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Evidence Based Practices

This document discusses evidence-based practices for individuals with autism spectrum disorder (ASD). It notes that there are 27 evidence-based strategies identified for ASD. These strategies target cognitive, behavioral, social, communication, and language characteristics and have been scientifically proven to be effective. Examples of evidence-based practices that help with cognitive/behavioral traits include antecedent-based interventions and cognitive behavioral interventions. For social skills, practices like social narratives and social skills training are used. For communication/language, the picture exchange communication system and scripting are identified. The document stresses that evidence-based practices require time and training to implement properly.

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96 views

Evidence Based Practices

This document discusses evidence-based practices for individuals with autism spectrum disorder (ASD). It notes that there are 27 evidence-based strategies identified for ASD. These strategies target cognitive, behavioral, social, communication, and language characteristics and have been scientifically proven to be effective. Examples of evidence-based practices that help with cognitive/behavioral traits include antecedent-based interventions and cognitive behavioral interventions. For social skills, practices like social narratives and social skills training are used. For communication/language, the picture exchange communication system and scripting are identified. The document stresses that evidence-based practices require time and training to implement properly.

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EVIDENCE BASED PRACTICES 1

Evidence Based Practices of ASD

Andrea Wood

Brandman University

April 9, 2020
EVIDENCE BASED PRACTICES 2

Evidence based practices are problem solving strategies that are found valid and reliable

by scientific research. By law, teaching practices should be conducted based on evidence.

According to (Graham, F. 2017) there are twenty-seven evidence based strategies found for

individuals with autism. These interventions have been scientifically proven to be effective with

individuals of ASD when implemented appropriately. There is a seven step process when

conducting research of evidence based practices (​Melnyk, B. Fineout-Overholt, E. Stillwell, S.

Williamson, K. 2010). ​ There are cognitive, behavioral, social, communication, and language

characteristics of ASD identified with evidence based practices proven to assist individuals with

autism.

First, we can identify two evidence based practices with cognitive and behavioral

characteristics with learners of ASD. One of those practices is antecedent-based interventions

(ABI) and these are used to decrease interfering behavior (Graham, F. 2017). Teachers can use

these strategies by modifying or altering the student’s environment to increase positive

engagement. Another practice would be cognitive behavioral interventions (CBI). This helps

learners identify negative behaviors and emotions then use strategies to assist in decreasing their

thinking and intensity of the behaviors (​Riccomini, Williams B., Katsyannis, & Zang 2015​).

There are also other practices that can aid with cognitive and behavioral characteristics such as

naturalistic intervention (NI) and differential reinforcement (DR).

Secondly, we can identify two evidence based practices concerning social characteristics

of ASD. Those evidence based practices are social narratives (SN) and social skills training

(SST). Social narratives provide social situations for the learner of ASD, and helps identify the

feelings and emotions of others in the scenario (Graham, F. 2017). It gives the individual the
EVIDENCE BASED PRACTICES 3

chance to learn and react to real-life scenarios in an appropriate manner, and plays out the roles

of everyone involved. The other intervention is social skills training (SST) that provides an

opportunity of direct instruction for the student of ASD to learn acceptable behaviors in social

situations. It also provides real-world applications for the individual of ASD. There are more

evidence based practices to assist with social characteristics, such as, structured play groups

(SPG) and parent implemented interventions (PII).

Lastly, there are evidence based practices for communication and language

characteristics with ASD. Two of those practices identified are: picture exchange

communications system, also known as, PECS, and scripting (SC). PECS is a communication

system of pictures developed for individuals that have difficulty communicating or are nonverbal

(Graham, F. 2017). The student uses the pictures to communicate their needs or wants across all

environments. Scripting (SC) is a visual or auditory tool that prompts individuals of ASD to

communicate in the appropriate manner. This strategy helps a student generate a response or

dialogue that is relevant to the scenario. These and other practices can also be identified

concerning communication and language characteristics of an individual with ASD, such as,

functional communication training (FCT) and modeling (MD).

As mentioned before there are twenty-seven evidence based practices for individuals with

ASD, and there are specific interventions that assist with specific characteristics. However,

some of them can overlap and help a student with ASD in most of their deficits across all

environments. These are programs that can be used with children, youth, and adults and have

been proven effective. It should be mentioned that evidence based practices takes time and
EVIDENCE BASED PRACTICES 4

training (Odom, S. Hume, K. 2017). Also, there are still practices that are emerging to find

successful results with individuals with ASD.


EVIDENCE BASED PRACTICES 5

References

Graham, F. (2017). Evidence Based Practices of ASD. ​The National Professional Developmental

Center,​ Retrieved from ​https://autismpdc.fpg.unc.edu/evidence-based-practices

Melnyk, B. Fineout-Overholt, E. Stillwell, S. Williamson, K. (2010). Evidence-Based Practice:

Step by Step.​ ​doi: 10.1097/01.NAJ.0000366056.06605.d2 ​AJN The American

​ ol#110 (Issue#1), 51-53


Journal of Nursing,V

Riccomini, Williams B., Katsyannis, & Zang (2015). Cognitive Behavioral Intervention.

Education Service Center​, Retrieved from

http://www.txautism.net/interventions/cognitive-behavioral-intervention-cbi

Odom, S. Hume, K. (2017). Use of Evidence-Based Practices. ​OAR Organization for Autism

Research, ​Retrieved from ​https://researchautism.org/use-of-evidence-based-practices/

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