Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 44 |
| Since 2016 (last 10 years) | 177 |
| Since 2006 (last 20 years) | 196 |
Descriptor
Source
Author
| Odom, Samuel L. | 13 |
| Tomaszewski, Brianne | 10 |
| Suhrheinrich, Jessica | 7 |
| Hume, Kara | 6 |
| Ledford, Jennifer R. | 6 |
| Stahmer, Aubyn C. | 6 |
| Brookman-Frazee, Lauren | 5 |
| Cox, Ann W. | 5 |
| Morin, Kristi L. | 5 |
| Rieth, Sarah R. | 5 |
| Sam, Ann M. | 5 |
| More ▼ | |
Publication Type
Education Level
Location
| California | 12 |
| North Carolina | 4 |
| United States | 4 |
| Australia | 3 |
| California (San Diego) | 3 |
| United Kingdom | 3 |
| Wisconsin | 3 |
| China | 2 |
| Florida | 2 |
| Ireland | 2 |
| New York | 2 |
| More ▼ | |
Laws, Policies, & Programs
| Individuals with Disabilities… | 6 |
| No Child Left Behind Act 2001 | 2 |
| Americans with Disabilities… | 1 |
| Every Student Succeeds Act… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 1 |
| Meets WWC Standards with or without Reservations | 1 |
Peer reviewed
Direct linkMartin, 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
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
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
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
Download full textMcCabe, Alice – Kairaranga, 2020
This paper examines the multi-component use of visual supports, namely visual schedules and video modelling, to achieve the vocational goal of making a sandwich independently for a 16-year old girl with autism. This practice approach was informed by both the three step process from the National Professional Development Centre (The NPDC Model,…
Descriptors: Evidence Based Practice, Video Technology, Modeling (Psychology), Autism
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
Santambrogio, Jacopo; Masi, Gabriele; Bertelli, Marco O. – Journal of Mental Health Research in Intellectual Disabilities, 2021
The purpose of this article is to discuss the Royal College of Psychiatrists' Report 230, "Attention deficit hyperactivity disorder (ADHD) in individuals with intellectual disability" which aims to reduce the frequent misdiagnosis of this condition in people with ID, as shown in the case vignette that begins our commentary. The College…
Descriptors: Attention Deficit Disorders, Adults, Intellectual Disability, Comorbidity
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. – Grantee Submission, 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
McNeill, Jordan – Journal of Autism and Developmental Disorders, 2019
The autism intervention literature focuses heavily on the concept of evidence-based practice, with less consideration of the acceptability, feasibility, and contextual alignment of interventions in practice. A survey of 130 special educators was conducted to quantify this "social validity" of evidence-based practices and analyze its…
Descriptors: Autism, Intervention, Evidence Based Practice, Special Education
Kucharczyk, Suzanne; Szidon, Kate; Hall, Laura J. – Career Development and Transition for Exceptional Individuals, 2022
High schools hold great potential as contexts within which educators implement evidence-based practices shown to change post-school outcomes for youth with autism spectrum disorder (ASD). Unfortunately, educators feel unprepared to use transition and disability-focused evidence-based practices. Coaching, as an essential feature of effective…
Descriptors: High Schools, Coaching (Performance), Autism, Pervasive Developmental Disorders
Brookman-Frazee, Lauren; Chlebowski, Colby; Villodas, Miguel; Garland, Ann; McPherson, Julie; Koenig, Yael; Roesch, Scott – Autism: The International Journal of Research and Practice, 2022
"An Individualized Mental Health Intervention for ASD" (AIM HI) was developed in collaboration with community stakeholders for delivery in mental health services in response to therapist- and caregiver-identified need to improve services for children with autism spectrum disorder (ASD). Primary findings from a cluster randomized Hybrid…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Mental Health
