Autism Spectrum Disorder (Part 2): Evidence-Based Practices
Autism spectrum disorder (ASD) is a developmental disability that can result in significant developmental delays and differences. Although all individuals with ASD display two major characteristics—differences in social communication/social interactions and restricted, repetitive patterns of behavior, interests, or activities—they differ in the severity of these symptoms. To address their individual needs and to improve their outcomes, educators and practitioners should implement evidence-based practices (EBPs). The National Professional Development Center (NPCD) on Autism Spectrum Disorder has identified 27 evidence-based practices for students with ASD. These EBPs are focused interventions that target discrete skills or behaviors and are employed for brief periods of time until their goals are achieved. Five of these interventions, sometimes referred to as foundational strategies, can be used alone, in combination with other strategies, or incorporated into multicomponent strategies. They are reinforcement, prompting, time delay, modeling, and task analysis.
Many of the 27 practices found effective for students with ASD can be used with children and youth of different ages and across domains. This module highlights two EBPs for each age group:
|Age Group||Select EBPs|
|Elementary and middle school||
Revisiting Initial Thoughts
Think back to your initial responses to the following questions. After working through the resources in this module, do you still agree with your Initial Thoughts? If not, what aspects of your answers would you change?
What do educators need to know about EBPs for children with autism?
What specific strategies can improve outcomes for children with ASD?
When you are ready, proceed to the Assessment section.