Evidence-Based+Practices

==

What are Evidence-Based Practices (EBP)?
While many interventions for autism exist, only some have been shown to be effective through scientific research. Interventions that researchers have shown to be effective are called evidence-based practices. The National Professional Development Center uses rigorous criteria to determine whether a practice is evidence-based. Currently, the Center has identified 24 evidence-based practices. Please note that every identified practice is not necessarily appropriate for every learner. Practices are most effective when carefully matched to a learner’s specific needs and characteristics. The National Professional Development Center (NPDC) on ASD has adopted the following definition of evidence-based practices (EBP). DEFINITION OF EVIDENCE-BASED PRACTICE To be considered an evidence-based practice for individuals with ASD, efficacy must be established through peer-reviewed research in scientific journals using: High quality randomized or quasi-experimental design studies do not have critical design flaws that create confounds to the studies, and design features allow readers/consumers to rule out competing hypotheses for study findings. High quality in single subject design studies is reflected by a) the absence of critical design flaws that create confounds and b) the demonstration of experimental control at least three times in each study. To date, the NPDC on ASD has identified 24 practices that meet the above criteria for evidence-based practices for children and youth with autism spectrum disorders. We continue to review the literature for practices that meet our definition and will add as appropriate. The NPDC on ASD is in the process of developing online modules for each of the 24 identified evidence-based practices. These modules are available on the **Autism Internet Modules (AIM)** website. For the rest of the 24 evidence-based practices for which an online module is not yet available on AIM, our center has released the core components of the module, called **evidence-based practice (EBP) briefs**. These EBP briefs include an overview of the practice, step-by-step directions for implementation, an implementation checklist, the evidence base for the practice, and supplemental materials. EBP briefs and their components are available for download through the EBP Briefs page.
 * randomized or quasi-experimental design studies. Two high quality experimental or quasi-experimental group design studies,
 * single-subject design studies. Three different investigators or research groups must have conducted five high quality single subject design studies, or
 * combination of evidence. One high quality randomized or quasi-experimental group design study and three high quality single subject design studies conducted by at least three different investigators or research groups (across the group and single subject design studies).

Evidence-Based Practice Briefs
Evidence-based practice (EBP) briefs have been developed for all 24 identified evidence-based practices. Select a practice below to access the overview of the practice and downloadable PDF files for the EBP brief and the individual components. An evidence-based practice brief consists of the following core components: EBP BRIEF COMPONENTS

Overview: A general description of the practice and how it can be used with learners with autism spectrum disorders. Step-by-Step Directions for Implementation: Explicit step-by-step directions detailing exactly how to implement a practice, based on the research articles identified in the evidence base. Implementation Checklist: The implementation checklist offers a way to document the degree to which practitioners are following the step-by-step directions for implementation, which are based on the research articles identified in the evidence base. Evidence Base: The list of references that demonstrate that the practice is efficacious and meets the National Professional Development Center’s criteria for being identified as an evidence-based practice. Some practices include supplemental materials such as data collection sheets.

EVIDENCE-BASED PRACTICES FOR CHILDREN AND YOUTH WITH ASD
 * [|Antecedent-Based Interventions (ABI)]
 * [|Computer-Aided Instruction]
 * [|Differential Reinforcement]
 * [|Discrete Trial Training]
 * [|Extinction]
 * [|Functional Behavior Assessment]
 * [|Functional Communication Training]
 * [|Naturalistic Intervention]
 * [|Parent-Implemented Intervention]
 * [|Peer-Mediated Instruction and Intervention]
 * [|Picture Exchange Communication System (PECS)]
 * [|Pivotal Response Training]
 * [|Prompting]
 * [|Reinforcement]
 * [|Response Interruption/Redirection]
 * [|Self-Management]
 * [|Social Narratives]
 * [|Social Skills Groups]
 * [|Speech Generating Devices/VOCA]
 * [|Structured Work Systems]
 * [|Task Analysis]
 * [|Time Delay]
 * [|Video Modeling]
 * [|Visual Supports]