Evidenced-Based Practices for Children, Youth, and Young Adults With Autism Spectrum Disorder7/20/2018
Evidenced-Based Practices for Children, Youth, and Young Adults With Autism Spectrum Disorder Often individuals and parents seeking services for autism ask, “What treatment will help me or my child with autism?” There are many treatments and interventions for Autism Spectrum Disorder (ASD). How do we know which treatments work? The National Professional Development Center on Autism Spectrum Disorders (NPDC) with the support and assistance of the University of North Carolina (UNC) published “Evidenced-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder”. The NPDC identified 27 evidenced-based practices (EBPs) that are the most effective for individuals on the autism spectrum. What are Evidence-Based Practices? To be considered an evidence-based practice, a treatment must be thoroughly investigated in multiple well-designed scientific studies and show measurable, sustained improvements in targeted areas. The NPDC also identifies 24 other practices with some empirical support, but they do not meet the full criteria to be an evidenced-based practice. These treatments, along with other treatments not identified in the NPDC publication, should be used with caution when treating individuals with Autism Spectrum Disorder (ASD).
I encourage parents and individuals looking for autism treatments “that work” to review the following resources to guide you as you make a decision on what is the best course of treatment for yourself or your loved ones. Resources: Visual Supports Fact Sheet
Visual supports (VS) are concrete cues that provide information about an activity, routine, or expectation and/or support skill demonstration.Visual supports can provide assistance across activity and setting, and can take on a number of forms and functions. These include but are not limited to: photographs, icons, drawings, written words, objects, environmental arrangement, schedules, graphic organizers, organizational systems, and scripts. Visual supports are commonly used to: 1) organize learning environments, 2) establish expectations around activities, routines, or behaviors (e.g., visual schedules, visual instructions, structured work systems, scripts, power cards), 3) provide cues or reminders (e.g., conversation and initiation cues, choice making sup- ports, visual timers, finished box), and 4) provide preparation or instruction (e.g., video priming, video feedback). Qualifying Evidence Visual supports meet evidence-based criteria with 18 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for toddlers (0-2 years) to young adults (19-22 years) with ASD. Outcomes Visual supports can be used effectively to address social, communication, behavior, play, cognitive, school-readiness, academic, motor, and adaptive skills. Reference Hume, K. (2013). Visual supports (VS) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Hume, K. (2008). Overview of visual supports. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Video Modeling Fact Sheet
Video modeling (VM) is a method of instruction that uses video recording and display equipment to provide a visual model of the targeted behavior or skill. The model is shown to the learner, who then has an opportunity to perform the target behavior, either in the moment or at a later point in time. Types of video modeling include basic video modeling, video self-modeling, point-of-view video modeling, and video prompting. Basic video modeling is the most common and involves recording someone besides the learner engaging in the target behavior or skill. Video self-modeling is used to record the learner displaying the target skill or behavior and may involve editing to remove adult prompts. Point-of-view video modeling is when the target behavior or skill is recorded from the perspective of what the learner will see when he or she performs the response. Video prompting involves breaking the behavior into steps and recording each step with incorporated pauses during which the learner may view and then attempt a step before viewing and attempting subsequent steps. Video prompting can be implemented with other, self, or point- of-view models.Video modeling strategies have been used in isolation and also in conjunction with other intervention components such as prompting and reinforcement strategies. Qualifying Evidence VM meets evidence-based criteria with 1 group design and 31 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for toddlers (0-2 years) to young adults (19–22) years with ASD. Outcomes VM can be used effectively to address social, communication, behavior, joint attention, play, cognitive, school-readiness, academic, motor, adaptive, and vocational skills. Reference Plavnick, J. B. (2013). Video modeling (VM) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Franzone, E., & Collet-Klingenberg, L. (2008). Overview of video modeling. Madison: University of Wisconsin, Waisman Center, The National Professional Development Center on Autism Spectrum Disorders. Time Delay Fact Sheet
Time delay (TD) is a practice used to systematically fade the use of prompts during instructional activities. With this procedure, a brief delay is provided between the initial instruction and any additional instructions or prompts. The evidence-based research focuses on two types of time delay procedures: progressive and constant. With progressive time delay, the adult gradually increases the waiting time between an instruction and any prompts that might be used to elicit a response from a learner with ASD. For example, a teacher provides a prompt immediately after an instruction when a learner with ASD is initially learning a skill. As the learner becomes more proficient at using the skill, the teacher gradually increases the waiting time between the instruc- tion and the prompt. In constant time delay, a fixed amount of time is always used between the instruction and the prompt as the learner becomes more proficient at using the new skill. Time delay is always used in conjunction with a prompting procedure (e.g., least-to-most prompting, simultaneous prompting, graduated guidance). Qualifying Evidence TD meets evidence-based criteria with 12 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for preschoolers (3-5 years) to young adults (19-22 years) with ASD. Outcomes TD can be used effectively to address social, communication, behavior, joint attention, play, cognitive, school-readiness, academic, motor, and adaptive skills. Reference Fleury, V. P. (2013). Time delay (TD) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Neitzel, J. (2009). Overview of time delay. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Technology-Aided Instruction and Intervention Fact Sheet
Brief Description 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 intention- ally to increase/maintain, and/or improve daily living, work/productivity, and recreation/leisure capabilities of adolescents with autism spectrum disorders”(Odom, Thompson, et al., 2013). TAII incorporates a broad range of devices, such as speech-generating devices, smart phones, tablets, computed-assisted instructional programs, and virtual networks. The common features of these interventions are the technology itself(as noted) and instructional procedures for learning to use the technology or supporting its use in appropriate contexts. Qualifying Evidence TAII meets evidence-based criteria with 9 group design and 11 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for preschoolers (3-5 years) to young adults (19-22 years) with ASD. Outcomes TAII can be used effectively to address social, communication, behavior, joint attention, cognitive, school-readiness, academic, motor, adaptive, and vocational skills. Reference 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. |
AuthorKyle Bringhurst, MSW |
contact informationPhone: 435-705-8664
Email: [email protected] Address: 3048 East Baseline Road Suite 107 Mesa, AZ 85204 |
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