Evidence-Based Practices and Students With Autism Spectrum Disorders

2005 ◽  
Vol 20 (3) ◽  
pp. 140-149 ◽  
Author(s):  
Richard L. Simpson
Keyword(s):  
Autism Spectrum Disorders ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism ◽  
Spectrum Disorders

scholarly journals Assessment of Public Special Education Teachers Training Needs on Evidence-Based Practice for Students with Autism Spectrum Disorders in Spain

Children ◽  
2022 ◽  
Vol 9 (1) ◽  
pp. 83
Author(s):  
Aitor Larraceleta ◽  
Luis Castejón ◽  
María-Teresa Iglesias-García ◽  
José Carlos Núñez
Keyword(s):  
Teacher Education ◽  
Autism Spectrum Disorders ◽  
Special Education Teachers ◽  
Training Programs ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Service Training ◽  
Students With Autism ◽  
Spectrum Disorders

Over decades, the concern for the quality of psychoeducational practices for students with autism spectrum disorders has led to study to what extent are evidence-based educational methods disseminated among teachers. The purpose of this cross-sectional study, taking as reference Hsiao and Sorensen’s previous research, was to identify through a survey to what extent social-communication evidence-based practices for these students were provided in teacher education and in-service training programs, in a sample of 108 special education teachers from Spain, and to compare these results with Hsiao and Sorensen’s. Overall, more than 70% of the teachers reported that evidence-based practices in their teacher education programs (87.6%) and in-service training programs (73.6%) were never taught or mentioned incidentally. Finally, a higher percentage of addressing on each practice (i.e., mentioned and discussed or mentioned and taught through direct instruction) is shown in the sample of American teachers compared to the Spaniards, in both training paths.

Implementation Science, Professional Development, and Autism Spectrum Disorders

2013 ◽  
Vol 79 (2) ◽  
pp. 233-251 ◽  
Author(s):  
Samuel L. Odom ◽  
Ann W. Cox ◽  
Matthew E. Brock
Keyword(s):  
Professional Development ◽  
Autism Spectrum Disorders ◽  
Implementation Science ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Science Professional Development ◽  
Spectrum Disorders ◽  
Development Center

The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed for children and youth with ASD and their families. Implementation science provides guidance for moving innovation, such as utilizing evidence-based practices for students with ASD, into regular practice in schools. The National Professional Development Center on ASD (NPDC) incorporated the principles of implementation science, the scientific knowledge about evidence-based practices, and the measurement of program quality into an intervention approach for students with ASD. This article presents the NPDC model as an example of using implementation science to build systems of professional development that increase the quality of services and promote teachers’ use of evidence-based practices.

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.

scholarly journals Outcomes of An Early Intervention Programme on Children with Autism Spectrum Disorders

2018 ◽  
Vol 16 (2) ◽  
pp. 9-13
Author(s):  
Tanzida Zaman ◽  
Dhananjoy Das ◽  
Mahmood A Chowdhury
Keyword(s):  
Autism Spectrum Disorders ◽  
Early Intervention ◽  
Intervention Program ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Intervention Programme ◽  
Early Intervention Program ◽  
Evidence Based Practices ◽  
Children With Asd ◽  
Spectrum Disorders

Background: Autism Spectrum Disorders (ASD) is becoming global problem as it is being diagnosed very frequently amongst the non communicable diseases. Lack of socialization, communication skill and behavioural abnormality are the main problem belongs to the disease. Cornerstone of the management is based on early intervention program directed to improve the communication and socialization skill. In Bangladesh different early intervention strategies are implicated adopting from evidence based practices in the developed countries. To determine the effect of early intervention program on the improvement of socialization and communication skills of children with ASD who attended an early intervention programme at the Institute of Autism and Child Development, Chattagram Maa Shishu -O-General Hospital.Methods: This is a quasi experimental study carried out at Institute of Autism and Child Development, Chattagram Maa Shishu-O-General Hospital from January 2015 to December 2015. Children with ASD (Autism Spectrum Disorder) aged 1-5 years enrolled as study subjects which is fifty in number. Screening of ASD was carried out by psychological tools like M—Chat (1-3yrs) & ASD assessment scale (> 3yrs). Diagnosis was confirmed by ADOS-G (Autism Diagnosis Observation Schedule- Generic). Internvention was provided on a 1:1 basis which was adopted from various evidence based practices including the ‘More Than Words’. Intervention were given for three subsequent session in one month interval. Level of communications were measured after intervention and compared with pre intevvention level.Results: Significant improvements has been observed in overall level of communication and activities of daily living which included eye contact, attention, joint attention, turn taking, toilet training.Conclusion: A well planned early intervention programme for children with ASD can speed up the social communication development in such a way that gives rise to a hope of mainstreaming these children in future.Chatt Maa Shi Hosp Med Coll J; Vol.16 (2); July 2017; Page 9-13

Sign in / Sign up

Export Citation Format

Share Document