Evidence-Based Practices and Students With Autism Spectrum Disorders

Abstract

The past several years have been Witness to a variety of education reform and reorganization efforts, including for students With disabilities. Prominent among these restructuring efforts have been initiatives that require educators to adopt practices that are supported by research. NoteWorthy examples of this trend include the No Child Left Behind Act of 2001 and other calls for use of effective practice methods by educators and others Who are connected With students With disabilities. Although this is a daunting challenge for any group of students, the process of identifying and consistently and correctly using effective practice methods has been especially demanding for professionals Who Work With children and youth With autism spectrum disorders. This article discusses issues and factors that relate to identifying and using effective practices With students With autism-related disorders. Recommended effective practice methods are also provided.

Comunicação e transtornos do espectro do autismo: análise do conhecimento de professores em fases pré e pós-intervenção

“…Thus, a large variety of learning opportunities should be provided, to teach relevant skills and goals to those children with ASD [21][22][23][24][25] , which implies the need for specific training, to adequately assist these students 1,11,12,17 .…”

“…The role of the teacher and his training as a mediator and inclusion agent, as well as the role of the school, offering suitable space to receive and keep the children is properly assisted is the most important factors 11,12 . Where teachers positively perceive their relationship with children with ASD, there is significant improvement in behavioral and social aspects in the classroom.…”

“…Comunicação e transtornos do espectro do autismo: análise do conhecimento de professores em fases pré e pós-intervenção Andréa Regina Nunes Misquiatti (1) , Maria Claudia Brito (2) , Jéssica dos Santos Ceron (3) , Priscila Piassi Carboni (4) , Ana Gabriela Olivati (5) to attend students with ASD, and when there are, besides insufficient in number, they are usually limited in scope and content 12 . In Brazil, intervention programs specifically addressed to ASD population and studies and training opportunities for teachers who check the results of such procedures, are even scarcer.…”

Evidence-Based Practice: Inclusive Education for the Effective Implementation for Children With Autism

“…Therefore, research excludes evidence this is supported by means of anecdotal reviews, case research, and booklet in non-refereed journals, magazines, the net, and different media information retailers (Boutot and Myles, 2011).The idea of proof based practice started in the medicinal field in the 1970s (Odom et al, 2005) and was embraced into the field of training with the No Child Left Behind (NCLB) Act (NCLB, 2002), in which the expression " scientifically based research" is said more than a hundred times (Simpson, 2005).Special teachers are required by expert norms ‗Council for Exceptional Children, 2009' and United States government direction to actualize successful instructive methodologies bolstered by confirmation and research NCLB 2002. As indicated by Mayton, Wheeler, Menendez, and Zhang (2010), the field of a custom curriculum has been defied with a critical crevice amongst research and practice.…”

“…Story-based intercession is gotten from a trade-marked program, Carol Gray's Social Stories (Gray, 2004).As recognized in a sharp analysis, the main normal component of every one of the 11 of these things is that each is involved mediation strategies or blends that appear to share center characteristic features (NAC, 2009). An evidence-based practice can be defined as an instructional strategy, intervention, or teaching program that has resulted in consistent positive results when experimentally tested (Mesibov&Shea, 2011;Simpson, 2005).The usage of astounding exploration is required all together for mediation methodologies to be considered an evidence-based practice (Odom, Collet-Klingenberg, Rogers, & Hatton, 2010). In addition to, further define -quality‖ as research that incorporates experimental, quasi-experimental, or single-subject research designs; is replicated multiple times, and is published in peer reviewed professional journals (Boutot and Myles,2011).…”