Focused Intervention Practices Research Articles

Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review

This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425–436, 2010a; Prevent School Fail 54(4):275–282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf; J Autism Dev Disorders 45(7):1951–1966, 2015), extending coverage to articles published between 1990 and 2017. A search initially yielded 31,779 articles, and the subsequent screening and evaluation process found 567 studies to include. Combined with the previous review, 972 articles were synthesized, from which the authors found 28 focused intervention practices that met the criteria for evidence-based practice (EBP). Former EBPs were recategorized and some manualized interventions were distinguished as meeting EBP criteria. The authors discuss implications for current practices and future research.

Knowledge of Evidence-Based Practices and Frequency of Selection Among School-Based Professionals of Students With Autism

Autism Focused Intervention Resources and Modules (AFIRM) are a set of self-paced, online learning modules designed to disseminate information about the 27 evidence-based practices identified through a large-scale review of focused intervention practices for individuals with autism. In this study, we used descriptive statistics and an analysis of variance to analyze more than 67,000 pre-tests completed by over 22,000 school-based AFIRM users to determine whether there are differences by occupation in the (a) selection of evidence-based practices, (b) knowledge of evidence-based practices, and (c) average number of evidence-based practices selected. Results reveal statistically significant differences between groups and have implications for providers and administrators responsible for designing and delivering professional development for school-based professionals working with students with autism.

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

Comprehensive reviews of the research literature have identified that focused intervention practices for children and youth with autism spectrum disorder have evidence of producing positive developmental and learning outcomes. The Autism Focused Intervention Resources and Modules (AFIRM) project has translated evidence-based practices identified by Wong et al. (Journal of Autism and Developmental Disorders 45(7):1951-1966, 2015) into online learning modules. The purpose of this paper is to describe (1) the process for translating the research literature into practical information that practitioners can use, (2) its dissemination through a freely accessible website, (3) the use of the modules by over 64,500 users located in the United States and abroad, (4) knowledge gained as a result of completing the modules, and (5) consumers' evaluations of modules usefulness and relevance.

A Review on Focused Intervention Practices and Comprehensive Treatment Models in Autism Spectrum Disorder

A Review on Focused Intervention Practices and Comprehensive Treatment Models in Autism Spectrum Disorder

A Review on Focused Intervention Practices and Comprehensive Treatment Models in Autism Spectrum Disorder

A Review on Focused Intervention Practices and Comprehensive Treatment Models in Autism Spectrum Disorder

Fostering Communication in Elementary School Children on the Autism Spectrum Who Are Minimally Verbal.

Around 30% of elementary school students with autism spectrum disorder (ASD) are considered minimally verbal, yet there is limited research addressing the needs of this group of students. Several recent studies have demonstrated successful improvement of the communication skills of elementary school students with limited verbal skills. Additionally, there are focused intervention practices that are evidence based and may be useful in targeting communication skills for children with ASD who are minimally verbal. This article will review existing information about interventions to target communication skills in elementary school children with ASD who are minimally verbal, identify potential target skills, and provide case examples of how to embed communication interventions in elementary school classroom settings from a pilot intervention study.

Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review.

The purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. (Prev Sch Fail 54:275-282, 2010b, doi: 10.1080/10459881003785506 ). In the current study, a computer search initially yielded 29,105 articles, and the subsequent screening and evaluation process found 456 studies to meet inclusion and methodological criteria. From this set of research studies, the authors found 27 focused intervention practices that met the criteria for evidence-based practice (EBP). Six new EBPs were identified in this review, and one EBP from the previous review was removed. The authors discuss implications for current practices and future research.

