.autismspeaks.org/applied-behavior-analysis
For students with ASD with challenging behaviors or in its more severe forms, ABA therapy is often recommended, both at school and at home. In most cases, I've experienced that the actual ABA therapy is performed only occasionally in the classroom, but that the ABA therapist will provide suggestions and strategies to reinforce therapy goals in between therapy sessions. ABA uses the EBP of an Antecedent-Based Intervention (antecedent, behavior, consequence), an EBP identified by NCAEP. Please see Key Reports on EBPs (above) and the Strategies & Research Tab for additional information.
For students with ASD with challenging behaviors or in its more severe forms, ABA therapy is often recommended, both at school and at home. In most cases, I've experienced that the actual ABA therapy is performed only occasionally in the classroom, but that the ABA therapist will provide suggestions and strategies to reinforce therapy goals in between therapy sessions. ABA uses the EBP of an Antecedent-Based Intervention (antecedent, behavior, consequence), an EBP identified by NCAEP. Please see Key Reports on EBPs (above) and the Strategies & Research Tab for additional information.
3. DTT
DTT, or Discrete Trial Training, is a structured ABA technique that breaks down the parts of a task into smaller components and focuses on teaching each component and then combining the parts to complete the larger task. Small rewards or tokens are provided as for progress and as each component is mastered. See www.autismspeaks.org/expert-opinion/what-discrete-trial-training#:~:text=DTT%20is%20a%20structured%20ABA,a%20candy%20or%20small%20toy.
Breaking down learning into smaller parts, and providing positive reinforcement for progress, is a tool frequently used by Educational Specialists to improve learning for students with cognitive and memory challenges, as well as to improve behavior. DTT somewhat differs from this usual practice by focusing on smaller individualized learning goals than are goals typical in the larger classroom. DTT uses the EBP of an Antecedent-Based Intervention (antecedent, behavior, consequence), an EBP identified by NCAEP. Please see Key Reports on EBPs (above) and the Strategies & Research Tab for additional information.
Breaking down learning into smaller parts, and providing positive reinforcement for progress, is a tool frequently used by Educational Specialists to improve learning for students with cognitive and memory challenges, as well as to improve behavior. DTT somewhat differs from this usual practice by focusing on smaller individualized learning goals than are goals typical in the larger classroom. DTT uses the EBP of an Antecedent-Based Intervention (antecedent, behavior, consequence), an EBP identified by NCAEP. Please see Key Reports on EBPs (above) and the Strategies & Research Tab for additional information.
4. SCERTS
The SCERTS Model is a proprietary trademarked system described as "a comprehensive, multidisciplinary approach to enhancing the communication and socioemotional abilities of young children with autism spectrum disorder." The letters of SCERTS refer to Social Communication, Emotional Regulation, and Transactional Support. See https://scerts.com/the-scerts-model/
I was not familiar with the SCERTS Model prior to beginning my autism-added program, but the basic components are well-known. Social communication is an important part of belonging and having one's needs met. Emotional regulation is important to everyone, with or without ASD, so that we can be available for life as it presents itself. While we all benefit from the support of our teachers, friends and family, persons with ASD often have support needs which are greater, or different, from what is regularly provided. The transactional support indicated in the SCERTS model refers to accommodations and modifications in the environment and learning materials that are needed for a particular individual with ASD to be successful. Transactional support might include any number of EBPs identified by NCAEP. Please see Key Reports on EBPs (above) and the Strategies & Research Tab for additional information.
I was not familiar with the SCERTS Model prior to beginning my autism-added program, but the basic components are well-known. Social communication is an important part of belonging and having one's needs met. Emotional regulation is important to everyone, with or without ASD, so that we can be available for life as it presents itself. While we all benefit from the support of our teachers, friends and family, persons with ASD often have support needs which are greater, or different, from what is regularly provided. The transactional support indicated in the SCERTS model refers to accommodations and modifications in the environment and learning materials that are needed for a particular individual with ASD to be successful. Transactional support might include any number of EBPs identified by NCAEP. Please see Key Reports on EBPs (above) and the Strategies & Research Tab for additional information.
5. SOCIAL STORIES
Social stories can also be called Social Narratives. These are stories that provide descriptions of social situations with examples of appropriate responding. Please see Key Reports on EBPs (above) and the Strategies & Research Tab for additional information.
6. PECS
Picture Exchange Communication System, or PECS, is a systematic 6 phase protocol which teaches the exchange of pictures between communicative partners. Please see Key Reports on EBPs (above) and the Strategies & Research Tab for additional information.
7. PIVOTAL RESPONSE TRAINING
Pivotal Response Training, or PRT, emphasizes teaching overarching skills that can be applied in many different situations. For example, training a learner the skill of motivation can help throughout the school day. Please see Key Reports on EBPs (above) and the Strategies & Research Tab for additional information.
8. VIDEO MODELING
Video Modeling uses video that a learner can watch as many times as needed in order to learn a new skill. Please see Key Reports on EBPs (above) and the Strategies & Research Tab for additional information.
9. PROMPTING
Prompting is the use of verbal, gestural or physical assistance to support skill acquisition. Please see Key Reports on EBPs (above) and the Strategies & Research Tab for additional information.
10. VISUAL SUPPORT
Learners with ASD, and many typical learners, benefit from visual supports which can help build independence. Please see Key Reports on EBPs (above) and the Strategies & Research Tab for additional information.
11. EXERCISE
Everyone can benefit from a little exercise and exercise is an evidence-based practice for reducing interfering behaviors and increasing appropriate behaviors. Physical exertion is an antecedent which helps create the conditions for future success. Please see Key Reports on EBPs (above) and the Strategies & Research Tab for additional information.
12. SELF MANAGEMENT
Giving learners the tools they need to manage their own behaviors is empowering for learners with ASD, and for all students. Tools might include checklists, and written or visual support to remind students of the steps needed to complete a task, and to help learners distinguish between appropriate and inappropriate behaviors. Students will learn the skills of accurate self-monitoring and to reward themselves for a job well done. Please see Key Reports on EBPs (above) and the Strategies & Research Tab for additional information.
13. COGNITIVE BEHAVIOR INTERVENTION
Cognitive behavior interventions are based upon the idea that our thinking, emotions and behavior are closely related. By helping learners with ASD to better understand these connections and to change thinking and emotions we can affect changes in behavior. Please see Key Reports on EBPs (above) and the Strategies & Research Tab for additional information.