1. Evidence-Based Practices for Supporting Students with Autism Spectrum Disorder
Kathy Gould, Program Manager
Illinois Autism Partnership at Easter Seals Metropolitan Chicago
Briana Weiner
Illinois Statewide Technical Assistance Collaborative

2. DSM IV vs DSM 5 SUMMARY No separate categories / levels of severity
Communication and social deficits are merged
Restrictive interests/repetitive behaviors include sensory
Decrease emphasis on actual language delay
Increase emphasis on social behavior
Later onset of symptoms with increased social demands

3. Major Changes DSM IV DSM 5 Social Communication Social Interaction
Restricted Interests/Repetitive Behaviors/Sensory
Social Interaction
Communication
Repetitive/ Restrictive Behaviors

4. National Prevalence
Between 2000 to 2008, autism prevalence has grown from 1 in 150 children to 1 in 68* from the year 2000 until (Centers for Disease Control Report, 2014).
Between1998 to 2010, the number of 6 to 21 year old children receiving services for an ASD in public special education programs increased from 54,064 to 370,011.
In 2010, 370,011 children 6 through 21 years of age and 49,251 children 3 through 5 years of age were served under the "autism" classification for special education services.

5. PBIS Outcomes for Students with Disabilities
Students with disabilities in the US are being suspended at twice the rate of students w/o disabilities – resulting in loss of time in school (instructional time) and often resulting in more segregated placements. In a sample of 166 Illinois schools, students with disabilities had a 72% reduction in out of school suspensions (OSSs) from 2010 to (59% reduction for students without disabilities).

6. PBIS Outcomes for Students with Disabilities
The impact of PBIS implementation on elementary school students with disabilities is being found to be even greater than on those students without disabilities!

7. Why Evidence-Based Practices?
Promotes positive outcomes for individuals with ASD
IDEIA (2004) requires that educational strategies be used that are based on “scientifically based research”
Accountability for schools and teachers for instructional practices employed
Data driven decision making for instructional practice choices

8. National Standards Project National Autism Center
Published 2009 National Standards Report
Educational and Behavioral Interventions
(Comprehensive Treatment packages)
Designed to achieve a broad learning or developmental impact on the core deficits of ASD
Strength of Evidence Ratings
11 Established
22 Emerging
3 Unestablished
0 Ineffective/harmful

9. Criteria for Inclusion in the Study
Population/ Participants-Individuals with ASD between birth and 22 years of age
Interventions-Behavioral, developmental, or educational in nature and could be implemented in typical educational intervention settings (school, home, community)
Comparison-Interventions compared to no intervention or alternate intervention conditions
Outcomes-Behavioral, developmental, or academic outcomes
Study Design-Experimental group design, quasi- experimental group design, or single-case design

10. Strength of Evidence Classification System
used to determine how confident we can be about the effectiveness of a treatment. Ratings reflect the level of quality, quantity, and consistency of research findings for each type of intervention.
Established. Sufficient evidence is available to confidently determine that a treatment produces favorable outcomes for individuals on the autism spectrum. That is, these treatments are established as effective.
Emerging. Although one or more studies suggest that a treatment produces favorable outcomes for individuals with ASD, additional high quality studies must consistently show this outcome before we can draw firm conclusions about treatment effectiveness.
Unestablished. There is little or no evidence to allow us to draw firm conclusions about treatment effectiveness with individuals with ASD. Additional research may show the treatment to be effective, ineffective, or harmful.
Ineffective/Harmful. Sufficient evidence is available to determine that a treatment is ineffective or harmful for individuals on the autism spectrum.

11. 2009 NSP - 11 Established Comprehensive Treatments
Antecedent Package Behavior Package Comprehensive Behavioral Treatment for Young Children Joint Attention Intervention Modeling Naturalistic Teaching Strategies Peer Training Package Pivotal Response Package Story-based Intervention Package Schedules Self-Management How many are you currently implementing?

12. 2008 NPDC 24 Focused Interventions
Prompting
Antecedent- Based Intervention
Time Delay
Reinforcement
Task Analysis
Discrete Trial Training
Response Interruption/Redirection
Differential Reinforcement
Social Narratives
Video Modeling
Naturalistic Interventions
Peer Mediated Intervention
Pivotal Response Training
Visual Supports
Structured Work Systems
Self-Management
Parent Implemented Intervention
Social Skills Training Groups
Speech Generating Devices
Computer Aided Instruction
Picture Exchange Communication
Extinction

13. Newly Updated NPDC EBP
Incorporate more recent studies ( )
456 articles
Expand timeframe (to )
Broader more rigorous review of studies
2014-EBP-Report

14. Updated NPDC EBP What’s IN What’s OUT Cognitive Behavior Intervention
Structured Play Groups
Modeling including Video - Modeling
Exercise
Scripting
Technology based instruction and intervention*
What’s OUT
Structured work systems
Do you have specific knowledge of the focused interventions and when/why to use them?

15. Intervention Approaches
National Standards Project Comprehensive Treatment Model (CTMs) consist of a set of practices designed to achieve a broad learning or developmental impact on the core deficits of ASD.
National Professional Development Center for ASD Focused Intervention Practices are designed to address a single skill or goal of a student with ASD. These practices are operationally defined, address specific learner outcomes, and tend to occur over a shorter time period than CTMs.

16. Selecting EBP Professional Expertise Individual Best Available
Research
Individual
Characteristics
Evidence
Based
Practice
Autism Spectrum Disorders:
Guide to Evidence-based Practice
Missouri Guidelines Autism Initiative

17. Selecting EBP Consider Age of student Environment/Setting
Individual characteristics
Skills to be taught
Capacity to implement
Include families
Involve students
Non-examples
Pick a package and go with it
Do what feels right
This is what we have staff trained in
Parents are asking for this

18. Supporting Family Involvement in EBP
Serve as a classroom volunteer
Maintain frequent communication
Attend school-sponsored events
Incorporate learning activities into home routines (working on greetings at grocery store)
Secure student input
Consider family culture, values, and socioeconomic status

19. Building Sustainability with EBP
Step 1: Establish the Planning Team
Step 2: Problem Clarification and Needs Assessment
Step 3: Evaluating Outcomes
Step 4: Developing a Training Plan and a method to assess implementation fidelity
Step 5: Sustainability

20. Taken from…
Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder
Autism Evidence-Based Practice Review Group
Frank Porter Graham Child Development Institute
University of North Carolina at Chapel Hill
The National Autism Center’s
Evidence-Based Practice and Autism in the Schools
A guide to providing appropriate interventions to students with autism spectrum disorders
The purpose of this report is to describe a process for the identification of evidence-based practices (EBPs) and also to delineate practices that have sufficient empirical support to be termed “evidence-based.”