Technology-aided instruction and intervention (TAII) refers to instruction or intervention in which technology is the central feature supporting the acquisition of a goal for the learner. Technology is defined as "any electronic item, equipment, application, or virtual network that is used intentionally to increase/maintain, and/or improve…

Prompting (PP) includes any help given to a learner that assists the learner in using a specific skill or behavior. Sometimes referred to as an "errorless learning method," prompting reduces incorrect responding as learners acquire new skills. Prompting is a foundational practice that is used with other evidence-based practices (such as,…

Exercise usually refers to the physical activity in which one engages in order to achieve a healthier level of physical fitness. The integration of daily opportunities for physical activity for learners with Autism Spectrum Disorder (ASD) is important for improving their basic physical fitness. In addition to physical fitness, exercise also can be…

Based on the principles of applied behavior analysis (ABA), discrete trial training (DTT) is used to develop a new response to a stimulus. DTT is based upon the principle of breaking down behavior into discrete steps called a "single teaching unit" or learning trials. Trials are repeated several times with the learner receiving…

Learners with Autism Spectrum Disorder (ASD) often struggle with learning new skills or behaviors, especially when these behaviors are complex or have multiple components. Task analysis (TA) can be used to help break down and teach these chained behaviors. Chained behaviors are behaviors or skills which consist of multiple steps such as tying…

Reinforcement (R+) is used to teach target skills and increase desired behaviors. Other evidence-based practices (for example, prompting, pivotal responses training) draw upon components of reinforcement. Reinforcement describes the relationship between learner behavior and a consequence that follows the behavior. The relationship between the…

Visual supports are concrete cues that are paired with, or used in place of, a verbal cue to provide the learner with information about a routine, activity, behavioral expectation, or skill demonstration. Visual supports might include: "pictures," "written words," "objects," "arrangement of the environment,"…

Social narratives describe social situations for learners with autism spectrum disorder (ASD) by providing relevant cues, explanation of the feelings and thoughts of others in the social situation, and descriptions of appropriate behavior expectations. Typically, social narratives are individualized based upon the needs of the learner, short, and…

Social skills training (SST) refers to any adult-directed instruction in which social skills are targeted for improvement. SST typically occurs in either a group or individual format, and may also include facilitated practice in classroom settings. SST sometimes may co-occur with peer-mediated instruction and intervention (PMII) or some related…

This evidence-based practice overview on Structured Play Groups (SPG) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "SPG Evidence-base" details the…

Derived from applied behavior analysis, antecedent-based interventions (ABI) are used to address both interfering behaviors (e.g. repetitive, disruptive) and on-task behaviors (e.g. engaged or working on specific task/activity) behaviors. ABI is commonly used with other evidence-based practices such as functional behavior assessment (FBA),…

This evidence-based practice overview on Extinction (EXT) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "EXT Evidence-base" details the NPDC…

A hallmark of Autism spectrum disorder (ASD) is difficulties with social communication, and some learners with ASD experience additional deficits in expressive and/or receptive language that impair their ability to interact with others. However, a strength observed in many learners with ASD is responding to visual cues and structure. The use of…

This evidence-based practice overview on Response Interruption/Redirection (RIR) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "RIR Evidence-base"…

This evidence-based practice overview on Differential Reinforcement (DR) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "DR Evidence-base" details…