The center has recently completed an expanded and updated review, Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorders (Wong, C., Odum, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick. et al. 2013) which yielded a total of 27 practices.
Evidence-based intervention practices (EBPs) for children with Autism Spectrum Disorders are the basis on which effective programs are built. In 2010, the National Professional Development Center (NPDC) conducted a review of the literature (from 1997-2007) and identified 24 EBPs. The center has recently completed an expanded and updated review, Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorders (Wong, C., Odum, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick. et al. 2013) which yielded a total of 27 practices. The report of the 2014 review is now available in PDF format from the National Professional Development Center for Autism. Each EBP has a quick fact sheet which provides an overview and a list of research studies that provide the evidence.
Application: New Practices Added to the 2010 List of Evidence-based Practices
Structured Play Groups– Structured play groups (SPG) are interventions using small groups to teach a broad range of outcomes. SPG activities are characterized by their occurrences in a defined area and with a defined activity, specific selection of typically developing peers to be in the group, clear delineation of theme and roles by adult leading the activity, and prompting or scaffolding as needed to support the students’ performance related to the learning goals.
Technology-Aided Instruction and Intervention– Technology-aided instruction and intervention (TAII) are those in which technology is the central feature of an intervention that supports the goal or outcome for the student. Technology is defined as “any electronic item/equipment/application/or virtual network that is used intentionally to increase/maintain, and/or improve daily living, work/productivity, and recreation/leisure capabilities of adolescents with autism spectrum disorders” (Odom, 2013). TAII incorporates a broad range of devices, such as speech- generating devices, smart phones, tables, computed-assisted instructional programs, and virtual networks.
Exercise -Exercise (ECE) is a strategy that involves an increase in physical exertion as a means of reducing problem behaviors or increasing appropriate behavior while increasing physical fitness and motor skills. With ECE, learners engage in a fixed period of programmed physical activity on a regular basis. ECE sessions often begin with warm-up exercises and end with cool-down activities and may include aerobic activities.
Scripting– Scripting (SC) involves presenting learners with a verbal and/or written description about a specific skill or situation that serves as a model for the learner. The main rationale of SC is to help learners anticipate what may occur during a given activity and improve their ability to appropriately participate in the activity. SC is practiced repeatedly before the skill is used in the actual situation. When learners are able to use the scripts successfully in actual situations, the script should be systematically faded. SC is often used in conjunction with modeling, prompting, and reinforcement.
National Professional Development Center for Autism Spectrum Disorders Briefs on Evidence-based Practices
For the report and fact briefs on the 27 EBPs click here for evidence-based practice information.
Wong, C., Odum, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J.B., Fleury, V. P., Schultz, T. R. (2013). Evidence-based practices for children, youth and young adults with autism spectrum disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.
Odom, S.L. (2013). Technology-aided instruction and intervention (TAII) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders.