0

Running Head: EVIDENCE-BASED INSTRUCTIONAL STRATEGIES

Evidence-Based Instructional Strategies

Evidence-Based Practices

Evidence-based practices are either instructional or intervention strategies that

researchers have “provided as an acceptable level of research that shows the practice produces

positive outcomes for children, youth, and/or adults with ASD.” (National Professional

Development Center, 2020). Evidence-based practices can be used in the classroom for

behavioral or instructional intervention as well as to help in teaching independence for

individuals with autism. Three different evidence-based practices are Discrete trail

training/teaching, visual supports, and structured work systems.

Discrete trail training/teaching is a strategy used to teach steps to an activity or skill.

According to Bogin, (2010) “discrete trail teaching is a method of teaching in which the adult

uses adult directed, massed trail instruction, reinforcers chosen for their strength, and clear

contingencies and repetition to teach the new skills.” In using this method there are a number of

steps to take to successfully implement the strategy. The first step involves deciding what to

teach. The teacher must also determine if the goal or objective is appropriate to teach using the

method. The next step is to “break down the skill in teachable steps.” (Bogin, Sullivan, Rogers,

& Stabel, 2010) Teachers must determine how to break down the skills and decide on an order to

teach them as well as establish a ceiling to determine when the student has accomplished the

steps. The third step in beginning to use DTT is to set up a data collection system. The data

collection sheets should be appropriate to the skill that is being taught. Teachers can use data

such as continuous recording or teachers can record the actual outcomes of the trails. It may also

be important for teachers to record if the student preformed the task prompted or unprompted.

Another step in using this method is to establish a location that is dedicated to teaching the skill.

The student should understand what is expected of them when they are in the designated space.
EVIDENCE-BASED INSTRUCTIONAL PRACTICES Davis 2

A fifth step is to gather the materials needed to teach the skill as well as having the reinforcers

available. It is important that data is collected to ensure fidelity of the skill. The goal of discrete

trail training/ teaching is for the student to learn a skill that is broken down to help ensure the

mastery. Data is collected and strategies are adjusted according to how the student is progressing

or not progressing.

Another evidence-based strategy is visual supports. Visual supports can be visual

representations of real-life situations that students may encounter during the school day such as

fire drills and changing to a different class. Visual supports can be in the form of real- life

photos, pictures, drawings, videos, and or scripts with pictures. According to Meadan, (2011)

“teachers use visual supports primarily to enhance comprehension of language, prepare for

environmental changes, and assist with the completion of specific tasks.” A common use of

visual supports are visual schedules which help students understand what is expected of them as

well as what is expected throughout the day. It allows the student to understand when the

activities are going to be done. They also help in structuring the environment. Visual supports

help students understand abstract concepts as well as help the student communicate. According

to Rao & Gagie, (2006) “Visual supports can attract and hold attention, thus enabling the student

to focus on the message, reduce anxiety, make abstract concepts more concrete, help prompt the

m and help the student to express his or her thoughts.” Visual supports are a tool that individuals

with autism will be able to utilize throughout their lifetime.

A third type of evidence-based strategy is structured work systems. Structured work

systems are used to increase student’s independence. They consist of tasks that students may

struggle with or have mastered and can do on their own. According to Hume, & Reynolds (2010)

“work systems assist in increasing independent performance, task completion, and on-task
EVIDENCE-BASED INSTRUCTIONAL PRACTICES Davis 3

behavior among individuals with autism.” When implementing work systems, they should

include visuals that help the student understand what comes next as well as when they are done.

It helps keep the students organized and helps to increase their independence. A study conducted

by Hume and Odom showed that when work systems were in place in the special education

classroom students were able to access those same tasks in the general education class without

the use of work systems. According to Hume & Reynolds, (2010) the students “showed

improved generalization of skills across both settings after only using the work system in the

special education classroom.” When introducing the work system to the students they need to

know how to navigate it, understand where to start and when to finish. The ideal is for the

student to be able to generalize the task outside of the work system when they have mastered the

skill.

In my field work observations, I have seen DTT, work systems, and visual supports used

in classrooms and I think that these strategies can be transferred into the real world. I have seen

the use of DTT in the classroom where a student learned how to wash their hands independently.

The student also had visual supports near the sink to help them. Every autism classroom I have

seen has visual supports around the class. I have seen boundary lines, visual schedules, steps to

complete tasks, and visual supports for proper behavior. I observed a student use a work system

after working with a paraeducator. The system was designed to signal the end of completing a

task with the aide as well as to reinforce a fine motor skill that the student needed help with. I

think all these strategies can help in students gaining independence when they become adults.

When students become adults, it is important for them to know what their learning styles are and

what they need, to get access to information. It is also important for the students to be able to

communicate those needs either verbally or through other means of communication. Consistency
EVIDENCE-BASED INSTRUCTIONAL PRACTICES Davis 4

and routine are important when implementing the strategies and consistency through the

student’s life will help the transition to becoming independent in their adulthood.
 EVIDENCE-BASED INSTRUCTIONAL PRACTICES Davis 5

References

Bogin, J., Sullivan, L., Rogers, S., & Stabel. A. (2010). Steps for implementation:

Discrete trial training. Sacramento, CA: The National Professional Development

Center on Autism Spectrum Disorders, The M.I.N.D. Institute, The University of

California at Davis School of Medicine

Hume, K. & Reynolds, B. (2010). Implementing work systems across the school day:

Increasing engagement in students with autism spectrum disorder. Preventing school

failure. 54(4). DOI:10.1080/10459881003744701

Lerman, D., Dittlinger, L., Fentress, G., Lanagan, T. (2011). A comparison of methods for

collecting data on performance during discrete trial teaching. Behav Anal Pract. 4(1).

DOI: 10.1007/BF03391775.

Meadan, H., Ostrosky, M., Triplett, B., Michna, A., Fettig, A. (2011). Using visual supports with

young children with autism spectrum disorder. Teaching exceptional children, vol 43(6).

Retrieved from:

https://www.researchgate.net/profile/Hedda_Meadan/publication/265033580_Using_Vis

ual_Supports_With_Young_Children_With_Autism_Spectrum_Disorder/links/546e2a47

0cf29806ec2ea2ee/Using-Visual-Supports-With-Young-Children-With-Autism-

Spectrum-Disorder.pdf
EVIDENCE-BASED INSTRUCTIONAL PRACTICES Davis 6

Rao, S. & Gagie, B. Learning through seeing and doing: Visual supports for children with

autism. (2006). Teaching exceptional children. 38(6). Pg. 26-33. Retrieved from:

https://www.kresa.org/cms/lib/MI01000312/Centricity/Domain/135/LearningThruSeeing

AndDoing.pdf