Evidence-Based Practices for Supporting Individuals with Autism Spectrum Disorder

Provides pre- and in-service educators and other practitioners working with learners with autism spectrum disorder a user-friendly resource to assist them with the identification, selection, implementation, and evaluation of evidence-based practices. Throughout the book, authors highlight aspects related to training, ethical decision-making, ongoing assessment, data-based decision making, and collaboration with families and other professionals.

ISBN-13: 9781538149256

Media Type: Hardcover

Publisher: Rowman & Littlefield Publishers - Inc.

Publication Date: 08-15-2022

Pages: 468

Product Dimensions: 7.32(w) x 10.31(h) x 1.17(d)

Age Range: 18 Years

Series: Special Education Law - Policy - and Practice

Laura C. Chezan is an associate professor of special education in the Darden College of Education and Professional Studies at Old Dominion University. She is a Board Certified Behavioral Analyst–Doctoral. Her research interests focus on social-communication interventions for individuals with autism spectrum disorder, positive behavior support, and postsecondary education for individuals with autism spectrum disorder and other developmental disabilities. She has coauthored book chapters and published peer-reviewed articles in scholarly journals in the field of education and behavior analysis. Dr. Chezan has also presented at local, state, and national conferences on topics related to communication and behavioral interventions for individuals with autism spectrum disorder and other developmental disabilities. She serves as an associate editor for Preventing School Failure and as an editorial board member for six peer-reviewed journals in the fields of special education and applied behavior analysis. Dr. Chezan is a recipient of the Sara and Rufus Tonelson Award for Excellence in Teaching, Research, and Service from Old Dominion University and the Star Reviewer Award from the Journal of Behavioral Education. Katie Wolfe is an associate professor of special education in the Department of Educational Studies at the University of South Carolina. She is a Board Certified Behavior Analyst–Doctoral who has worked with children with autism spectrum disorder for more than 15 years. She conducts research on behavioral interventions to promote language and communication in children with autism spectrum disorder, on methods of training practitioners to make data-based instructional decisions, and on the visual analysis of single-case research data. Dr. Wolfe has published chapters and peer-reviewed articles in scholarly journals related to these interests and serves on the editorial board of five peer-reviewed journals in the fields of applied behavior analysis and special education. She regularly presents at national conferences and conducts workshops related to interventions for children with autism spectrum disorder and related disabilities. Erik Drasgow is professor of special education and chair of the Department of Educational Studies at the University of South Carolina. He has been in the field of special education for more than 30 years. Dr. Drasgow has published in such journals as the Journal of Applied Behavior Analysis, Behavior Modification, and Focus on Autism and Other Developmental Disabilities. His research and personnel preparation efforts have been funded by the U.S. Department of Education. He has conducted workshops and given presentations across the country in his areas of expertise and has provided technical assistance for more than 35 years to families, teachers, related practitioners, and paraprofessionals. Contributors include: Jennifer M. Asmus, Amanda Austin, Amarie Carnett, Wen-hsuan Chang, Aaron R. Check, Hannah Crosley, Taylor P. Dorlack, Veronica P. Fleury, Kaitlin Greeny, Emily Gregori, Elizabeth M. Kelly, Stephen M. Kwiatek, Giulio E. Lancioni, Catharine Lory, Abby Magnusen, Rose A. Mason, Valerie L. Mazzotti, Meka N. McCammon, Lindsay M. McCary, Hedda Meadan, Abigail Mojica, Mark F. O’Reilly, Jamie N. Pearson, Anthony J. Plotner, Mandy Rispoli, Jenny R. Root, Ilene S. Schwartz, Benjamin Seifert, Eric N. Shannon, Jeff Sigafoos, Jennifer Elaine Smith, Emily Stover, Shawnna Sundberg, Charissa Voorhis, Charles (Charlie) Walters, Kelly Whalon, Susan M. Wilczynski, and Alice Williams

