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Evidence-Based Practices

About this Series

The courses in this series cover information on evidence-based-practices as identified by the National Professional Development Center on Autism Spectrum Disorder.

While all of these are excellent interventions to consider for your students, we would like to highlight Reinforcement, Differential Reinforcement, Prompting, Modeling, Video Modeling, Task Analysis, and Visual Supports. We do so because, they are considered to be high-leverage practices in autism education and should be in your educator’s toolbox. They are often used in conjunction with other EBPs. While you can start anywhere on this list, consider starting with the introduction and then moving to those toolbox items. Those practices have routinely provided positive results with the most students.

  • 28 courses
  • Approx. 14 hours to complete
  • 14 CE credits

Courses

Introduction to Evidence Based Practices

Teaching Tools

This course sets the stage for all webinars in our Evidence-Based Practice series. Learn why identifying and using effective practices with learns with Autism Spectrum Disorders is “best practice”. Learn what evidence-based interventions and how to find resources related to them to build your knowledge and skills for your work with students with autism.

Participants will be able to:

  • define evidence-based practices (EBPs)
  • identify resources for EBPs
  • review the role of the teacher in selecting and implementing EBPs with fidelity in educational settings

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Reinforcement

Teaching Tools

Reinforcement is any stimulus that will increase the likelihood of a behavior will reoccur. Learn how this intervention, an applied behavior analysis technique, is used to teach new skills and to increase behaviors. Learn how reinforcement establishes the relationship between the learner’s behavior/use of a skill and the consequence of the behavior/skill.

Participants will be able to

  • define reinforcement and its three types
  • identify methods for assessing reinforcers
  • identify the steps for implementing positive reinforcements
  • locate resources for training, implementation checklists, and data collection

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Prompting

Teaching Tools

Learn how prompting is used to increase the likelihood that a learner will provide a desired response and how this assists them in acquiring a targeted behavior or skill. Learn when to use a prompt, how to determine the level of prompting a student requires, and how to reduce or fade prompting once a skill is mastered.

Participants will be able to

  • define prompting and the five types of prompts
  • identify the three systems of prompting
  • identify the steps for implementing graduated guidance prompting
  • locate resources for training, implementation checklists, and data collection

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Differential Reinforcement

Teaching Tools

Learn how this intervention is used to reinforce desired behaviors, while inappropriate behavior are ignored. This special application of reinforcement is designed to reduce the occurrence of inappropriate or interfering behaviors (e.g., tantrums, aggression, self-injury, stereotypic behavior).

Participants will be able to:

  • define differential reinforcement (DR) and the four types of DR
  • identify the steps for implementing DR
  • locate resources for training, implementation checklists, and data collection

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Task Analysis

Teaching Tools

Task analysis is the process of breaking a skill into smaller, more manageable steps in order to teach the skill. Learn why and when to use this intervention. Learn how it can lead to skill mastery and independences.

Participants will be able to:

  • define task analysis
  • identify skills to be taught using task analysis
  • identify the steps for implementing task analysis
  • locate resources for training, implementation checklists, and data collection

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Modeling

Teaching Tools

Learn how modeling, the demonstration of a desired target behavior, results in the imitation of the behavior by the learner and how that leads to acquisition of the desired target behavior.

Participants will be able to:

  • define modeling
  • identify skills to be taught using modeling
  • identify the steps for implementing modeling
  • locate resources

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Naturalistic Intervention

Teaching Tools

Learn how naturalistic intervention can be used to encourage specific behaviors based on a learner’s interests. Learn how to use this intervention in typical settings, activities, and/or routines to build more complex skills that are naturally reinforcing and appropriate to the interaction.

Participants will be able to:

  • define naturalistic intervention
  • identify skills to be taught using naturalistic intervention
  • identify the steps for implementing naturalistic intervention
  • locate resources

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Antecedent-Based Intervention

Teaching Tools

This intervention can be used to decrease an identified interfering behavior and increase engagement by modifying the environment.

