Document Type

Article

Publication Date

2019

Keywords

ASD, autism, evidence-based practices, interventions

Abstract

The Every Student Succeeds Act (ESSA, 2015) reinforces and clearly defines the requirement of school districts to use evidence-based practices (EBPs) to improve student outcomes. The ESSA requires schools to find, evaluate, and implement effective EBPs that support high-quality learning for all students, including those with autism spectrum disorder (ASD). It is necessary for teachers to use identified EBPs when developing individualized education programs and providing necessary interventions for students with ASD. The purpose of this article is to: (a) examine EBPs determined by two national organizations (i.e., National Professional Development Center, National Standards Project Phase 2), (b) compare overlapping EBPs to determine their effectiveness for students with ASD, and (c) make recommendations for educators and other school professionals teaching students with ASD in school settings. Identification and implementation of EBPs is essential for teachers who work with students with ASD to increase their academic and functional achievement and reach their fullest potential.

Comments

Originally published by Special Education: Research Policy and Practice as:

Bittner, M., & Davis, M. T. (2019). Comparison of evidence-based practices for students with Autism Spectrum Disorder. Special Education: Research, Policy & Practice, 3(1), 88-106.

Posted here with permission from the editor. All copyright remains with the publisher and authors.

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