Table of Contents

Preface 1 Quality of Life (Laura C. Chezan and Erik Drasgow) Introduction and Overview Defining Quality of Life Historical Perspectives on Quality of Life Promoting Quality of Life in Learners with ASD Targeting Quality-of-Life Outcomes Using Effective Quality-of-Life Planning Assessing Quality-of-Life Outcomes Quality of Life at Organizational and System Level Summary Application Activities Additional Resources 2 Characteristics of Learners with Autism Spectrum Disorder (Katie Wolfe, Meka N. McCammon, and Aaron R. Check) Introduction and Overview Historical Context Prevalence Etiology Genetic Influences Environmental Influences What About Vaccines? Neurological Differences in Learners with ASD Diagnostic Characteristics Social Communication and Social Interaction Restricted, Repetitive Patterns of Behavior, Interests, or Activities Severity Level Presence of Intellectual Disability The Diagnostic Process Surveillance Screening Diagnosis Medical and Educational Diagnoses Common Co-Occurring Conditions Summary Application Activities Additional Resources 3 Assessment for Instructional Planning (Laura C. Chezan and Erik Drasgow) Introduction and Overview Assessment and Instructional Planning Program Development Progress Monitoring Evaluation of Instructional Effectiveness Characteristics of Assessment for Learners with ASD Focus on Meaningful Behaviors Focus on Natural Environments Focus on Cultural Responsiveness Multiple Sources of Information Comprehensive Assessment Assessment Methods Indirect Methods: Interviews and Rating Scales Direct Methods: Naturalistic Observation Types of Assessment to Inform Program Development Task-Analytic Assessment Ecological Inventory Preference Assessments Curriculum-Based Assessment Curriculum-Based Measurement Linking Assessment to Intervention Prioritizing Behaviors from Assessment Writing Measurable and Observable Instructional Objectives Summary Application Activities Additional Resources 4 Evidence-Based Practice: Finding the Right Treatment that Works (Susan M. Wilczynski, Abby Magnusen, Shawnna Sundberg, and Ben Seifert) Introduction and Overview Finding Evidence-Based Practices Core Elements and Evidence-Based Practices Core Element: Reinforcement Core Element: Prompting Task Analysis EBP—Combining Core Elements: Chaining EBP—Combining Core Elements: Modeling and Video Modeling EBP—Individual and Group Applications: Token Economy EBP—Individual and Group Applications: Visual Supports The Evidence-Based Intervention Selection Model: Reminder and Application Background Step 1: Questions to Initiate the Evidence-Based Treatment Selection Process Step 2—Part 1: Best Available Evidence Step 2—Part 2: Person-Related Variables Step 2—Part 3: Contextual Variables Step 3: Professional Judgment Step 4: Intervention Selection Step 5: Intervention Implementation and Data Collection Step 6: Reevaluation Summary Application Activities Additional Resources Notes 5 Implementation of Evidence-Based Practices (Rose A. Mason, Emily Gregori, Jennifer Elaine Smith, Amanda Austin, and Hannah Crosley) Introduction and Overview Effective Professional Development Coaching Collaborative Partnership Needs Assessment Developing Shared Goals The Action Plan Focused Observation Reflection and Feedback Behavior Skills Training Preparing to Implement Behavior Skills Training Implementing Behavior Skills Training Additional Training Procedures Self-Monitoring In Vivo Coaching Technology to Enhance Delivery of Training Telepractice Considerations for Training Other Practitioners Teachers Paraeducators Related-Service Providers Parents Summary Application Activities Additional Resources 6 Progress Monitoring and Data-Based Decision Making (Katie Wolfe, Meka N. McCammon, and Aaron R. Check) Introduction and Overview Collecting Data Identifying the Behavior or Skill Operationally Defining the Behavior or Skill Selecting a Data-Collection Method to Record Real-Time Data Determining When to Collect Data Developing a Data Collection Sheet Training Others Who May Collect Data Collecting Baseline Data Developing an Objective Graphing Data Parts of a Line Graph Creating Line Graphs Analyzing Data Making Data-Based Decisions Patterns of Performance and Corresponding Decisions Implementing Data-Based Decision Making Case Study Summary Application Activities Additional Resources 7 Ethics and Evidence-Based Practice: An Important Partnership for Meaningful Outcomes (Ilene S. Schwartz, Elizabeth M. Kelly, and Kaitlin Greeny) Introduction and Overview Brief History of Ethics Professional Ethics Evidence-Based Practices Effectiveness in the Moment Intersectionality Basic Ethical Considerations Competency Confidentiality Accountability An Ethical Decision-Making Model Step 1. Clarify the Problem Step 2. Brainstorm Possible Solutions Step 3. Evaluate Possible Solutions Step 4. Propose an Acceptable Solution Step 5. Implement the Solution and Document All Actions Taken Step 6. Reflect Upon the Results of the Decision Summary Application Activities Additional Resources Note 8 Evidence-Based Practices to Enhance Social Competence (Jeff Sigafoos, Amarie Carnett, Mark F. O’Reilly, and Giulio E. Lancioni) Introduction and Overview Defining Social Competence Social Skills Foundational Social-Communication Skills Requesting and Rejecting Teaching Attention-Gaining Skills Teaching Greeting Skills Teaching Conversational Skills Teaching Joint Attention and Peer