Resources

Chang, YC, & Shire, S. (2019). Promoting play in early childhood programs for children with ASD: Strategies for educators and practitioners. TEACHING Exceptional Children, 52(2), 66–76.

The development of play skills has wider implications for young children in terms of social, cognitive, and language-skills improvement. In this article, the authors examine the significance of play skills among young children with autism spectrum disorder, with a focus on specific interventions and strategies that teachers can use in their own classrooms. Notes on setting up the environment for play, monitoring, and collaborating with families are also included.

Chen, B. B., & Yukabova, G. (2019). Promoting independence with vocational audio and video prompting for students with ASD. TEACHING Exceptional Children, 52(2), 98–106.

This article takes a look at research supporting the effectiveness of audio and video prompts to help students with ASD improve their behavior and task-completion outcomes. Information includes specific examples of how to develop and implement audio and video prompts with individual students, as well as notes on how to monitor student progress and deciding when and whether to begin fading student prompts.

Gardiner, K. F., Carter, E. W., Gustafson, J. R., Hochman, J. M., Harvey, M. N., Mullins, T. S., & Fan, H. (2014). Effects of peer networks on the social interactions of high school students with autism spectrum disorders. Research and Practice for Persons with Severe Disabilities, 39(2), 100–118.

In this article, the authors investigate the usefulness of social networks are means through which to increase the social interactions of young people with autism. Findings indicate that such networks do, in fact, lead to more and stronger social bonds for those students. A discussion regarding further research and possible applications is included.

Gauvreau, A. N., & Schwartz, I. S. (2013). Using visual supports to promote appropriate behavior in young children with autism and related disabilities. Young Exceptional Children Monograph Series, 15, 29–44.

Here the authors overview the use of various visual resources to manage the behavior of children with autism. Information about applied behavior analysis (ABA) is of particular interest in the context of this module.

Hendricks, D. R., & Wehman, P. (2009). Transition from school to adulthood for youth with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24(2), 77–88.

Students with autism spectrum disorder face a number of unique challenges and obstacles during the transition from high school to either higher education or to life and employment after school. In this article, the authors examine some of these challenges, as well as some of the ways young people can overcome them. A focus on related services includes information on outside support services related to work, home life, and further education.

King, S. A., Lemons, C. J., & Davidson, K. A. (2016). Math interventions for students with autism spectrum disorder: A best-evidence synthesis. Exceptional Children, 82(4), 443–462.

This article sets out to evaluate existing studies about effective evidence-based practices for math instructors to help improve the outcomes for students with ASD. Included here is a detailed explanation of the research’s methodology as well as its limitations, notes on the relative scarcity of reliable studies relevant to this population of students, and a call for more research and analysis.

Koegel, L. K., Park, M. N., & Koegel, R. L. (2014). Using self-management to improve the reciprocal social conversation of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44, 1055–1063.

Here the authors overview an experimental method to help young people with autism spectrum disorder to alleviate some of the challenges that come along with conversing and interacting socially with their average developing peers. The self-management method, they find, leads to an increase in focus, responsiveness, and naturalness.

Kucharczyk, S., Reutebuch, C. K., Carter, E. W., Hedges, S., El Zein, F., Fan, H., & Gustafson, J. R. (2015). Addressing the needs of adolescents with autism spectrum disorder: Considerations and complexities for high school interventions. Exceptional Children, 81(3), 329–349.

The authors of this article assembled twenty-eight focus groups in four states to help determine the more efficient and effective methods for using evidence-based practices to improve the classroom outcomes for high school students. Resulting data and possible answers to many of the questions posed by the research are explored in-depth.

Lee, G. K., & Carter, E. W. (2012). Preparing transition-age students with high-functioning autism spectrum disorders for meaningful work. Psychology in the Schools, 49(10), 988–1000.

One of the challenges facing young people with autism spectrum disorder is finding gainful employment following the transition from high school. Here the authors examine seven elements to help them do just that, including the efficient use of related services and community supports, interagency involvement, and job-related skills instruction.

Mason, R. A., Davis, H. S., Boles, M. B., & Goodwyn, F. (2013). Efficacy of point-of-view video modeling: A meta-analysis. Remedial and Special Education, 34(6), 333–345.

This research article looks at the possible use of first-person POV videos as tools by which to model the behavior of young people with autism spectrum disorder. The results of that study—which indicated a positive effect on the targeted behaviors—are discussed in-depth, as are considerations for further research and possible applications of the method.

MacDonald, R., Parry-Cruwys, D., Dupere, S., & Ahearn, W. (2014). Assessing progress and outcomes of early intensive behavioral intervention for toddlers with autism. Research in Developmental Disabilities, 35(12), 3632–3644. Retrieved from http://www.sciencedirect.com/science/article/pii/S0891422214003898

The authors of this essay compared the social, behavioral, and academic development of young children with autism spectrum disorder alongside their typically developing peers. Their conclusions indicate that young children with ASD do indeed benefit in a variety of ways through the application of intensive early interventions. Notes on implications and future research are included.

