Suzanne Kucharczyk

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.

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.

Applying an Implementation Science Framework for Adoption of a Comprehensive Program for High School Students With Autism Spectrum Disorder

Post-school outcomes for adolescents and young adults with autism spectrum disorder (ASD) are exceedingly poor. The convergence of adolescence as a development period, the expression of ASD during adolescence, and the complicated logistic nature of high schools create a perfect storm of complexity that may pose challenges and establish barriers to providing an effective secondary education program. Given this complexity, addressing learning needs for adolescents with ASD and improving post-school outcomes requires a comprehensive approach. In this article, the authors describe a set of implementation science principles and practices that could be employed in supporting the adoption and implementation of a comprehensive program for high school students with ASD. The program developed by the Center on Secondary Education for Students With Autism Spectrum Disorder (CSESA) serves as a case example of how such principles and practices may be employed in program planning and implementation.

Addressing the Needs of Adolescents With Autism Spectrum Disorder: Considerations and Complexities for High School Interventions

The outcomes of students with autism spectrum disorder (ASD) are driving the field to address how secondary education might be optimally designed and delivered. We conducted 28 focus groups across four states to explore the contexts, considerations, and complexities associated with delivering and combining evidence-based interventions to meet the needs of adolescents with ASD from the vantage point of 152 practitioners, parents, and other key stakeholders. Participants emphasized the inadequacy of prevailing intervention approaches in secondary schools, underscored the importance of attending to feasibility and alignment with the diverse needs of students with ASD, and stressed the need for broader awareness and training efforts surrounding autism. We offer recommendations for designing comprehensive interventions and incorporating stakeholder feedback into such undertakings.

Falling through the Cracks: Challenges for High School Students with Autism Spectrum Disorder

High school students with autism spectrum disorder (ASD) often struggle in the complex social and academic secondary environment. Current literature suggests postsecondary success is limited for adults with ASD, but little is known about the high school experiences of individuals with ASD that may be impacting their postsecondary outcomes. Focus groups with multiple stakeholders were used to examine challenges facing high school students with ASD and their service providers. Through qualitative analysis, three themes emerged that illuminate challenges posed in the high school setting for students with ASD: (1) inconsistencies, many of which are intrinsic to the secondary environment, (2) difficulties with interpersonal connections, and (3) knowledge/process breakdowns. The findings demonstrate the misalignment or “crack” that exists between the nature of high schools and the needs of students with ASD as they prepare for success in postsecondary environments.

Supporting Parent Use of Evidence-Based Practices for Infants and Toddlers with Autism Spectrum Disorder

As reliable diagnosis of autism spectrum disorder (ASD) becomes possible for children at younger and younger ages, the need increases for early intervention systems and providers to be well acquainted with effective implementation of evidence-based practices (EBPs). Implementing EBPs in natural settings, such as homes and communities, requires that knowledge and use of EBPs is accessible to parents and caregivers. This chapter describes a model, the ASD Toddler Initiative model, which through funding from Autism Speaks supports early intervention programs and providers in building and sustaining quality programs for coaching of parents on the selection, implementation, and monitoring of EBPs with their infants and toddlers. Grounded in implementation science, facilitators and challenges to implementing the ASD Toddler Initiative model are described at the system (i.e., state, agency) and personal (i.e., family, practitioner) levels. An integration of these implementation drivers with the model processes and professional development supports prepares early intervention systems and practitioners to meet the developing needs of families and their young children with ASD.

Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS)

The purpose of this study was to examine the psychometric properties of the Autism Program Environment Rating Scale (APERS), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total APERS and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the APERS was sensitive to changes resulting from a professional development program designed to promote program quality.

Multi-Informant Assessment of Transition-Related Skills and Skill Importance in Adolescents with Autism Spectrum Disorder.

Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy.

Implementing Evidence-Based Practices in Early Childhood Classroom Settings

The accountability movement in educational policy and practice has ushered in the era of evidence-based practice. However, educators’ adoption, use, and sustained implementation of evidence-based practices in classroom settings have proven elusive at best. The field of implementation science is contributing to our collective understanding of how to support evidence-based practice implementation in authentic settings, including classrooms. This chapter then explores three fundamental questions related to evidence-based practice implementation in early childhood special education classrooms: (1) What makes evidence-based practice implementation difficult; (2) what facilitates evidence-based practice implementation; and (3) how does a provider make an informed decision about which evidence-based practice(s) to use with an individual child? Finally, we conclude with a brief discussion of other fields of study that could contribute to the knowledge base on evidence-based practice use in classroom settings.