Professionals’ Reported Provision and Recommendation of Psychosocial Interventions for Youth With Autism Spectrum Disorder

Children and adolescents with autism spectrum disorder (ASD) receive intervention services from multiple professionals across disciplines. Little is known about services for youth with ASD in community settings. The purpose of this study was to provide data on professionals’ self-reported practices across different classes of psychosocial interventions for youth with ASD. A multidisciplinary (medicine/nursing, education, occupational/physical therapy, psychology, social work, and speech-language pathology/audiology) sample (N=709; 86% female; 86% White) of professionals who endorsed providing clinical services to youth with ASD was recruited through convenience sampling (listservs, etc.) and stratified random sampling (online provider listings). Professionals completed a survey on intervention practices with youth with ASD, specifically on their own provision of, as well as their recommendation/referral of, psychosocial interventions (focused intervention practices [FIPs], comprehensive treatment models [CTMs], and other interventions). Hierarchical multiple regression models showed discipline differences in self-reported provision and recommendation of evidence-based FIPs; training variables and unfamiliarity with FIPs predicted rates of providing and recommending. FIPs were reportedly provided and recommended at higher rates than CTMs. Descriptive data are presented on professionals’ reported practice of other psychosocial interventions (e.g., cognitive-behavioral therapy). This study highlights the usefulness of examining not only provision of services but also recommendation/referral practices: professionals are important sources of information for families. Implications of the results are discussed in terms of the importance of disseminating intervention information to professionals and the need for consensus on terminology used to classify interventions and on criteria used to evaluate intervention efficacy.

Moving Beyond the Intensive Behavior Treatment Versus Eclectic Dichotomy

Professionals serving students with autism spectrum disorders (ASD) in inclusive classroom settings face the challenge of selecting and successfully implementing evidence-based intervention strategies. Many propose that Intensive Behavioral Treatment (IBT) is the most efficacious approach for learners with ASD. Evidence for this approach is often established by comparing the IBT model to a condition described as "eclectic". In this paper, authors examine the IBT vs. eclectic literature, acknowledge the potential efficacy of the IBT model with preschool-aged children, suggest concerns about efficacy studies that have compared IBT and eclectic programs, point out that most of the studies were restricted in the age range of their participants, and note that few were implemented in inclusive settings. The authors propose that a technical eclectic approach can be beneficial for children and youth with ASD if it is conceptually grounded, incorporates evidence-based focused intervention practices, and is well implemented. A detailed example of such a technical eclectic program model is provided and the practicality of such an approach in inclusive settings for children and youth with ASD and their families is discussed.

Active participation and social integration service delivery model for youth with autism spectrum disorders

Although the field of recreational therapy has a number of conceptual models of practice, there are few service delivery models. Service delivery models provide practitioners with the frameworks needed to contextualize focused intervention practices to achieve prescribed outcomes. The active participation and social integration (APASI) model provides a framework to recreational therapists for successfully integrating youth with autism spectrum disorders into the recreation mainstream. First, the background, need, and purpose of the APASI model are described, followed by the conceptual and theoretical foundations of the model. Next, the process of the model is detailed. Finally, benefits, limitations, and implications for research and practice are discussed.

Evidence-Based Practices in Interventions for Children and Youth with Autism Spectrum Disorders

ABSTRACT Evidence-based practices (EBPs) are the basis on which teachers and other service providers are required to design educational programs for learners with autism spectrum disorders (ASD). As part of their work with the National Professional Development Center (NPDC) on ASD, researchers developed a process for reviewing the research literature and established criteria for identifying EBPs. In their review, they identified 24 focused intervention practices having sufficient evidence. In this article, the authors describe procedures for selecting specific EBPs appropriate for addressing specific IEP goals for learners with ASD. The authors emphasize the importance of systematic implementation of practices.

Infants and Toddlers With Autism Spectrum Disorder: Early Identification and Early Intervention

The increased prevalence of autism spectrum disorder (ASD) and its detection during the first 3 years of life have substantial relevance for early intervention. The purpose of this article is to summarize current scientific and policy information on early identification and early intervention for infants and toddlers with ASD and their families. Following a brief overview that provides basic information about ASD, the authors discuss early warning signs of the disorder and available screening and diagnostic tools. Finally, they highlight focused intervention practices and comprehensive treatment models appropriate for infants and toddlers with ASD, as well as issues affecting the delivery of effective early intervention services to children and families.