Capacity Building: Evidence‐based Practice and Adolescents on the Autism Spectrum

Abstract

Empirical research in the treatment of autism spectrum disorders (ASDs) has resulted in the identification of numerous evidence-based interventions (EBIs). Adolescents with an ASD are faced with unique academic challenges, complex social environments, and physiological changes. They often require interventions to aid in acclimating to their evolving social environments and physical changes. One of the many challenges for practitioners working with adolescents is turning research findings into practice. We provide a framework to build capacity within a middle or high-school setting to implement EBIs for adolescent students with an ASD. Key elements of implementing EBIs in the school setting include: developing a team of professionals dedicated to achieving a system change, a systematic plan, monitoring progress, and a plan for sustainability. Teacher training is an essential part of implementing EBIs in an educational setting. Empirical evidence suggests that teacher training consists of different strategies including in-vivo training. Accessing resources outside of the school system, such as professionals at universities and teaching hospitals, can aid in training and other aspects of implementing EBIs in the classroom. C 2013 Wiley Periodicals, Inc.

The Use of Evidenced‐based Practices in the Provision of Social Skills Training for Students With Autism Spectrum Disorder Among School Psychologists

“…However, Kratochwill's () report on the use of EBP by school psychologists suggested that many of them have not received training and supervision in EBP, many faculty who train psychologists are not well prepared to teach evidence‐based interventions, and many practicing psychologists involved in supervising school psychology graduate students do not have training in a wide range of such interventions. Much attention has been dedicated to the use of EBP among other special education professionals (Cook, Tankersley, & Harjusola‐Webb, ; Rue & Knox, ; Spek, Wieringa‐de Waard, Lucas, & Dijk, ). There is increased attention devoted to school psychologists’ use of EBP; however, empirical findings in this area are lacking.…”