Texas Statewide Leadership for Autism

TARGET: Texas Autism Resource Guide for Effective Teaching

The TARGET manual is divided into four sections as listed below.

Introduction
Introduction	Evaluation for Identification and Programming and Issues Related to Eligibility vs. Diagnosis	Educational Implications
		Back to Top

Evaluation Items are listed in alphabetical order; the listing does not reflect any endorsement or mandate. Instruments are examples of resources; while comprehensive, the listing is not exhaustive. Instruments may have multiple uses and functions. Some assessment personnel may use certain instruments to determine or support identification of a disability. Others may use them to help guide program development.
Autism Screening and Assessment	Developmental Assessment	Sensory Assessment
Academic Achievement Assessment	Emotional and Behavioral Assessment	Social and Relationship Assessment
Adaptive Behavior Assessment	Functional Behaviorial Assessment	Speech-Language Assessment
Cognitive Assessment	Motor Assessment	Transition and Vocational Assessment
	Other Assessments	Back to Top

Interventions Only studies with participants with autism (AU) are included in this document. Many of the interventions described here have vast amounts of research with individuals with developmental disabilities. For example, there are over 600 studies on functional communication training with individuals with developmental disabilities. Many of the individuals have the same communication needs and profiles as of those with autism. In addition, studies specifically on shaping and some other applied behavior analysis techniques with students with Asperger Syndrome have not been published; however, many researchers and practitioners would agree that they are effective for many students with this disability. Items are listed in alphabetical order; the listing is not associated with any endorsement or mandate. Interventions are examples of possible resources; the listing is not comprehensive. The best measure of effectiveness of an intervention is whether it is effective for a particular individual. It is of utmost importance to collect and analyze data when using interventions with a student with autism. If an intervention results in positive change for a particular student and you, as an educational professional, have data to support that, then the intervention is evidence based for that student.
Activity-Based Intervention	Fading	Relaxation Strategies
Adult-Mediated Social Skills Instruction	Floor Time	Repeated Storybook Intervention
The ALERT Program for Self-Regulation	Functional Communication Training	Rules and Routines
Applied Behavior Analysis	Incidental Teaching	SCERTS™ Model: Social Communication (SC), Emotional Regulation (ER) and Transactional Support (TS)
Assistive Technology	Incredible 5-Point Scale	SCORE Skills Training
Auditory Trainer	Joint Action Routines	Self-Determination Strategies
Augmentative and Alternative Communication	Learning Experiences and Alternative Programs for Preschoolers and their Parents (LEAP)	Sensory Processing Interventions
Cartooning	More Than Words and Learning Language and Loving It (Hanen Program)	Shaping
Categorization/Sorting Strategy	Multimedia Interventions	Sign Language
Chaining	Music Therapy	Situation-Options-Consequences-Choices-Strategies-Simulation (SOCCSS)
Choice Making	Option Method	Social Autopsies
Circle of Friends	Peer-Mediated Interventions	Social Narratives (Social Stories™, Power Card Strategies, Soical Scripts)
Cognitive Behavior Modification	Picture Exchange Communication System (PECS)	Social Thinking
Comprehensive Autism Planning System (CAPS)	Pivotal Response Training	Stop-Observe-Deliberate-Act (SODA)
Conversation Starters	Play Skills-Based Interventions	Strategies for Teaching Based on Autism Research (STAR) Program
Developmental Social Pragmatics	Positive Behavior Supports	TEACCH
Direct Instruction	Priming	Using Special Interests
Discrete Trial Training	Prompting	Verbal Behavior
Errorless Learning	Rapid Prompting Method	Video Modeling
Extinction	Reinforcement	Visual Environmental Supports
Facilitated Communication	Relationship Development Intervention	Ziggurat Model
		Back to Top

May 8, 2009