Showing papers in "Preventing School Failure in 2010"

Evidence-Based Practices in Interventions for Children and Youth with Autism Spectrum Disorders

Abstract: Evidence-based practices (EBPs) are the basis on which teachers and other service providers are required to design educational programs for learners with autism spectrum disor- ders (ASD). As part of their work with the National Professional Development Center (NPDC) on ASD, researchers developed a process for reviewing the research literature and established criteria for identifying EBPs. In their review, they identified 24 focused intervention practices having sufficient evidence. In this article, the authors describe procedures for selecting specific EBPs appropriate for addressing specific IEP goals for learners with ASD. The authors emphasize the importance of systematic implementation of practices. BASING EDUCATIONAL PRACTICE on scientific evi- dence of its effectiveness has become a necessary feature of programs for infants, children, and youth with autism spectrum disorders (ASD). This policy is based in part on the precedents set in the fields of medicine and health care (Sackett, Rosenberg, Gray, Haynes, & Richardson, 2002), and educational policy in the United States that requires teachers and school systems to implement scientifically proven practices (U.S. Department of Education, 2008). Yet, a perusal of the professional literature may lead a reader to conclude that most practices are evidence-based because their developers or purveyors describe them as such. It is the brand put on many programs and practices. To date, however, there is not a universally agreed-on standard or set of standards by which to identify a practice as evidence- based, although the field is moving in that direction. Teachers and other practitioners working with children and youth with ASD and their families are required by agen- cies and insurance companies to implement evidence-based practices, but there may be little guidance regarding where to locate those practices and what criteria to use to verify that a practice is evidence based. The aims of the present article were (a) to provide a definition of evidence-based practices (EBP) used with infants, children, and youth with ASD and their families; (b) to describe a process for identifying EBPs; (c) to identify the practices that meet the offered definition and thus have sufficient empirical support to qualify as evi- dence-based; and (d) to describe how teachers and practitio- ners might use such information to select practices to address specific goals and objectives for individual children.

Peer-Mediated Instruction and Intervention Strategies for Students with Autism Spectrum Disorders

Abstract: Peer-mediated instruction and intervention is based on principles of behaviorism and social learning theory. In this intervention approach, developing peers are typically taught ways to interact with and help children and youth with autism spectrum disorders acquire new social skills by increasing social opportunities in natural environments. The authors outline how educational environments can be developed that are conducive to peer-mediated instruction and intervention. In addition, the authors present strategies for the careful selection and systematic instruction of typically developing peers as intervention agents. The author also present examples of empirically based methods of applying peer-mediated strategies across the age range.

Strength-Based Educational Programming for Students with Autism Spectrum Disorders: A Case for Video Self-Modeling.

Abstract: Video-self modeling (VSM) is an effective but underused instructional strategy for youth on the autism spectrum. The authors present VSM in the context of strength-based educational programming for youth on the autism spectrum. The authors summarize research studies investigating VSM with youth on the autism spectrum in school settings and discuss common obstacles to the implementation of video-based interventions in schools. The authors conclude by providing applied examples detailing how to conduct VSM interventions in schools. These applied examples include interventions that require minimal time and editing proficiency on the part of educators.

Positive Behavior Supports for Children and Youth with Autism Spectrum Disorders

Abstract: Positive behavior support has gained attention in recent years as an effective practice for reducing challenging behaviors in children and youth with a variety of disabilities including autism spectrum disorders (ASD). The goal of positive behavioral interventions for students with ASD is to prevent and reduce the occurrence of interfering behaviors, such as repetitive or disruptive behaviors, through the use of evidence-based practices. To implement specific behavioral methods and strategies, a tiered approach gradually increases the nature and intensity of support for students with ASD as interfering behaviors become more problematic. In this approach, functional behavioral assessment identifies possible causes of interfering behaviors as well as the strategies that are implemented within the context of a comprehensive behavioral intervention plan. This article aims to (a) discuss interfering behaviors in children and youth with ASD, (b) present a model for preventing and reducing these behavio...

Autism in the Classroom: A Group of Students Changing in Population and Presentation

Abstract: The number of children with autism served in early intervention or the public school system appears to be growing at an alarming rate. This article provides a basis for understanding this dramatic increase. In addition, the authors present a brief overview of the characteristics of autism, research on early behavioral indicators of infants and toddlers at risk for the disorder, and indicators that may go overlooked in school-aged children. The authors discuss the effect of autism on the early intervention system and the educational implications of the disorder. Last, the authors address current and pending federal policy initiatives (e.g., the passage of autism insurance legislation) that affect families and practitioners.

Functional Communication Training in the Classroom: A Guide for Success

Abstract: Researchers have consistently shown the effectiveness of functional communication training (FCT) to address both the communication and behavioral needs of children on the autism spectrum. The three steps of FCT include completing a functional behavior assessment, identifying a communication response, and developing a treatment plan. In addition, 10 support components aid in the successful implementation of FCT, which enhance the maintenance and generalization of learned skills. Although the authors introduced this approach in a therapeutic setting, the research has extended to natural environments including the home and school with considerable success. FCT consistently reduces challenging behavior and increases communication, therefore improving the quality of life for the child and parents.

Implementing Work Systems across the School Day: Increasing Engagement in Students with Autism Spectrum Disorders.

Abstract: Work systems provide visual information and organization for students with autism spectrum disorders (ASD) and assist in increasing on-task behavior and productivity while simultaneously decreasing adult prompting. Work systems are a core component of the Treatment and Education of Autistic and Related Communication-Handicapped Children comprehensive treatment model for individuals with ASD. Work systems are used in school settings to facilitate student understanding of adult expectations, promote task completion, help with organizational skills, sequencing abilities, and increase flexibility. Work systems also support skill generalization and have been implemented successfully across school and work settings. The authors provide a review of the research supporting the use of work systems, a rationale for implementation and a description of implementation steps, and examples of application with students across age ranges and ability levels.

Pivotal Response Teaching in the Classroom Setting

Abstract: Pivotal response teaching (PRT) is an empirically supported naturalistic behavioral intervention proven to be efficacious in the education of children with autism. This intervention involves loosely structured learning environments, teaching during ongoing interactions between student and teacher, child initiation of teaching episodes, child choice of teaching activities or materials, prompting, providing reinforcers directly related to the child's behavior, and providing reinforcement for child goal-directed attempts to respond. PRT has been widely studied and has been effective in increasing verbal communication, joint attention, play skills, peer social interactions, and homework skills. Although the use of PRT in classroom settings has not yet been empirically studied, work is underway to develop PRT-based procedures for such settings. The authors discuss barriers to PRT translation to classroom settings and strategies for improving such implementation.