Sam, A. M., Kucharczyk, S., & Waters, V. (2017). Online tools to support the delivery of evidence-based practices for students with ASD. TEACHING Exceptional Children, 50(3), 141–152. https://doi.org/10.1177/0040059917745654

The use of online resources in classroom instruction has surged over the past decade and has now become common practice. Despite this, questions remain regarding the selection and use of effective online tools based on evidence-based practices and legitimate educational research. In this article, the authors offer step-by-step instructions to help teachers who have students with autism spectrum disorder (ASD) to select and implement online tools in their own classroom with greater confidence.

Schwartz, I., Thomas, C. J., McBride, B., & Sandall, S. (2013). A school-based preschool program for children with ASD: A quasi-experimental assessment of child change in Project DATA. School Mental Health, 5, 221–232.

Here the authors investigate the usefulness of Project DATA (Developmentally Appropriate Treatment for Autism), a treatment method for young children with autism spectrum disorder. Their findings indicate that Project DATA does indeed improve the development of such children along a wide variety of outcomes, particularly those most closely associated with the challenges presented by ASD.

Strain, P. S., Schwartz, I. S., Barton, E. E. (2011). Providing interventions for young children with autism spectrum disorders: What we still need to accomplish. Journal of Early Intervention, 33(4), 321–332.

This distillation of a quarter-century of research on young people with autism spectrum disorder overviews a number of major themes and lessons to have emerged as a result, including the growing importance of effective evidence-based practices as a means for improving outcomes. Notes on what the next 25 years might yield are included.

Yeung, A. S., & Yeung, A. S. (2015). Self-management for autism spectrum disorders: A review. North American Journal of Medicine and Science, 8(3), 123–128.

Here six studies related to self-management as a treatment for young people with autism spectrum disorder are overviewed and discussed. Necessary adaptations to the self-management method going forward are likewise examined.

Autism Focused Intervention Resources and Modules (AFIRM)
https://afirm.fpg.unc.edu/afirm-modules

Visit the AFIRM Website to find numerous resources and Modules on topics that include functional behavioral assessment, peer-mediated instruction, self-management strategies, and much more. Also of note is a section with information about EBP selection.

The Center on Secondary Education for Students with Autism Spectrum Disorders (CSESA)
https://csesa.fpg.unc.edu/

Funded by the U.S. Department of Education, CSESA focuses on “developing, adapting, and studying a comprehensive school-based and community-based education program for high school students on the autism spectrum.” Visitors here will find information and resources on evidence-based practices, case studies, a secondary school success checklist, and much more.

Chazin, K. T., & Ledford, J. R. (2016). An overview of evidence-based instructional practices (EBIPs). In Evidence-based instructional practices for young children with autism and other disabilities. Retrieved from http://vkc.mc.vanderbilt.edu/ebip/

This online resource includes a brief overview of evidence-based practices and programs and includes resources and links for those searching for more information, including peer-reviewed articles, ASD-related Websites, and much more.

Collet-Klingenberg, L. (2008). PECS: Steps for implementation. Madison, WI: The National Professional Development Center on Autism Spectrum Disorders, the Waisman Center, the University of Wisconsin. Retrieved from https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/PECS_Checklist.pdf

This helpful resource will be welcomed by anyone implementing the Picture Exchange Communication System (PECS). To further simplify, the intervention is broken down into six sequential phases. Information and a link to a module with more details about PCS are also here.

National Autism Center. (n.d.). National Autism Center free digital publications. Retrieved from http://www.nationalautismcenter.org/resources/

A May Institute Center for the Promotion of Evidence-based Practice, the National Autism Center offers a host of resources and information related to autism spectrum disorder. Visitors here will find resources for families, educators, and employers and much more, including information about services for military families, research presentations, and international consultation.

The National Professional Development Center of Autism Spectrum Disorder
https://autismpdc.fpg.unc.edu/

This project of the University of North Carolina, Chapel Hill, promotes the use of evidence-based practices for children and students with autism spectrum disorders. Those visiting the project’s Website will find an extensive section on EBPs, as well as an overview of the NDPC model and resources for further investigation and study.

Stone, W. (2003). Visual supports for home and school. Retrieved from http://uwreadilab.com/wp-content/uploads/2015/07/VISUAL-SUPPORTS-Booklet-for-Home-and-School.pdf

This online booklet features information and tips about the use of visual supports as schedules or calendars, to support everyday routines, to facilitate communication, and much more. Ample illustrations offer models of each variety of visual support.