Autism Awareness and Acceptance in Early Childhood Education - This Website from the U.S. Department of Health and Human Services' Administration for Children and Families (ACF) includes fact sheets, videos, tips, and links to state-specific resources. One of the resources includes Tips for Early Care and Education Providers: Simple Concepts to Embed in Everyday Routines (2013) offered by autism intervention researchers around the country and compiled by ACF and the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD).
Nonmedical Interventions for Children With ASD: Recommended Guidelines and Further Research Needs (November 2012) - These guidelines from the American Academu of Pediatrics (AAP) are based on the findings from a systematic review of the scientific evidence on nonmedical interventions that address cognitive function and core deficits in children with autism spectrum disorders (ASDs). They were developed bya panel leading experts that included practitioners, researchers, and parents. Recommendations for future research priorities are included.
Podcast - Inclusion for Toddlers with Autism Spectrum Disorders: The First Ten Years of a Community Program (November 2011)
This 15 minute podcast features Dr. Aubyn Stahmer, a research scientist and clinical psychologist at the Child & Adolescent Services Research Centre and the Autism Discovery Institute at Rady Children's Hospital, San Diego, and the Psychology Department at the University of California, San Diego. Dr. Stahmer discusses her research on a community program involving social inclusion and early intervention for toddlers with autism spectrum disorders. The podcast is linked to a related article co-authored by Dr. Stahmer, Natacha Akshoomoff, and Allison Cunningham, which was published in Autism, 15(5).
Autism Spectrum Disorders Services (ASDs): Final Report on Environmental Scan (March 2010) (PDF: 2498kb) - The Centers for Medicare & Medicaid Services, U.S. Department of Health and Human Services commissioned IMPAQ International, a social science research firm, to conduct an environmental scan of the scientific evidence regarding the efficacy, effectiveness, safety, and availability of services and supports for children, transitioning youth, and adults with Autism Spectrum Disorders. This report describes findings from the study.
The National Standards Report (November 2009) provides information on which treatments have been shown to be effective for children with ASD. It covers a broad range of applied treatments, identifies the level of scientific evidence available for each, and provides specific information about the age groups, treatment targets, and diagnostic populations to which these treatments have been applied. It is the final report of the National Standards Project, which was convened by National Autism Center in 2005 to work on establishing and ratifying a set of standards for effective, research-validated education and behavioral intervention for children with Autism Spectrum Disorders (ASD).
Evidence-based Practices for Children and Youth with Autism Spectrum Disorders - The National Professional Development Center (NPDC) on Autism Spectrum Disorders (ASD) has adopted a formal definition of evidence-based practices (EBP) and identified 24 practices for children and youth with ASD that meet their criteria. (posted December 2010)
Preventing Challenging Behavior: A Model for Young Children with Autism Spectrum Disorder (November 2, 2009), with Glen Dunlap and Phil Strain. - This online Webinar and discussion, hosted by the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI), presents a three-tiered framework for organizing prevention and intervention strategies that is appropriate for home, community and preschool applications.
The Committee on Educational Interventions for Children with Autism, funded by a grant from OSEP to the National Research Council of the National Academy of Sciences published Educating Children with Autism (2001). This book outlines an interdisciplinary approach to education for children with autism, explores what makes education effective for the child with autism and identifies specific characteristics of programs that work. Recommendations are offered for choosing educational content and strategies, introducing interaction with other children, and other key areas. An ERIC Digest ( The Earlier the Better: Interventions that Benefit Children with Autism 2001) summarizes the findings.
Areas of Agreement about Effective Practices Among Programs Serving Young Children with Autism Spectrum Disorders (1999) is a journal article that examines the commonalities and differences in practice among nationally known programs. This study presents preliminary results from a NECTAS-sponsored autism forum activity about areas of agreement about effective practice.