Participants will be able to:

  • identify skills to be taught
  • identify steps for implementation
  • locate resources

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Visual Supports

Teaching Tools

One of the most powerful tools in your toolbox, learn how visual supports can help to increase independence and support your students with ASD. Visual supports are any tool presented visually that supports an individual as he or she moves through the day.

Participants will be able to:

  • define visual supports
  • identify skills to be taught using visual supports
  • identify the steps for implementing visual supports and visual schedules
  • locate resources

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Video Modeling

Teaching Tools

Learn how video modeling, a video recording of a visual model of the target behavior or skill, can assist learners in acquisition of or engaging in that desired behavior or skill.

Participants will be able to:

  • define video modeling
  • identify skills to be taught using video modeling
  • identify the steps for implementing video modeling
  • locate resources

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Self-Management

Behavior

Self-management interventions help learners with autism spectrum disorders (ASD) learn to independently regulate their own behaviors and act appropriately in a variety of home, school, and community-based situations. Learn how these interventions teach students with autism to discriminate between appropriate and inappropriate behaviors, how to properly monitor and record their won behaviors, and how to reward themselves for behaving appropriately.

Participants will be able to:

  • define self-management
  • identify skills to be taught using self-management
  • identify the steps for implementing self-management
  • locate resources

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Exercise

Behavior

Learn how exercise, a strategy that involves an increase in physical exertion, can be a means of reducing problem behaviors or increasing appropriate behavior while increasing physical fitness and motors skills.

Participants will be able to:

  • define exercise
  • identify skills to be taught using exercise
  • identify the steps for implementing exercise
  • locate resources

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Functional Communication Training

Social/Communication

Learn how this intervention, a positive behavior support, is designed to reduce problem behaviors by replacing them with meaningful, functional, and effective communication behaviors or skills.

Participants will be able to:

  • define functional communication training
  • identify skills to be taught using functional communication training
  • identify the steps for implementing functional communication training
  • locate resources

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Discrete Trial Training

Teaching Tools

Learn about this one-to-one instructional approach used to teach skills in a planned, controlled, and systematic manner.

Participants will be able to:

  • define discrete trial training
  • identify skills to be taught using this intervention
  • identify the steps for implementation
  • locate helpful resources

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Time Delay

Teaching Tools

In a setting or activity in which a learner should engage in a behavior or skill, a brief delay occurs between the opportunity to use the skill and any additional instructions or prompts. Learn how this intervention can be an effective way to fade the use of prompts during instructional activities.

Participants will be able to:

  • define time delay
  • identify skills to be taught using time delay
  • identify the steps for implementing time delay
  • locate resources

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Response Interruption/Redirection

Teaching Tools

Learn how to use response interruption/redirection (a prompt, comment, or other distractor) to divert the learner’s attention away from an interfering behavior and reduce its occurrence. Learn how this intervention can be particularly useful with persistent interfering behaviors that occur in the absence of other people, in a number of different settings, during a variety of tasks.

Participants will be able to:

  • define response interruption/redirection
  • identify skills to be taught using response interruption/redirection
  • identify the steps for implementing response interruption/redirection
  • locate resources

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Functional Behavior Assessment

Behavior

Learn how functional behavior assessment, a systematic set of strategies, can be used to determine the underlying function of purpose of a behavior. Learn how the data collected in this assessment can be used to create an intervention plan.

Participants will be able to:

  • define functional behavior assessment
  • identify when to consider a functional behavior assessment
  • identify the steps for conducting a functional behavior assessment
  • locate resources

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Social Skills Training

Social/Communication

Learn how social skills training, with group or individual instruction, is designed to teach learners with autism to appropriately interact with typically developing peers.

Participants will be able to:

  • define social skills training
  • identify what skills to teach using social skills training
  • identify the steps for implementing social skills training
  • locate resources

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Social Narratives

Social/Communication

Social narratives are interventions that describe social situations in some detail by highlighting relevant cues and offering examples of appropriate responding. Learn how these narratives are aimed at helping learners to adjust to changes in routine and adapt their behaviors based on the social and physical cues of a situation. Learn how to use these narratives to teach specific social skills or behaviors.

