Evidence-Based Practices on Autism
AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age. Supplemental materials and handouts are available for download.
With the increased the increased prevalence of autism, there has been an intensified demand for effective educational and therapeutic services. A 2020 update to the 2014 report, Evidence-based Practices for Children and Adults with ASD, describes a set of practices that provide clear evidence of positive effects on children and youth with autism.
Five new practices and several reconceptualizations/recategorizations of practices that positively impact children and youth with autism are identified in the report. Also, for the first time, new demographic data related to the study participants' race, ethnicity and nationality are highlighted.
Interdisciplinary Technical Assistance Center (ITAC) on Autism and Developmental Disabilities (AUCD)
The purpose of the Interdisciplinary Technical Assistance Center (ITAC) on Autism and Developmental Disabilities at AUCD is to improve the health of infants, children, and adolescents who have, or are at risk for developing, ASDs and other developmental disabilities. The Center accomplishes this by providing technical assistance to interdisciplinary training programs (i.e., the LENDs and Developmental-Behavioral Pediatrics (DBP) programs) to better train professionals to utilize valid and reliable screening tools to diagnose or rule out and provide evidence-based interventions for children with ASD and other developmental disabilities.
IRIS: Autism Spectrum Disorder Modules
This module from the IRIS Center, provides information on the early signs of autism spectrum disorder (ASD), as well as an overview of the difference between a medical diagnosis and an educational determination of ASD.
National Autism Center (NAC) final reports include:
- Findings and Conclusions: National Standards Project, Phase 2 (2015)
- Results of the National Standards Project, Phase 1 (2011)
This study finds that there is a growing evidence base suggesting that behavioral interventions - especially early, intensive therapies based on applied behavior analysis (ABA) - can be associated with positive outcomes for children with autism. However, more research is needed to understand which interventions are most effective for specific children and to isolate elements or components of interventions most associated with effects. This systematic review was produced for the Agency for Healthcare Research and Quality (AHRQ) by the Vanderbilt Evidence-based Practice Center. It is an update to a 2011 report.
Some of the top researchers in the country offer helpful tips and concepts to help you work with young children with Autism Spectrum Disorder (ASD). The tips are based on concepts of learning and development that can be worked into everyday routines. Each tip describes a concept, why the concept is important, and a step-by-step description of how to work these simple concepts into everyday routines.