Angel Fettig

Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review

AbstractThe purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. (Prev Sch Fail 54:275–282, 2010b, doi:10.1080/10459881003785506). In the current study, a computer search initially yielded 29,105 articles, and the subsequent screening and evaluation process found 456 studies to meet inclusion and methodological criteria. From this set of research studies, the authors found 27 focused intervention practices that met the criteria for evidence-based practice (EBP). Six new EBPs were identified in this review, and one EBP from the previous review was removed. The authors discuss implications for current practices and future research.

Parent-Implemented Interventions for Young Children With Disabilities: A Review of Fidelity Features

The purpose of this review was to analyze fidelity features in parent-implemented interventions for young children with disabilities. The authors conducted a review of 24 studies published in nine peer-reviewed journals. Each identified article was scored on the following categories: the participant characteristics, settings, study design, independent variables, measurement of implementation and intervention fidelity, parent training components, dependent variables, social validity, overall outcomes, and study rigor. The results indicated that, although all studies described parent training components, few reported implementation fidelity. Across the studies trainers were most likely to use performance-based feedback and modeling to support parent implementation of the intervention. Although 20 studies used single-case design methodologies, only 2 studies met contemporary single-case research design standards. The authors provide an analysis of implications for future research related to supporting high-fidelity implementation of parent-implemented interventions.

Using Visual Supports with Young Children with Autism Spectrum Disorder.

Isaac is learning ways to complete hisnightly bedtime routine; Omar is fol -lowing cues to control his disruptiveand impulsive behavior; Peter isbecoming more independent withlibrary routines; and Adriana hasbenefited from visual support withlearning hand-washing and toiletingroutines.Most of us use visual supports tonavigate our days (calendars, maps,watches, to-do lists—even high-techversions of these supports), so why notprovide similar supports to young chil -dren? We must particularly be sensi -tive to the needs of children who canbenefit greatly from them: young child-ren with autism spectrum disorder.There are many helpful kinds of visualsupports teachers can use in the class -room every day, modifying andenhancing them as children becomemore and more independent. Indeed,both parents and teachers have usedmany of these tools successfully with

Applying an Evidence-Based Framework to the Early Childhood Coaching Literature.

Professional development (PD) is a critical pathway for promoting the use of evidence-based intervention practices in early childhood (EC) settings. Coaching has been proposed as a type of PD that is especially promising for job-embedded learning. A lack of consensus exists regarding evidence-based EC coaching strategies and what types of support coaches need to implement these strategies. In this literature review, we analyzed the EC coaching literature in terms of coaching strategies shown to improve EC practitioners’ use of effective intervention practices, coaching model components and strategies, the rigor and quality of the research, and the preparation provided to coaches in the identified articles. We conclude with recommendations for enhancing the effectiveness of coaching and improving the preparation of coaches who serve in EC settings.

Parent Implementation of Function-Based Intervention to Reduce Children’s Challenging Behavior: A Literature Review

The purpose of this literature review was to analyze the research on parent-implemented functional assessment (FA)-based interventions for reducing children’s challenging behaviors. Thirteen studies met the review inclusion criteria. These studies were analyzed across independent variables, types of parent coaching and support provided, measurement of implementation and intervention fidelity, child dependent variables, social validity, and study rigor. Overall, the evidence provide some support that parents can be trained to implement FA-based interventions with follow-up coaching and support, and these interventions reduce children’s challenging behaviors and increase children’s use of appropriate behaviors. However, inadequacies in study rigor and reporting of the implementation and intervention fidelity limit interpretations. Implications for practice and future research are discussed.

Effects of Coaching on the Implementation of Functional Assessment-Based Parent Intervention in Reducing Challenging Behaviors.

This study examined the effects of coaching on the implementation of functional assessment–based parent intervention in reducing children’s challenging behaviors. A multiple baseline across participants design was used with three parent–child dyads with children between the ages of 2 and 5 years. The intervention consisted of training and delayed coaching to examine the effects of coaching following the training session. Results document that when coaching was provided, parents were able to implement the function-based strategies consistently at a high level, which resulted in the reduction of children’s challenging behaviors. Contributions to the literature, implications, and future directions are discussed.

A Review of the Evidence Base of Functional Assessment-based Interventions for Young Students Using One Systematic Approach

This review of the literature was conducted to explore the evidence base for functional assessment-based interventions (FABIs) for one systematic approach developed by Umbreit, Ferro, Liaupsin, and Lane (2007). Specifically, this review examined the evidence base for this systematic approach to FABI for young students by applying quality indicators and evidence-based standards. A secondary purpose was to identify the extent to which classroom teachers were involved in the FABI process. Twelve studies met the inclusion criteria of intervening with young students (i.e., preschool through third grade) with or at risk for disabilities using this one systematic approach to FABI. Although seven studies demonstrated positive effects and met all eight quality indicators (Council for Exceptional Children [CEC], 2014), indicating they were methodologically sound, these seven cases represented 14 students falling short of the recommended 20 participants (CEC, 2014). This review provides evidence for deeming this FABI model a potential evidence-based practice for use with young students. Limitations and future direction are discussed.

Dialogic Reading in Early Childhood Settings: A Summary of the Evidence Base.

Dialogic reading (DR) is an evidence-based practice for young children who are typically developing and at risk for developmental delays, with encouraging evidence for children with disabilities. The purpose of this review was to comprehensively evaluate the evidence base of DR across early childhood settings, with specific attention to fidelity features. We coded identified studies (n = 30) published in peer-reviewed journals on a number of variables, including participant characteristics, setting, adherence to intervention components, fidelity of training procedures, implementation fidelity, dependent variables, overall outcomes, and study rigor. Our findings indicate wide variance is present in adherence to the DR protocol despite all studies reporting use of DR. In addition, although most researchers describe training procedures, none reported fidelity of those practices. Variability was also noted in how the implementation of DR with children is monitored in research.

Using e-Coaching to Support an Early Intervention Provider's Implementation of a Functional Assessment-Based Intervention.

This study examined the effects of e-coaching on the implementation of a functional assessment-based intervention delivered by an early intervention provider in reducing challenging behaviors during home visits. A multiple baseline design across behavior support plan components was used with a provider-child dyad. The e-coaching intervention consisted of weekly training and support delivered via video conferencing software. Results demonstrated a functional relation between e-coaching and early intervention provider implementation of targeted behavior support plan strategies. Furthermore, the childs challenging behaviors decreased over the course of the study. Contributions to the literature, implications for practice, and future directions are discussed.

Culturally relevant dialogic reading curriculum for counselors: Supporting literacy and social-emotional development

Social-emotional learning (SEL) and literacy skills are key components of child development. School counselors are charged with supporting children’s holistic development to prepare them for adulthood by implementing counseling curricula that focus on both academic and social-emotional growth. School counselors can promote academic and literacy learning by engaging children in counseling techniques that employ shared reading. Through reading and discussing socially and culturally meaningful texts, children make personal connections with characters in stories, thereby strengthening a love for reading. Creating personal connections to stories also helps develop children’s SEL. This article describes using dialogic reading as a culturally relevant counseling practice to promote SEL and support literacy development for kindergarten through third grade children. Dialogic reading is a shared reading strategy that positions children as active participants in adult-guided book reading and builds literacy and social-emotional skills. The dialogic reading curriculum described in this article is designed for school counselors given their unique skill set in promoting children’s SEL and academic development. There are limited interventions available for school counselors that combine SEL and literacy skill development through culturally responsive practices. Implications of infusing culturally relevant dialogic reading in counseling to promote SEL and literacy learning are described.