Participants will be able to:

  • define social narratives
  • identify what skills to teach using social narratives
  • identify the steps for implementing social narratives
  • locate resources

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Scripting

Social/Communication

Learn how to use scripting to provide learners with a verbal and/or written description about a specific skill or situation that serves as a model for the learner. Learn the main rationale for implementing this intervention.

Participants will be able to:

  • define scriptingidentify what skills to teach using scripting
  • identify the steps for implementing scripting
  • locate resources

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Pivotal Response Training

Social/Communication

Learn how Pivotal Response Training, an applied behavior analysis technique, can be effective for developing communication, language, play, and social behaviors. Learn how this intervention builds on the learner’s initiative and interest. Learn how it enhances the pivotal learning variables: motivation, responding to multiple cues, self-management, and self-initiations of social interaction.

Participants will be able to:

  • define pivotal response training
  • identify skills to be taught using pivotal response training
  • identify the steps for implementing pivotal response training
  • locate resources

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Technology-aided Instruction and Intervention

Teaching Tools

Technology-aided instruction and intervention (TAII) are those in which technology is the central feature of an intervention that supports the goal or outcome for the student. It incorporates a broad range of devices, such as speech generating devices, smart phones, or tablets. Learn the common features of this intervention, when and how to implement it, and the instructional procedures for learning how to use these technology supports and how to support its use in appropriate contexts.

Participants will be able to:

  • define technology-aided instruction and intervention
  • identify what skills to teach using technology-aided instruction and intervention
  • identify the steps for implementing technology-aided instruction and intervention
  • locate resources

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Cognitive Behavioral Intervention

Behavior

Learn how this intervention can teach students to examine their own thoughts and emotions, recognize when negative thoughts and emotions are escalating in intensity, and then use strategies to change their thinking and behavior.

Participants will be able to:

  • define cognitive behavioral intervention
  • identify skills to be taught using cognitive behavioral intervention
  • identify the steps for implementing cognitive behavioral intervention
  • locate resources

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Structured Play Groups

Social/Communication

Learn how structured play groups are used to help students develop their play and social engagement skills. Learn how groups are organized, how peers are selected, how themes are delineated, and what roles adults have in leading, prompting or scaffolding supports for students with autism.

Participants will be able to:

  • define structured play groups
  • identify what skills to teach using structured play groups
  • identify the steps for implementing structure play groups
  • locate resources

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Picture Exchange Communication System

Social/Communication

Learn about how the Picture Exchange Communication system is used to teach learners to communicate in a social context. Learn how this intervention can be used to improve communication, play, and behavioral skills.

Participants will be able to:

  • define picture exchange communication system
  • identify what skills to teach using PECS
  • identify the steps for implementing PECS
  • locate resources

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Parent Implemented Intervention

Collaboration

Learn why teaching parents to implement interventions directly with their child may be useful. Learn how teaching parents appropriate interventions, increases positive learning opportunities that lead to the acquisition of important skills.

Participants will be able to:

  • define parent-implemented intervention
  • identify what skills to teach using parent-implemented intervention
  • identify the steps for implementing parent-implemented intervention
  • and locate resources

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Peer-Mediated Instruction and Intervention

Social/Communication

Learn how typically developing, carefully prepared peers can help students with learners with autism acquire new social skills. These skills are acquired by providing increased social opportunities within natural environments through peer interaction, peer modeling, and peer reinforcement.

Participants will be able to:

  • define peer-mediated instruction and intervention
  • identify what skills to teach using peer-mediated instruction and interventions
  • locate resources

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Extinction

Behavior

Learn how to use extinction, an applied behavior analysis procedure, to reduce or eliminate inappropriate, interfering behavior. It involves identifying the function of this behavior and then withdrawing the positive reinforcement that maintains that inappropriate behavior.

Participants will be able to:

  • define extinction
  • identify the steps for implementing extinction
  • locate resources

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