Texas Statewide Leadership for Autism

TARGET: Texas Autism Resource Guide for Effective Teaching

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

1. Introduction
2. Evaluation
3. Interventions
4. Glossary

INTRODUCTION

EVALUATION

The items in this section are listed in alphabetical order; this listing does not reflect any endorsement or mandate. The 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.

INTERVENTIONS

Only studies with participants with autism (AU) are included in this manual. 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 those with autism. In addition, studies specifically on shaping and some other applied behavior analysis techniques with students Asperger Syndrome have not been published; however, many researchers and practioners would agree that they are effective for many students with this disability.

The interventions are listed in alphabetical order. The listing is not associated with any endorsement or mandate.

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 intervetions 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.

A | B | C | D | E | F | G | H | I | J | K | L | M | N

O | P | Q | R | S | T | U | V | W | X | Y | Z

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May 20, 2010