Kara Hume

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.

Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders

Multiple dimensions of comprehensive treatment models (CTMs) for learners with autism were evaluated in this study. The purpose of the study was to provide evaluative information upon which service providers, family members, and researchers could make decisions about model adoption, selection for a family member, or future research. Thirty CTMs were identified, with the majority based on an applied behavior analysis framework, although a substantial minority followed a developmental or relationship-based model. As a group, CTMs were strongest in the operationalization of their models, although relatively weaker in measurement of implementation, and with notable exceptions, weak in evidence of efficacy.

Increasing Independence in Autism Spectrum Disorders: A Review of Three Focused Interventions

The features of autism that inhibit the independent demonstration of skills, as well as three effective interventions for increasing independence, are explored in this review article. Independent performance may prove difficult for individuals with autism spectrum disorders (ASD) due to the core deficits of the disability, as well as executive function deficits that impact initiation and generalization. These difficulties, coupled with intervention strategies that encourage over-reliance on adult support, contribute to poor long term outcomes for adults with ASD in employment, housing, and relationship development. Self-monitoring, video modeling, and individual work systems each emphasize a shift in stimulus control from continuous adult management to an alternative stimulus and have proven successful in addressing executive function deficits and increasing independence.

Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders

This article addresses some of the key considerations and complexities associated with intervening to address social competence and peer relationships of adolescents with autism spectrum disorder (ASD) in middle and high school settings. First, we provide a brief overview of the social context during adolescence for all students. Next, we highlight particular challenges for adolescents with ASD. Then, we discuss potential school-based intervention pathways that appear particularly responsive to these contexts and challenges. Finally, we offer several recommendations for research and practice aimed at improving the social competence and connections of young people with ASD—during high school and into early adulthood.

Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders

This study describes the language environment of preschool programs serving children with autism spectrum disorders (ASDs) and examines relationships between child characteristics and an automated measure of adult and child language in the classroom. The Language Environment Analysis (LENA) system was used with 40 children with ASD to collect data on adult and child language. Standardized assessments were administered to obtain language, cognitive, and autism severity scores for participants. With a mean of over 5 hours of recording across two days several months apart, there was a mean of 3.6 child vocalizations per minute, 1.0 conversational turns (in which either the adult or child respond to the other within 5 seconds) per minute, and 29.2 adult words per minute. Two of the three LENA variables were significantly correlated with language age-equivalents. Cognitive age-equivalents were also significantly correlated with two LENA variables. Autism Diagnostic Observation Schedule severity scores and LENA variables were not significantly correlated. Implications for using the LENA system with children with ASD in the school environment are discussed.

Moving beyond the Intensive Behavior Treatment versus Eclectic Dichotomy: Evidence-Based and Individualized Programs for Learners with ASD.

Professionals serving students with autism spectrum disorders (ASD) in inclusive classroom settings face the challenge of selecting and successfully implementing evidence-based intervention strategies. Many propose that Intensive Behavioral Treatment (IBT) is the most efficacious approach for learners with ASD. Evidence for this approach is often established by comparing the IBT model to a condition described as “eclectic”. In this paper, authors examine the IBT vs. eclectic literature, acknowledge the potential efficacy of the IBT model with preschool-aged children, suggest concerns about efficacy studies that have compared IBT and eclectic programs, point out that most of the studies were restricted in the age range of their participants, and note that few were implemented in inclusive settings. The authors propose that a technical eclectic approach can be beneficial for children and youth with ASD if it is conceptually grounded, incorporates evidence-based focused intervention practices, and is well implemented. A detailed example of such a technical eclectic program model is provided and the practicality of such an approach in inclusive settings for children and youth with ASD and their families is discussed.

Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education

The number of individuals with Autism Spectrum Disorder (ASD) who enter secondary school settings and access the general education curriculum continues to grow. Many educators may find they are not prepared to adapt their instruction to meet both state standards and the diverse needs of the full spectrum individuals with ASD, which has implications for postsecondary success. In this article, we present an overview of current knowledge around academic instruction for this population, specifically (a) how characteristics associated with ASD can impact academic performance, (b) academic profiles of individuals with ASD across content areas, and (c) interventions that have been successful in improving academic outcomes for this population, including special considerations for those individuals who take alternate assessments based on alternate achievement standards. We conclude by offering suggestions for future research and considerations for professional development.

Effects of Video-Based Group Instruction for Adolescents with Autism Spectrum Disorder

Impairment in social interaction is a defining characteristic of individuals diagnosed with autism spectrum disorder (ASD). This can be especially challenging for adolescents as demands of social interaction increase in difficulty. Despite the need for effective social skills instruction, there are few empirically validated procedures for teaching social skills to adolescents with ASD. The present investigation evaluated the effects of a social skills training package centered around video-based group instruction (VGI) on the acquisition of complex social skills by 4 adolescents with ASD. A multiple probe across behaviors design demonstrated the effectiveness of the 3-month training package for teaching new social skills. The results suggest VGI can be an effective and efficient approach for teaching complex social behavior to adolescents with ASD.

Using Structured Work Systems to Promote Independence and Engagement for Students with Autism Spectrum Disorders

cialist. She, along with teachers, therapists, and paraprofessionals, supported students with autism spectrum disorders (ASD) in preschool through 12th grade, across general and special education settings. Though the skills of the students she served varied tremendously, she noticed a common difficulty for many of her students with ASD, despite age or functioning level: a broad deficit in independent functioning. This impacted her youngest students as they learned basic school readiness skills, including gathering and putting away materials, or completing a basic sequence of activities, such as coloring, cutting, and gluing. This same difficulty made it hard for her older students to follow more complex response chains and manage all of their belongings, materials, and assignments throughout the day. Mrs. Bonds needed an intervention that could address this difficulty, one that would be appropriate for a variety of students in a number of settings. After careful review of evidence-based practices and discussion with colleagues, she decided to implement work systems, an element of structured teaching developed by Division TEACCH, with several of her students.

Supporting Independence in Adolescents on the Autism Spectrum

The development of independent behavior is a critical, challenging process for all youth as they pass through the high school environment into adulthood. Although most high school students gain skills related to independence, the independent behaviors of their peers with autism spectrum disorder (ASD) plateau and decline. These skill deficits and resulting poor post-secondary outcomes for students with ASD highlight the great need for programming in this area. This article begins by defining independence and the influence of independence on post-secondary outcomes, and explores the factors that contribute to the difficulties in independence for individuals with ASD. Then, a review of school-wide positive behavior support and focused evidence-based practices (EBPs) related to independence is presented. Recommendations are made for practitioners and caregivers implementing interventions intended to support student independence, and recommendations for future research and practice are offered.