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Direct linkStraiton, Diondra; Groom, Barb; Ingersoll, Brooke – Journal of Autism and Developmental Disorders, 2021
Parent training programs focus on parent knowledge and/or skill development regarding strategies to improve child outcomes. Parent training programs are considered evidenced-based treatments for autism spectrum disorder (ASD). Yet little is known about parent training use for youth with ASD served in community settings. This mixed methods project…
Descriptors: Autism, Pervasive Developmental Disorders, Parent Education, Children
Martin, Ryan J.; Anderson, Cynthia M.; Gould, Kaitlin; Morganelli, Marissa; Kleinert, Whitney L. – Contemporary School Psychology, 2021
As the prevalence of autism spectrum disorder (ASD) continues to increase, more students with ASD will require support in educational settings. Recent systematic reviews have identified numerous evidence-based interventions for individuals with ASD, but none have focused specifically on intervention in schools. This is important because educators…
Descriptors: Evidence Based Practice, Intervention, Students with Disabilities, Autism
Anderson, Cynthia M.; Iovannone, Rose; Smith, Tristram; Levato, Lynne; Martin, Ryan; Cavanaugh, Brenna; Hochheimer, Sam; Wang, Hongyue; Iadarola, Suzannah – Journal of Autism and Developmental Disorders, 2021
To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. "Modular Approach to Autism Programing for Schools (MAAPS)" is a framework for…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Evidence Based Practice
Dale, Brittany A.; Caemmerer, Jacqueline M.; Winter, Emily L.; Kaufman, Alan S. – Psychology in the Schools, 2022
Early identification of autism spectrum disorder (ASD) provides the best opportunity for children to receive evidence-based early intervention. Research indicates that accurate diagnosis can be made as early as the toddler period when an assessment is completed by experienced clinicians. Typical ASD evaluations involve an assessment of…
Descriptors: Autism, Pervasive Developmental Disorders, Child Development, Infants
Adams, David; McNamara, Scott; Bittner, Melissa; Pawlowski, Jill; Hangauer, Kelly – Journal of the American Academy of Special Education Professionals, 2022
Delays in social and communication skills are associated with autism spectrum disorder (ASD). Structured play groups (SPGs) was deemed an evidence-based practice (EBP) for children with ASD. A critical review of research published within the past 16 years and accessible in four databases was conducted with a total of 3,153 articles identified of…
Descriptors: Autism, Pervasive Developmental Disorders, Play, Group Activities
Wattanawongwan, Sanikan; Ganz, J. B.; Pierson, Lauren M.; Hong, Ee Rea; Yllades, Valeria; Dunn, Claudia; Foster, Margaret – Education and Training in Autism and Developmental Disabilities, 2022
This quality review is an analysis of the methodological quality of social communication intervention research identifying which social communication interventions for this population could be considered evidence-based practices (EBPs). The purpose of the quality review was to apply the What Works Clearinghouse (WWC) guidelines to the literature…
Descriptors: Adolescents, Adults, Autism, Pervasive Developmental Disorders
Kouo, Jennifer L.; Kouo, Theodore S. – Journal of Autism and Developmental Disorders, 2021
Individuals with an autism spectrum disorder (ASD) have a greater number of healthcare provider interactions than individuals without ASD. The obstacles to patient-centered care for this population, which include inflexibility of hospital environments, limited resources, and inadequate training, has been documented. However, there is little…
Descriptors: Patients, Autism, Pervasive Developmental Disorders, Medical Services
Barry, Lorna; Holloway, Jennifer; Gallagher, Stephen; McMahon, Jennifer – Journal of Autism and Developmental Disorders, 2022
Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training, years of experience, access to allied…
Descriptors: Teacher Characteristics, Knowledge Level, Evidence Based Practice, Autism
