Evidence Based Practices

An Evidence Based Practice is an intervention (method of teaching or supporting students) that has been studied extensively and the data confirms that the method proves effective.  As educators we are required to use Evidence Based Practices to support children as they acquire academic and life skills.
Autism Spectrum Disorders:  Guide to Evidence Based Practices is an extensive document that outlines policies and procedures regarding the education of children with Autism.

Here are some examples of Evidence Based Practices you might see in our building:

Picture Exchange Communication System - In this system, students are systematically taught to use pictures to represent their thinking.  Data is collected as they progress through several phases of representational language.  It begins with a simple card exchange and can develop into fluid sentences.  Click here for information about PECS.

Speech Generating Devices - Some limited to non-verbal children benefit from devices that have a speech output function.  They range from a single utterance on a button to dynamic display devices.  Speech Generating Devices can help children participate in social situations, classroom activities and increase access to the general education curriculum.  Most importantly, it can help children extend their expressive language efforts to increase independence.  Click here to learn more about Speech Generating Devices.

Functional Behavior Assessment - A functional behavior assessment is a method in which antecedent (precursor) events trigger a behavior, which lead to a consequence.  We often refer to this as ABC data.  The data is analyzed to determine the function or reason for a student's behavior.  The functions of behavior include Sensory (or Automatic), Escape, Attention and Tangibles.  When the function of the behavior can be identified, the team can teach appropriate replacement behaviors and create a Behavior Intervention Plan to support the child.  For information about Functional Behavior Assessments click here.

Discrete Trial Training - This method breaks down skills into small steps, which are taught in a predefined sequence.  Special attention is paid to the prompt, response and correction or reinforcement of the response.  Data is collected to accurately evaluate mastery and generalization of the skill.  For a brief overview of DTT, click here.

Visual Supports - Visual supports are effective for all learners.  In our building, we use visual supports to help our children transition between activities and locations, navigate their schedules, break down tasks into manageable steps, increase independence, reinforce rules and expectations and increase comprehension when reading and completing math activities.  To find out more about Visual Supports click here.
Social Skills Groups - Many children benefit from Social Skills instructions.  We use a variety of strategies to overtly teach self regulation skills, appropriate conversational exchanges, non-verbal behaviors (personal space, body position, facial expressions), turn taking, sharing, giving and accepting feedback and a strong focus on problem solving.  We use social stories, role playing, games, video modeling and feedback to help our students develop positive social skills.  Click here for information about Social Skills.


For more information about Evidence Based Practices, here are some helpful links:

The National Professional Development Center
Ceedar.org