Evidence-Based Practice

The era of accountability ushered in by the Individuals with Disabilities Educational Act (IDEA)

and the Elementary and Secondary Education Act (ESEA) has affected all levels of educational system

and has call for the use of evidence-based practices (EBPs) in todays classrooms. The Idea of evidence-

based practices in the education system emerged in the 1990s and has its origins in the medical field

(Buysse et al. 2006). The field of Education welcomed the core ideas of evidence based practice after

the passage of ESEA in 2001 and the adoption of IDEA in 2004. A commonly held professional value is

that professionals base their selection of intervention practices on scientific evidence of efficacy

(Suhrheinrich et al.2014). Comprehensive treatment models (CTMs) and Focused interventions are the

two types of practices that appear in the literature of evidence-based practices. CTMs consist of as set of

practices organized around a conceptual framework and designed to achieve a broad learning impact on

the core deficits of ASD. Focused interventions on the other hand, are designed to address a single skill

or goal of a student with ASD (Odom et al. 2010). Although many definitions have been proposed,

according to the IDEA (2004) scientifically-based research means research that involves the application

of rigorous systematic and objective procedures to obtain reliable and valid knowledge relevant to

education activities and programs. The National Professional Development Center on Autism Spectrum

Disorders (NPDC-ASD) developed a formal definition for evidence-based practices. The NPDC

definition is based on rigorous criteria and is widely accepted as a comprehensive definition to identify

effective practices. They define evidence-based practices as those practices for which efficacy is

established through peer-reviewed research in scientific journals using randomized or quasi-experimental

design studies, single-subject design studies or by a combination of evidence. The recent need for the use

of evidence-based practices (EBPs) in todays classrooms comes with the challenge of meeting the

diverse needs of students in a rapidly changing society. As a consequence it is important for teachers to

become informed of the most effective instruction practices that address the different characteristics of

autism spectrum disorders. The National Professional Development Center on Autism Spectrum

Disorders identified 27 evidence based practices with sufficient evidence of efficacy for children with

ASD on the basis of a thorough review of literature (http://autismpdc.fpg.unc.edu/evidence-based-

 Evidence-Based Practice

practices). The center has developed a list of practices including a step-by-step guide as to how to

implement each practice. Although they have defined the general evidence based for students with ASD,

none seem to focus on specific characteristics of ASD. In this paper I will discuss several of the

identified evidence based practices that can be most easily integrated into the different core characteristics

of ASD. Practice 1: Self-Management. The NPDC describes this practice as an approach to teaching

children to monitor their behaviors, discriminate between appropriate and inappropriate behaviors, and

reinforce their own appropriate behaviors. This practice is generally taught with the teacher/parent first

modeling this process slowly and decreasing the level of prompting until the child is successfully able to

self-monitor. This practice has been found to be effective across a variety of areas of development,

including social adaptive, behavior, and language and communication skills. Practice 2: Visual Supports.

Visual supports are described as any tool that can be used to visually support an individual with ASD as

they transition across activities and settings throughout their day. Visual supports may include picture

clues, schedules, maps, scripts, and labels. Visual supports have been found to improve skills in task

engagement, social interaction, and the development of play skills, on-task behavior, self-help tasks, and

transitioning across activities. Practice 3: Peer-Mediated Instruction or Training. This practice actually

involves training children without disabilities how to effectively assist children with ASD acquire the

skills they need to engage socially, play, and interact with their environment. This intervention can be

implemented with pairs or small groups of students of the same age or across different age ranges. This

practice has demonstrated to make improvements in academics, interpersonal skills, communication and

language skills, and social development. This practice also promotes skills such as responding to others,

initiating conversations, and interacting within a group. Practice 4: Technology-Aided Instruction and

Intervention. This practice is described as the use of technology, including any electronic item,

equipment or application that can enhance the outcomes of people with ASD. This practice has been

found to make improvements in communication, academic skills, vocational skills, and socialization.

Practice 5: Response Interruption/Redirection (RIR). This practice is used to decrease interfering

behaviors, predominantly those that are repetitive, stereotypical, and/or self-injurious. This practice has
 Evidence-Based Practice

been found to be useful with persistent interfering behaviors that occur in the absence of other people, in a

number of different setting, and during a variety of tasks. RIR is particularly effective with sensory-

maintained behaviors because teachers interrupt learners from engaging in interfering behaviors and re-

direct them to more appropriate or alternative behaviors. This practice also promotes cognitive and

behavioral goals. Practice 6: Naturalistic Intervention. Naturalistic intervention is a collection of

practices including environmental arrangement, interaction techniques, and strategies based on applied

behavior analysis principles. This practice is effective in promoting communication and social skills.

Practice 7: Video Modeling. This practice is a mode of teaching that uses video recording and display

equipment to provide a visual model of the targeted behavior or skill. There are different types of video

modeling. For this practice teachers write a script or task analysis detailing exactly what needs to be said

and/or done on the video. This intervention addresses the domain of communication, social,

academic/cognition and play. Practice 8: Pivotal Response Training (PRT). PRT is a method of

systematically applying the scientific principles of applied behavior analysis to teach ASD children. This

practice teaches ASD children certain pivotal behaviors through a set of specific training procedures

which, when learned, will lead to the development of new behaviors. This intervention is effective in

promoting appropriate social communicative and adaptive behaviors. Practice 9: Parent-Implemented

Intervention. This intervention entails parents directly using individualized intervention practices with

their children to increase positive learning opportunities and acquisition of important skills. This practice

was found to increase skills in the areas of communication and behavior. In the area of communication:

social communication skills, spontaneous language, use of augmentative and alternative communication,

joint attention. In the area of behavior: compliance, reduction of aggression, increased eating and

reduction of disruptive behaviors (sensory). Although the complexity of autism requires support from a

team of professionals, the provisions of EBP to students with ASD generally fall within the

responsibilities of special education teachers (Cook & Cook, 2013). Needless to say, it is important for

teacher to become knowledgeable of EBPs to best address the needs of the students and families we serve.
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REFERENCES

Buysee, V., Wesley, P., Snyder. P., & Winton, P. (2006) Evidence-based practice: What does it really

mean for the early childhood field? Young Exceptional Children, 9(2), 2-11.
doi:10.1177/109625060600900401

Cook, B. G., & Cook, S. C. (2013) Unraveling evidence-based practices in special education. The Journal

of Special Education, 47, 71-82

Odom, S. L., Boyd, B., Hall, L., & Hume, K. (2010). Evaluation of comprehensive treatment models for

individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders,
40, 425-436. doi: 10.1007/s10803-009-0825-1

Surheinrich, J., Hall, L. J., Reed, S. R., Stahmer, A. C., & Schreibman, L. (2014). Evidence based

Interventions in the classroom. In L. Wilkinson (Ed.) , Autism spectrum disorder in children and
adolescents: Evidence-based assessment and intervention in schools (pp. 151-172). Washington,
DC: American Psychological Association. doi:10.1037/14338-008.

The National Profession Development Center on Autism Spectrum Disorders (2010)