Resources: Evidence Based Practice
Evidence Based Practice
Fact Sheets and Briefs
- Autism Q and A: Designing Instructional Programs for Skill Acquisition
- Autism Q and A: Facilitating Skill Acquisition Using Positive Reinforcement
- Autism Q and A: Reinforcement Assessment
- Autism Q and A: Using Prompts to Promote Skill Acquisition
- Association for Behavior Analysis International®
- Enhancing Instructional Contexts for Students with Autism Spectrum Disorders (EIC-ASD)
- School Community Tool Kit (Autism)
- The Video Modeling and Video Self-Modeling Wiki
T/TAC Online is a community linking people and resources to help children and youth with disabilities.
- Wehman, P. (2012). Editorial. Journal of Vocational Rehabilitation, 36(1), .
- Wehman, P. (2011). Employment for Persons with Disabilities: Where are we now and where do we need to go?. Journal of Vocational Rehabilitation , 35(3), 145-151.
- Wehman, P. (2011). JVR 20th Anniversary- Editor’s Introduction. Journal of Vocational Rehabilitation , 35(3), 143.
- Wehman, P. (2012). Transition from School to Work: Where are we and where do we need to go?. Career Development for Exceptional Individuals, , .
- Manente, C., Maraventano, J., LaRue, R., Delmolino, L. & Sloan, D. (2010). Effective behavioral intervention for adults on the autism spectrum: best practices in functional assessment and treatment development.. The Behavior Analyst Today, 11(1), 36-48.
- Najdowski, A., Wallace, M., Ellsworth, C. & MacAleese, A. (2008). Functional analyses and treatment of precursor behavior. Journal of Applied Behavior Analysis, 41, 97-105.
- Whitby, P. & Mancil, G. (2009). Academic achievement profiles of children with high-functioning autism and asperger-syndrome: A review of literature. Education and Training in Developmental Disabilities, 44(4), 551-560.
- Kurth, J. & Mastergeorge, A. (2010). Academics and cognitive profiles of students with autism: Implications for classroom practice and placement. International Journal of Special Education, 25(2), 8-14.
- Williams, D. (2010). Theory of own mind in autism: Evidence of a specific deficit in self-awareness?. Autism, 14(5), 474-494.
Fact Sheets and Briefs
- Autism Q&A: Introduction to Teaching Young Children with Autism Spectrum Disorder to Communicate Using Spoken Language
- Schlosser, R. & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. American Journal of Speech-Language Pathology, 17, 212-230.
- Shukla-Mehta, S. & Miller, T. (2010). Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children with Autism Spectrum Disorders: A Review of the Literature. Focus on Autism and Other Developmental Disabilities , 25(1), 23-36.
- Mancil, G. & Bowman, M. (2010). Functional communication training in the classroom: a guide for success. Preventing School Failure, 54(4), 238-246.
- Mundy, P., Sullivan, L. & Mastergeorge, A. (2009). A parallel and distributed-processing model of joint attention, social cognition and autism. Autism Research, 2(1), 2-21.
- Cook, B., Tankersley, M. & Landrum, T. (2009). Determining evidence-based practices in special education. Exceptional Children, 75(3), 365-383.
- Reichow, B. & Volkmar, F. (2008). Development of the Evaluative Method for Evaluating and Determining Evidence-Based Practices in Autism. Journal of Autism and Developmental Disorders, 38, 1311-1319.
- Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Other Developmental Disabilities, 16(2), 86-92.
- Simpson, R. (2005). Evidence based practices and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(3), 140-149.
The Autism Internet Modules were developed with one aim in mind: to make comprehensive, up-to-date, and usable information on autism accessible and applicable to educators, other professionals, and families who support individuals with autism spectrum disorders (ASD). Written by experts from across the U.S., all online modules are free, and are designed to promote understanding of, respect for, and equality of persons with ASD.
The National Professional Development Center on Autism Spectrum Disorders is a multi-university center to promote the use of evidence-based practice for children and adolescents with autism spectrum disorders.
Evidence-based practice (EBP) briefs have been developed for all 24 identified evidence-based practices.
- The National Professional Development Center on Autism Spectrum Disorders - Evidence Based Practice Briefs
This website provides a document that outlines the seven key principles of what autism is and is not.
The Community of Practice on Autism Spectrum Disorders (ASD) is a place to share ideas, discuss issues and generate solutions for those who work with, advocate for and support individuals with ASD and their families.
- Whalon, K. & Hart, J. (2011). Children with autism spectrum disorder and literacy instruction: an exploratory study of elementary inclusive settings. Remedial and Special Education, 32(3), 243-255.
- Williamson, P., Haydon, T. & Carnahan, C. (2009). Matching literacy profiles with instruction for students on the spectrum: Making reading instruction meaningful. Beyond Behavior, 19(1), 10-16.
- Chiang, H. & Lin, Y. (2007). Reading comprehension instruction for students with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities, 22(4), 259-267.
- Baranek, G. (2002). Efficacy of sensory and motor interventions for children with autism. Journal of Autism and Developmental Disorders, 32(5), 397-422.
- Murray, M., Baker, P., Murray-Slutsky, C. & Paris, B. (2009). Strategies for supporting the sensory-based learner. Preventing School Failure, 53(4), 245-251.
- Stichter, J., Randolph, J., Gage, N. & Schmidt, C. (2007). A review of recommended social competency programs for students with autism spectrum disorders. Exceptionality, 15(4), 219-232.
- Dobbins, N., Higgins, K., Pierce, T., Tandy, R. & Tincani, M. (2009). An analysis of social skills instruction provided in teacher education and in-service training program for general and special educators.. Remedial and Special Education, 31(5), 358-367.
- Wang, P. & Spillane, A. (2009). Evidence-based social skills interventions for children with autism: A meta-analysis. Education and Training in Developmental Disabilities, 44(3), 318-342.
- Cappadocia, M. & Weiss, J. (2011). Review of social skills training groups for youth with Aspergers Syndrome and High Functioning Autism.. Research in Autism Spectrum Disorders, 5, 70-78.
- Cotugno, A. (2009). Social competence and social skills training and intervention for children with autism spectrum disorders.. Journal of Autism and Developmental Disorders, 39, 1268-1277.
- Reichow, B. & Volkmar, F. (2010). Social Skills Interventions for Individuals with Autism: Evaluation for Evidence-Based Practices within a Best Evidence Synthesis Framework. Journal of Autism and Developmental Disorders, 40, 149-166.
- Rose, R. & Anketell, C. (2009). The benefits of social skills groups for young people with autism spectrum disorder: a pilot study.. Child Care in Practice, 15(20), 127-144.