Students with autism spectrum disorder benefit when teachers use evidence-based classroom interventions

2013 ◽  
Author(s):  
L. A. Ruble ◽  
J. H. McGrew ◽  
M. D. Toland ◽  
N. J. Dalrymple ◽  
L. A. Jung
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Classroom Interventions ◽  
Students With Autism

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

Teaching Social Scripts to Improve Social Communication for Students With Autism Spectrum Disorder

2021 ◽  
pp. 004005992110220
Author(s):  
Gretchen Scheibel ◽  
Zijie Ma ◽  
Jason C. Travers
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Challenging Behaviors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Academic Difficulties ◽  
Evidence Based Practices ◽  
Social Scripts ◽  
Students With Autism

Students with Autism Spectrum Disorder are likely to demonstrate social impairments that contribute to challenging behaviors and academic difficulties. As a result, the task of improving social communication skills is a critical component to any educational program for this population. Scripting provides an evidence-based and versatile option for improving social communication, yielding valuable results while requiring limited time and resource preparation from educators. In this article, we present step by step guidance to support practitioners in using scripting interventions. Considerations are discussed for adapting this intervention to meet the needs of students across the autism spectrum and links to resources for strengthening implementation and including other evidence-based practices.

Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation

Autism ◽  
2021 ◽  
pp. 136236132110167
Author(s):  
Jessica Suhrheinrich ◽  
Melina Melgarejo ◽  
Brittney Root ◽  
Gregory A Aarons ◽  
Lauren Brookman-Frazee
Keyword(s):  
Autism Spectrum Disorder ◽  
School Districts ◽  
Organizational Factors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Barriers And Facilitators ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Rural Districts ◽  
Students With Autism

Research regarding variables influencing evidence-based practice implementation within school services for students with autism spectrum disorder is limited. Using qualitative methods, the current study applies the Exploration, Preparation, Implementation, and Sustainment framework to characterize factors impacting the implementation of practices for students with autism spectrum disorder across urban and rural school districts. The guiding questions of the study include: (1) Are contextual factors perceived as barriers or facilitators, and do these perceptions vary by district location? and (2) What are the key factors impacting implementation across the Exploration, Preparation, Implementation, and Sustainment phases? Focus group participants ( n = 33) were service providers to children with autism spectrum disorder from urban- and rural-located school districts. Several personnel-related themes (attitudes and buy-in, knowledge and skills, staffing, and burnout) were shared by participants representing both urban and rural districts. However, some themes related to system and organizational factors (leadership approval, support and expectations, district structure, competing priorities, time for effective professional development, litigation and due process, and materials and resources) differed between the district locations. This project serves as an initial step in understanding the current process of evidence-based practice implementation within the school context and may help identify intervention targets to include in implementation planning. Lay abstract The law requires that schools use evidence-based practices to educate students with autism spectrum disorder. However, these practices are often not used, or are not used correctly in school programs. Understanding barriers and facilitators of use of evidence-based practices in schools will help improve the implementation process. This study uses focus groups to characterize how school-based providers representing urban or rural school districts perceive barriers and facilitators for implementing new practices for students with autism spectrum disorder. Guiding questions include the following: (1) Are contextual factors perceived as barriers or facilitators and how do these vary by district location? and (2) What are the key factors impacting implementation across the Exploration, Preparation, Implementation, and Sustainment phases? Focus group participants ( n = 33) were service providers to children with autism spectrum disorder from urban- and rural-located school districts. Several personnel-related themes (attitudes and buy-in, knowledge and skills, staffing, and burnout) were shared by participants representing both urban and rural districts. However, some personnel-related themes and organizational factors were unique to rural or urban districts. For example, themes related to system and organizational factors (leadership approval, support and expectations, district structure, competing priorities, time for effective professional development, litigation and due process, and materials and resources) differed between the district locations. This project serves as an initial step in identifying implementation strategies that may improve the use of evidence-based practices in schools.

Customer Service Skill Development for Students With Autism Spectrum Disorder Using Video Modeling

2018 ◽  
Vol 42 (4) ◽  
pp. 246-252 ◽  
Author(s):  
Leslie Ann Bross ◽  
Thomas L. Zane ◽  
Ryan O. Kellems
Keyword(s):  
Autism Spectrum Disorder ◽  
Secondary Students ◽  
Customer Service ◽  
Video Modeling ◽  
Skill Development ◽  
Employment Outcomes ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Students With Autism

Preparing secondary students with autism spectrum disorder (ASD) for a variety of potential professions is important to enhance their postsecondary employment outcomes. This article provides step-by-step guidelines for practitioners to use video modeling interventions to develop the customer service skills of students with ASD who are employed or participating in employment experiences in their communities. Video modeling is an evidence-based practice for learners with ASD that can be used as a viable workplace support.

scholarly journals Foundational Strategies for Elementary Students with Autism Spectrum Disorders

2018 ◽  
Vol 6 (12) ◽  
pp. 227-241
Author(s):  
Jennie L Long
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Academic Success ◽  
Elementary Students ◽  
Elementary Classroom ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Students With Autism ◽  
Spectrum Disorders

Throughout the literature there are discussions relevant to interventions and strategies that support elementary students diagnosed with an Autism Spectrum Disorder (ASD).  There has not been discussion on types of strategies that are foundational and essential to have in place for the students upon entry into the elementary classroom. There is a lack of evidence research in the area of foundational supports that are essential and imperative for students with ASD to achieve academic success.  The nine strategies discussed here are foundational.  They are necessary supports that can then be built upon to design individual programming for each student with ASD.  The nine evidence-based supports presented in this article represent specific categories based upon the most current research.

Augmented Reality Supporting Reading Skills of Students with Autism Spectrum Disorder

2019 ◽  
Vol 55 (2) ◽  
pp. 71-77 ◽  
Author(s):  
Sarah K. Howorth ◽  
Deborah Rooks-Ellis ◽  
Sara Flanagan ◽  
Min Wook Ok
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmented Reality ◽  
Reading Fluency ◽  
Video Modeling ◽  
Reading Skills ◽  
Transition Planning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Students With Autism

Teachers’ use of video modeling has been established as an evidence-based practice for teaching students with autism spectrum disorder (ASD). Augmented reality (AR) applications can be used as tools to provide trigger-based, video-modeled instructional supports to students with ASD. The use of AR in this way may help teachers implement evidence-based reading skills practice such as video modeling and provide more independent practice opportunities. It also provides more options for student engagement and concept representation. This article describes ideas for how to use a particular AR application to (a) teach phonics and word identification, (b) support reading fluency, (c) embed videos into texts as cues for reading comprehension, (d) teach content area vocabulary words, and (e) use video models during transition planning.

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