Scheibel, Gretchen; Zane, Thomas L.; Zimmerman, Kathleen N. – Exceptional Children, 2022
Schools bear the burden of funding the majority of the services received by children with autism spectrum disorder (ASD) with the assumption that spent resources will result in meaningful positive outcomes for these students. Interventions lacking empirical support remain popular in schools despite lacking or limited evidence that students will…
Descriptors: Program Costs, Cost Effectiveness, Program Effectiveness, Research and Development
Dimian, Adele F.; Symons, Frank J.; Wolff, Jason J. – Journal of Autism and Developmental Disorders, 2021
Increased prevalence of autism spectrum disorder (ASD) has underscored the need for early intervention services. Early Intensive Behavioral Intervention (EIBI) is among the most common evidence-based approaches, however, stakeholders report significant waitlists. The effects of these delays to intervention are unknown. The purpose of this study…
Descriptors: Early Intervention, Behavior Modification, Evidence Based Practice, Outcomes of Treatment
McFayden, Tyler C.; Gatto, Alyssa J.; Dahiya, Angela V.; Antezana, Ligia; Miyazaki, Yasuo; Cooper, Lee D. – Journal of Autism and Developmental Disorders, 2021
Measurement-based care (MBC), an evidence-based approach that has demonstrated efficacy for improving treatment outcomes, has yet to be investigated in clients with Autism Spectrum Disorder. The current paper investigates the use of MBC in autistic (n = 20) and non-autistic (n = 20) clients matched on age, sex, and presenting problem. Results of…
Descriptors: Measurement, Outcomes of Treatment, Evidence Based Practice, Autism
Edmunds, Sarah R.; Frost, Kyle M.; Sheldrick, R. Chris; Bravo, Alice; Straiton, Diondra; Pickard, Katherine; Grim, Valerie; Drahota, Amy; Kuhn, Jocelyn; Azad, Gazi; Pomales Ramos, Anamiguel; Ingersoll, Brooke; Wainer, Allison; Ibanez, Lisa V.; Stone, Wendy L.; Carter, Alice; Broder-Fingert, Sarabeth – Autism: The International Journal of Research and Practice, 2022
Defining the central components of an intervention is critical for balancing fidelity with flexible implementation in both research settings and community practice. Implementation scientists distinguish an intervention's essential components (thought to cause clinical change) and adaptable periphery (recommended, but not necessary). While…
Descriptors: Intervention, Autism, Pervasive Developmental Disorders, Fidelity
Nunes, Debora; Whalon, Kelly; Jackson, Elizabeth; Intepe-Tingir, Seyma; Garris, Stephen – International Journal of Disability, Development and Education, 2022
Reading comprehension difficulties have been associated with poor vocabulary knowledge of children with autism spectrum disorder (ASD). Research has shown that Dialogic Reading (DR) interventions may remediate these deficits. The purpose of this study was to compare the effectiveness of two DR intervention protocols on the vocabulary knowledge of…
Descriptors: Vocabulary Development, Preschool Children, Intervention, Comparative Analysis
Hume, Kara; Steinbrenner, Jessica R.; Odom, Samuel L.; Morin, Kristi L.; Nowell, Sallie W.; Tomaszewski, Brianne; Szendrey, Susan; McIntyre, Nancy S.; Yücesoy-Özkan, Serife; Savage, Melissa N. – Journal of Autism and Developmental Disorders, 2021
This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425-436, 2010a; Prevent School Fail 54(4):275-282, 2010b; Wong et al. in…
Descriptors: Evidence Based Practice, Children, Youth, Young Adults
Dai, Yael G.; Thomas, Rebecca P.; Brennan, Lynn; Helt, Molly S.; Barton, Marianne L.; Dumont-Mathieu, Thyde; Fein, Deborah A. – Journal of Autism and Developmental Disorders, 2021
Early intervention with parent participation is important for facilitating skill development in children with Autism Spectrum Disorder (ASD). However, many barriers delay or prohibit families from accessing care. We describe the development and acceptability of a novel, comprehensive, self-directed online program for caregivers of children with…
Descriptors: Early Intervention, Caregivers, Children, Autism
