Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM

Sam, Ann M.; Cox, Ann W.; Savage, Melissa; Waters, Victoria; Odom, Samuel L.

doi:10.1007/s10803-019-03945-x

Cited by 66 publications

(59 citation statements)

References 21 publications

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“…The specific EBP was chosen from the 27 focused intervention practices that Wong et al ( 2015 ) had identified as having evidence of efficacy. Online learning modules with observational fidelity checklists had been created for each of the EBPs and were available through the Autism Focused Intervention Materials and Resources website (AFIRM, Sam et al 2020 ; https://afirm.fpg.unc.edu/node/137 ). Child characteristics, teacher characteristics, and resources were then discussed to determine the most appropriate EBP to address the identified goal (see https://afirm.fpg.unc.edu/selecting-ebp for a detailed description of the EBP selection process).…”

Section: Methodsmentioning

confidence: 99%

Employing Evidence-Based Practices for Children with Autism in Elementary Schools

Sam

Odom

Tomaszewski

et al. 2020

J Autism Dev Disord

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The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year.

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Section: Methodsmentioning

confidence: 99%

Employing Evidence-Based Practices for Children with Autism in Elementary Schools

Sam

Odom

Tomaszewski

et al. 2020

J Autism Dev Disord

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“…The use of parent-mediated interventions to change child behavior is not new [ 92 ]; however, various components of this study are unique and contribute to future practice. First, the strategies used to influence behavior change echo previous research on modeling, prompting, time-delay, and reinforcement [ 29 , 34 , 67 , 94 ]. This study contributes explicitly to the potential influence these technologies have on toddler-aged children’s flexible play behavior.…”

Section: Resultsmentioning

confidence: 88%

“…In this study, the barrier behavior (inflexibility) was the focus for behavior change. Decreasing the frequency of inflexibility may allow for more interactive behaviors to occur (e.g., matching law) [ 94 ]. Few studies have targeted higher-order RRBIs, and even fewer have done so for toddler-aged children [ 91 ].…”

Section: Resultsmentioning

confidence: 99%

Coaching via Telehealth: Caregiver-Mediated Interventions for Young Children on the Waitlist for an Autism Diagnosis Using Single-Case Design

Kunze

Machalicek

Wei

et al. 2021

JCM

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Years can elapse between parental suspicion of a developmental delay and a diagnostic assessment, ultimately delaying access to medically necessary, autism-specific intervention. Using a single-case, concurrent multiple baseline design, autism spectrum disorder symptomology (i.e., higher-order restrictive and repetitive behaviors and interests; higher-order RRBIs) was targeted in toddlers (21–35 months) waiting for a diagnostic appointment. Caregivers were coached via telehealth to mediate early intervention to decrease interfering, inflexible higher-order RRBIs during play using four evidence-based applied behavior analytic strategies: modeling, prompting, differential reinforcement of appropriate behaviors, and response interruption and redirection. Six mother–child dyads were recruited from pediatrician offices and early intervention service districts in the United States. All families were considered under-served, under-resourced, or living in rural locations. A visual analysis of the data combined with Tau-U revealed a strong basic effect between the intervention package and parent strategy use and child flexible and inflexible behavior. Findings were consistent across participants with one exception demonstrating a moderate effect for flexible behaviors yet a strong effect for inflexible behaviors. Standardized mean difference was beyond zero for all participants. Implications for science and practice include support for early intervention of higher-order RRBIs for young children with and at risk for ASD.

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“…educators, whereas only 3,254 (5.02%) were general educators (Sam et al, 2020). These numbers indicate a need for both general and special educators to learn about the EBPs for students with ASD.…”

Section: Asd-cm: Ebp (Tier 1)mentioning

confidence: 91%

Curriculum Programming in the General Education Setting for Students With Autism Spectrum Disorder

Leytham

Nguyen

Rago³

2020

TEACHING Exceptional Children

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Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM

Cited by 66 publications

References 21 publications

Employing Evidence-Based Practices for Children with Autism in Elementary Schools

Employing Evidence-Based Practices for Children with Autism in Elementary Schools

Coaching via Telehealth: Caregiver-Mediated Interventions for Young Children on the Waitlist for an Autism Diagnosis Using Single-Case Design

Curriculum Programming in the General Education Setting for Students With Autism Spectrum Disorder

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