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1.6: Guiding Principle 5: Implement Evidence-Based Practices to Individualize Instruction

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    Implementation of effective instructional practices is the critical step that brings all of the guiding principles together. In 2014, the National Professional Development Center on Autism Spectrum Disorders (NPDC) has updated their autism intervention literature review on evidence-based practices for children, youth, and young adults with Autism Spectrum Disorders (ASD). In their review they identified 27 practices that were considered “evidence-based.” The document in its entirety is provided here: http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/2014-EBP-Report.pdf

    The NPDC has also developed evidence-based practice (EBP) briefs for 24 of the identified EBPs available here: autismpdc.fpg.unc.edu/content/briefs. These briefs provide a description of each of the practices, the evidence supporting the use of the practices, and step-by-step instructions for implementing those practices. Additionally, the NPDC and the Ohio Center for Autism and Low Incidence (OCALI) have developed online modules for understanding each of these EBPs. Click on the following link and register for a free account to access this resource: http://www.autisminternetmodules.org/

    Ensuring that EBPs are embedded in inclusive environments is a challenge for all educators. Scheduling and collaboration with the instructional team using the tools already presented in this chapter will assist with this process. To further assist in the process, Loman (2014) has framed a number of the EBPs within the UDL framework (Table 1.6.1). This graphic may be helpful for instructional teams to determine how to best support IWD in the Common Core content areas.

    Table 1.6.1: Evidence-based Practices for Individuals with Autism by Universal Design for Learning Principle
    Representation Expression Engagement
    Visual Strategies (Picture Symbols/Schedules) Augmentative Communication Social Narratives/Power Cards
    Video Modeling Functional Communication Training Reinforcement
    Modeling/Prompting Time Delay Peer-mediated intervention
    Naturalistic Interventions Discrete Trial Training Self-management
    Task Analysis-Chaining Pivotal Response Training Naturalistic Interventions
    Structured Work Systems/Activities Response Interruption  

    This page titled 1.6: Guiding Principle 5: Implement Evidence-Based Practices to Individualize Instruction is shared under a CC BY-NC 4.0 license and was authored, remixed, and/or curated by Samuel Sennott, Sheldon Loman, Kristy Lee Park, Luis F. Pérez, Michael J. Kennedy, John Romig, & Wendy J. Rodgers (Portland State University Library) .