Coaching in Complexity: Lessons Learned: Investigating Implementation of Interventions in High Schools

2021 ◽  
pp. 216514342110419
Author(s):  
Suzanne Kucharczyk ◽  
Kate Szidon ◽  
Laura J. Hall
Keyword(s):  
Professional Development ◽  
High Schools ◽  
Essential Feature ◽  
Autism Spectrum ◽  
Lessons Learned ◽  
School Outcomes ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
School Settings ◽  
Development Of Competencies

High schools hold great potential as contexts within which educators implement evidence-based practices shown to change post-school outcomes for youth with Autism Spectrum Disorder (ASD). Unfortunately, educators feel unprepared to use transition and disability-focused evidence-based practices. Coaching, as an essential feature of effective professional development, is an important process for supporting educators in their development of competencies for use of these practices. To inform the use of coaching in complex high school settings, the model used by the Center on Secondary Education for Students With ASD to implement a comprehensive package of disability- and transition-focused interventions in 30 schools is described and coaching data analyzed to offer lessons learned for developing professional development supports for secondary school practitioners. Limitations and implications for research and practice are discussed.

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.

Evidence-Based Practices and Teaching NonVerbal Pragmatic Skills to Adolescents With ASD: Lessons Learned From Parent Perspective and Brain Research

2017 ◽  
Vol 2 (1) ◽  
pp. 47-55
Author(s):  
Georgina Lynch
Keyword(s):  
Brain Research ◽  
Early Adulthood ◽  
Autism Spectrum ◽  
Lessons Learned ◽  
Evidence Based ◽  
Imaging Data ◽  
Parent Perspective ◽  
Evidence Based Practices ◽  
K 12 ◽  
Adolescents With Asd

As a growing population with Autism spectrum disorder (ASD) leaves the K-12 educational system and enters the workforce and college settings, long-term outcomes inform the need for further development of social skills interventions promoting success in these new contexts. Drawing from neuroscience literature describing neuropathology of ASD over the lifespan, physiologic deficits have been documented which impact nonverbal pragmatics, informing development of new treatments for those on the spectrum representing high-functioning autism. Nonverbal language skills warrants focused intervention to promote greater success in the workplace and college, and are directly influenced by the visual pathway, known to be atypical within ASD. Parent perspective offers insight about deficiencies in nonverbal skills which persist into early adulthood, in line with brain imaging data indicating a decline in adaptive skills and socialization. Evidence-based practices (EBP) for treating adolescents with ASD by targeting visual attention and pragmatics are presented. New insights are offered about how to integrate knowledge of brain function within targeted language therapy approaches emphasizing visual teaching. Empirical evidence is provided guiding future clinical research supporting the need for continued language intervention into late adolescence and early adulthood.

scholarly journals Transtorno do Espectro Autista: Proposições das políticas públicas às práticas baseadas em evidências

2021 ◽  
Vol 29 ◽  
pp. 77
Author(s):  
Débora Nunes ◽  
Carlo Schmidt ◽  
Francisco de Paula Nunes Sobrinho
Keyword(s):  
Autism Spectrum Disorder ◽  
Literature Review ◽  
Incidence Rate ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Ministry Of Health ◽  
Evidence Based Practices ◽  
School Settings

In recent years, Brazil has registered a significant increase in the incidence rate of individuals diagnosed with autism spectrum disorder (ASD). This phenomenon is accompanied by the growing number of inclusive policies and guidebook for educators and health agents, describing interventional practices that guarantee the education/treatment of these individuals in school and non-school settings. The purpose of this literature review, associated with documentary research, was to analyze reference publications, disseminated by the Ministry of Health and Education, which address interventional practices for individuals with ASD, published in the last 20 years. Results from the six documents identified indicated that the conceptions of ASD, the interventions proposed, as well as the professional profiles of those who work with this population were not always aligned with empirically validated protocols. Alternatives for the production, dissemination, and improvement of evidence-based practices (EBP) for students with ASD are discussed.

Enhancing Engagement in the Classroom for Students with ASD

2015 ◽  
Vol 22 (1) ◽  
pp. 22-30 ◽  
Author(s):  
Jessica Dykstra Steinbrenner
Keyword(s):  
Instructional Strategies ◽  
Research Council ◽  
National Research Council ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
School Settings ◽  
Effective Interventions ◽  
Interaction Behaviors

Engagement is important for development and learning, and an area of need for children with autism spectrum disorder (ASD). Experts recommend that children with ASD should be actively engaged for at least 25 hours per week in effective interventions (National Research Council [NRC], 2001). There is a growing body of evidence-based practices and strategies that can be used in classroom settings to support the engagement of students with ASD, including instructional arrangements, instructional strategies, and adult interaction behaviors. This article will provide a summary of evidence-based practices that can be used with students with ASD in school settings.

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.

Knowledge of Evidence-Based Practices and Frequency of Selection Among School-Based Professionals of Students With Autism

2020 ◽  
pp. 002246692095868
Author(s):  
Kristi L. Morin ◽  
Ann Sam ◽  
Brianne Tomaszewski ◽  
Victoria Waters ◽  
Samuel L. Odom
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Large Scale ◽  
Descriptive Statistics ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Learning Modules ◽  
School Based ◽  
Students With Autism ◽  
Selection Of

Autism Focused Intervention Resources and Modules (AFIRM) are a set of self-paced, online learning modules designed to disseminate information about the 27 evidence-based practices identified through a large-scale review of focused intervention practices for individuals with autism. In this study, we used descriptive statistics and an analysis of variance to analyze more than 67,000 pre-tests completed by over 22,000 school-based AFIRM users to determine whether there are differences by occupation in the (a) selection of evidence-based practices, (b) knowledge of evidence-based practices, and (c) average number of evidence-based practices selected. Results reveal statistically significant differences between groups and have implications for providers and administrators responsible for designing and delivering professional development for school-based professionals working with students with autism.

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