Interactions Skills Summary Case Study Background Step 1: Questions to Initiate the Data-Based Treatment Selection Process Step 2—Part 1: Best Available Evidence Step 2—Part 2: Person-Related Variables Step 2—Part 3: Contextual Variables (Resource Constraints, Environmental Supports) Step 3: Professional Judgment Step 4: Intervention Selection Step 5: Intervention Implementation and Data Collection Step 6: Reevaluation Application Activities Additional Resources 9 Evidence-Based Practices to Teach Academic Skills (Veronica P. Fleury, Jenny R. Root, Kelly Whalon, Emily Stover, and Alice Williams) Introduction and Overview Considerations for Teaching Academic Skills Description of Academic Achievement Reading Achievement Mathematics Achievement Considerations for Designing Instruction Determining What to Teach Follow the 3 P’s Address Stages of Learning Evidence-Based Practices to Teach Reading and Mathematics Skills Prompting Time Delay Visual Supports Task Analysis Explicit Instruction Summary Case Study Background Step 1: Questions to Initiate the Data-Based Treatment Selection Process Step 2—Part 1: Best Available Evidence Step 2—Part 2: Person-Related Variables Step 2—Part 3: Contextual Variables (Resource Constraints, Environmental Supports) Step 3: Professional Judgment Step 4: Intervention Selection Step 5: Intervention Implementation and Data Collection Step 6: Reevaluation Application Activities Additional Resources 10 Evidence-Based Practices to Address Problem Behavior (Mandy Rispoli, Catharine Lory, Eric Shannon, and Charissa Voorhis) Introduction and Overview Functional Behavior Assessment Identifying Target Behavior Operationalizing Target Behavior Indirect Assessment Descriptive Assessment Functional Analysis of Problem Behavior Interpreting FBA Results and Developing a Summary Statement Function-Based Intervention Social Positive Reinforcement Antecedent Strategies Teaching Strategies Consequence Strategies Social Negative Reinforcement Antecedent Strategies Teaching Strategies Consequence Strategies Automatic Reinforcement Antecedent Strategies Teaching Strategies Consequence Strategies Multiply Maintained Problem Behavior Evaluating Intervention Effectiveness Fading Interventions Summary Case Study Background Step 1: Questions to Initiate the Evidence-Based Treatment Selection Process Step 2—Part 1: Best Available Evidence Step 2—Part 2: Person-Related Variables Step 2—Part 3: Contextual Variables (Resource Constraints, Environmental Supports) Step 3: Professional Judgment Step 4: Intervention Selection Step 5: Intervention Implementation and Data Collection Step 6: Reevaluation Application Activities Additional Resources 11 Evidence-Based Practices for Secondary Transition Planning and Supports for Youth with Autism Spectrum Disorder (Anthony J. Plotner, Valerie L. Mazzotti, Stephen M. Kwiatek, Wen-hsuan Chang, Aaron R. Check, Abigail Mojica, and Charles Walters) Introduction and Overview Legislation Supporting Transition-Aged Youth with Disabilities Secondary Transition and Working with Learners with Autism Spectrum Disorder Secondary Transition Frameworks and Practices Description of Secondary Transition Evidence-Based Practices and Predictors for Learners with ASD Considerations for Practical Application of Secondary EBPs, RBPs, and Predictors Summary Case Study Background Step 1: Questions to Initiate the Evidence-Based Treatment Selection Process Step 2—Part 1: Best Available Evidence Step 2—Part 2: Person-Related Variables Step 2—Part 3: Contextual Variables (Resource Constraints, Environmental Supports) Step 3: Professional Judgment Step 4: Intervention Selection Step 5: Intervention Implementation and Data Collection Step 6: Reevaluation Application Activities Additional Resources 12 Collaborative Partnerships: Parents and Families (Hedda Meadan and Jamie N. Pearson) Introduction and Overview Family Involvement and Engagement Parents, Caregivers, and Families Parents and Families from Diverse Backgrounds Grounding Family Involvement and Engagement in Theory Families with Children with Autism Strategies for Building Effective Family-Practitioner Partnerships Strategies to Enhance Family Involvement and Engagement Implementing Evidence-Based Practices with Families Evaluating Partnerships with Families Summary Application Activities Additional Resources 13 Collaborative Partnerships: How and Why to Foster Professional Collaborations (Jennifer M. Asmus, Lindsay M. McCary, and Taylor P. Dorlack) Introduction and Overview The Professional as an Expert for Problem Solving in the School Setting Perspectives on the Role the Professional Plays in Service Provision Outside of the School Setting Historical Perspective on Professionals as Supports for Learners with ASD Emergence and Evolution of a Problem-Solving Framework of EBP PSTs and a Problem-Solving Model of EBP Expanding Adoption and Implementation of a Problem-Solving Model Setting the Course for Effective Professional Collaboration Planning for Meaningful Collaboration in Schools Evaluating Impact and Acceptability of Collaboration Summary Case Study Application Activities Additional Resources Note 14 Final Remarks (Katie Wolfe, Laura C. Chezan, and Erik Drasgow) Focusing on Quality of Life Connecting Assessment and Intervention Targeting Socially Valid and Functional Behaviors Engaging in Ethical Practice Collaborating with Others Summary References Index About the Editors and Contributors Show More