Evidence-based Practice and Autism Spectrum Disorders

Susan M. Wilczynski, Laura Fisher, Leslie Sutro, Jennifer Bass, Dipti Mudgal, Victoria Zeiger, Lauren Christian and Jesse Logue

in The Oxford Handbook of School Psychology

Published in print February 2011 | ISBN: 9780195369809
Published online November 2012 | | DOI:

Series: Oxford Library of Psychology

 Evidence-based Practice and Autism Spectrum Disorders

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This chapter provides an overview of Autism Spectrum Disorders (ASD) and reviews a number of interventions for ASD that are well supported in the research literature. The informed practitioner must understand both the defining symptoms of ASD and the importance of careful differential diagnosis. A description of the diagnostic process is followed by a careful analysis of seven educational and behavioral interventions that have been found to be effective through well-controlled research. These interventions include: early intensive behavioral intervention, behavioral package, naturalistic teaching strategies such as incidental teaching or pivotal response treatments, joint attention, modeling, peer training, and self-management. The importance of selecting research-supported treatments in conjunction with other essential information (e.g., professional judgment and data-based clinical decision making, family values and preferences, and capacity) is addressed. Even among these empirically supported interventions, research must be extended to additional age groups, treatment targets, or diagnostic subgroups. Suggestions for future research are provided.

Keywords: behavioral intervention; naturalistic teaching; modeling; peer training; self; management; joint attention; school psychology

Article.  20238 words. 

Subjects: Psychology ; Educational Psychology ; Psychological Assessment and Testing

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