Veronica P. Fleury

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.

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.

Promoting Active Participation in Book Reading for Preschoolers with Autism Spectrum Disorder: A Preliminary Study.

A common literacy practice in early childhood classrooms is reading aloud to children. Little is known, however, about the quality of engagement in shared reading activities for young children with Autism Spectrum Disorders (ASD). Dialogic reading is one method of shared reading in which adults encourage children to actively participate in the reading process by asking them a variety of questions while reading a book. The current study used a multiple baseline design across participants to examine the effect of a dialogic reading intervention on book reading participation for three preschool boys with ASD. Compared to baseline book readings, dialogic book reading resulted in increased rates of child verbal participation and longer duration spent engaged with printed materials. Based on these preliminary findings we suggest that this reading strategy may be a promising practice for early childhood educators that warrants further exploration.

A Modified Dialogic Reading Intervention for Preschool Children With Autism Spectrum Disorder

We examined the effect of a modified dialogic reading intervention on levels of verbal participation and vocabulary growth in nine preschool children with autism spectrum disorder (ASD) using single-case design methodology. Baseline book reading resulted in consistently low levels of verbal participation followed by an immediate increase in verbal participation during dialogic book reading sessions for all children. Dialogic reading also resulted in greater gains in book-specific vocabulary for all children, as compared with baseline book reading sessions. The improvement in verbal participation was characterized by more frequent responses to the adults’ question prompts during reading. No improvements in children’s independent initiations of comments or questions during the book reading activity were observed.

Learning how to be a student: an overview of instructional practices targeting school readiness skills for preschoolers with autism spectrum disorder

Due to difficulties associated with autism spectrum disorder (ASD), many children with ASD will require additional support to actively participate in classroom activities. Therefore, it is important that professionals who work with young children with ASD know what skills to teach and how to teach them. Using the recent evidence-based practice review conducted by the National Professional Development Center on ASD, we have identified studies that targeted school readiness behaviors which can have implications for academic skill development. In this article, we evaluate (a) the types of skills that have been taught to preschool children with ASD, (b) the strategies used to teach specific skills, and (c) other descriptive information, such as who delivered the intervention and the setting in which the intervention took place. We conclude by offering suggestions for future research and considerations for professional development.

Engaging Children with Autism in Shared Book Reading: Strategies for Parents.

Margot is a mother to three young children and is particularly invested in helping her children become strong readers. She makes an effort to read with her children daily, because she has been told by teachers and other professionals that reading with children is especially important in helping them develop reading skills. Sam, the youngest of her children, is a reluctant reader. He was diagnosed with autism last year when he was three years old, and he engages in challenging behaviors that make it difficult to read with him. Sam’s siblings show a natural affinity toward books and are excited to read with Margot, but when she includes Sam in book readings, he loses interest quickly and engages in behaviors that are distracting to his siblings, such as poking them or yawning loudly. When Margot asks if he would like to read a book just with her, he usually ignores her and continues playing with his trains (his favorite activity). Forceful attempts to make him read books result in screaming tantrums. Because of his challenging behaviors, Margot has stopped trying to get Sam to read with her or his siblings, but she worries that he will have difficulties reading in the future. The presence of a developmental disability has been associated with failures in learning to read (Landgren, Kjellman, & Gillberg, 2003). Given that children with disabilities are at higher risk for reading difficulties, it is especially important that they receive repeated opportunities to develop emergent literacy skills—particularly oral language, phonological awareness, and concepts about print—that can support later reading achievement (National Early Literacy Panel, 2008). A common early literacy practice valued by early childhood professionals and parents is reading aloud with children. Reading books with children gained popularity during the 1980s in large part, because early childhood policy makers publicized that reading aloud was an excellent, developmentally appropriate instructional practice (Bredekamp, 1986). The frequency of book reading at early ages has been related to children’s oral language ability and reading comprehension skills in elementary school (Wells, 1985). Reading aloud to children emerged as a key facet of family literacy programs and the central focus of several public library outreach efforts (e.g., the Carnegie Library’s Beginning to Read program, Reading is Fundamental, “

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.

Early Indication of Reading Difficulty? A Descriptive Analysis of Emergent Literacy Skills in Children With Autism Spectrum Disorder:

In this pilot study, we describe emergent literacy skills and factors related to literacy for children with autism spectrum disorder (ASD). A total of 38 parents and their children (n = 18 with ASD; n = 20 typically developing) participated in this study. Our analyses revealed great variability in emergent literacy performance across the ASD sample, with many children demonstrating strengths in code-focused skills combined with difficulties with focused-meaning skills. Moderate to strong correlations were found between emergent literacy skills and indices of communication and cognition for the children with ASD. Although we did not detect overall group differences in parental beliefs related to literacy, moderate to robust relationships were identified between parental attitudes about literacy and various child developmental indices. Implications for the nature and timing of intervention and future research directions are discussed in light of these findings.

Flapping, Spinning, Rocking, and Other Repetitive Behaviors: Intervening With Young Children Who Engage in Stereotypy

63 Vol. 23, No. 2, June 2020 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250618798338 DOI: 10.1177/1096250618798338 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions

Translating Evidence-Based Practices to Usable Interventions for Young Children with Autism.

Increased numbers of young children identified with autism combine with changing paradigms for service delivery models to create a need to ensure that information is available to facilitate implementation of effective practices in children’s natural learning environments. A recent synthesis that identifies evidence-based practices (EBPs) for children with autism is used as the basis for exploring the degree to which existing literature provides information that meaningfully supports the translation of those practices to usable interventions within the routine services provided by educators. Our review of 113 studies focusing on 13 EBPs for children with autism below the age of 6 revealed inconsistent and incomplete reporting within and across practices. Based on this review, we offer a discussion on how the reporting practices of researchers may facilitate or hinder the generation of usable knowledge needed by implementation science when guiding large-scale adoption and use of interventions.