National Professional Development Center Research Articles

National Professional Development Center on Autism Spectrum Disorder Website

National Professional Development Center on Autism Spectrum Disorder Website

The Efficacy of Yoga Interventions for Children with Autism: A Systematic Review

The purpose of this study was to produce a systematic review of the efficacy of yoga interventions on behaviors in children with autism. Literature was searched through MEDLINE, Sports Medicine & Education Index, ERIC, Education Research Complete, and PyschInfo. The search criteria included children ages 3-22 diagnosed with autism, a yoga intervention that included physical postures, and at least one adult teaching. An initial total of 280 articles, including 27 duplicates were found. Nine papers met the inclusion criteria. Social and communication behaviors such as initiation, sensory response, and attention were evaluated. In seven of nine studies, positive behavioral results were reported. The results of this systematic review meet Every Student Succeeds Act’s Tier 1 of evidence and the National Professional Development Center on Autism Spectrum Disorder’s criteria for evidence-based practice, indicating yoga has strong evidence to support its implementation as a behavioral intervention for children with autism.

Exploratory factor analysis of the social skills improvement system (SSIS) for autistic children: Implications for use and educational placement

BackgroundThe Social Skills Improvement System Rating Scales (SSIS-RS) evaluates three domains of social functioning: social skills, problem behaviors, and academic competence. The SSIS-RS is a widely used social skills assessment for autistic children, but the validity of this measure for use with this heterogeneous population has yet to be confirmed. Using data from a previous large-scale investigation by the National Professional Development Center on Autism Spectrum Disorder, this study explored the factor structure of the SSIS-RS, examined how autistic children were rated using the SSIS-RS, and evaluated how scores on the SSIS-RS were related to special education placement. MethodConfirmatory and Exploratory Factor Analysis examined the factor structure of the SSIS-RS for a sample of 492 autistic children, ages four to 12. An independent samples t-test using subscale scores of the SSIS-RS was conducted to evaluate differences between autistic children learning in different educational settings. ResultsResults of the EFA yielded a 4-factor solution and support the internal validity of the SSIS-RS. Subscale scores for social skills, problem behavior, and academic competence differed significantly between students in general and separate settings with academic performance scores differing much less than social skills or behavior. ConclusionThis study examines strengths and weaknesses of the SSIS-RS as a tool for assessing autistic children through discussion of items removed from and retained in the model. Discussion of results includes implications for teacher interpretations of SSIS-RS scores, recommendations for modifications to the measure, and insights about educational placement and inclusive programming.

PICTURE EXCHANGE COMMUNICATION SYSTEM AND ITS EFFECTIVITY TO THE COMMUNICATION OF LEARNERS WITH AUTISM SPECTRUM

Special education involves the preparation of teaching procedures and materials, and other interventions designed to address the needs of a child with learning differences, disabilities, and giftedness. Autism is a neurological complex condition that affects behavior, socialization and communication of the child. As such, PECS is a form of augmentative and alternative communication that uses pictures, images and symbols which was designed to provide aid and support to children with autism in enhancing their communication skills. In particular, this research assessed the extent of effectivity of Pictures Exchange Communication System to the communication skills of learners with Autism Spectrum Disorder at Bright Gem Learning Center, Consolacion Central - SPED Center, and Talamban Elementary School - SPED Center as basis for development plan. The study utilized a mixed type of research method: Quantitative - Qualitative research and Thematic Synthesis approach. This research study has 30 learner respondents, 30 parent/ guardian respondents, and three SPED teachers involved. The questionnaire for learners with ASD was adapted from the National Professional Development Center on Autism Spectrum Disorder, Picture Exchange Communication System: Steps for Implementation. For the parent/ guardian respondents and SpEd teachers, research-made questionnaires are provided to assess the effectivity of PECS in the communication of learners with ASD at home and at school settings. The study found out that the Physically Assisted Exchange was considered to be highly effective. On the contrary, Responding to What They Want, resulted to be moderately effective. Generally, the study concluded that PECS can enhance the communication skills of learners with ASD. It is strongly recommended, especially to non-verbal learners, to use PECS as one of the techniques to improve their receptive and expressive communication skills.

Training Teachers to Implement Evidence-Based Practices Specifically Designed for Students with Autism Spectrum Disorder

Special education teachers are usually subjected to in-service training on Evidence-Based Practices especially those who work with students Autism Spectrum Disorder (ASD). Increasing teacher’s capability of using EBPs identified by the National Professional Development Center (NPDC) on ASD has become the most prominent need to serve students with autism. The purpose of this study was to investigate to what extent teachers’ performance is related to EBPs when they after they start their career. A mixed methods research design used in this study to explore the most prevalent practices, the common type of training on these practices, and teachers' knowledge and perceptions of using these practices. The undergraduate preparation programs and modality of training and time consuming to achieve mastery level of implementation among teachers will be discussed. Ten teachers have participated in this study. Results indicated that most of the training programs left beginner teachers underprepared to implement EPBs for teaching students with autism. Keywords: Evidence-based practice, Implementation, Teachers, Preparation, Training. DOI: 10.7176/JEP/12-17-02 Publication date: June 30 th 2021

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

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.

National Clearinghouse on Autism Evidence and Practice (NCAEP): Finding the Relevance to OT Within a Large-Scale Systematic Review

Abstract Date Presented 03/27/20 The National Professional Development Center on ASD completed a review of literature published between 1990 and 2011 and identified 27 evidence-based practices for individuals with autism spectrum disorder from birth through age 21. The NCAEP is now conducting an updated review of the literature. Findings from the updated review that are relevant to OT domain and practice will be shared and discussed. Primary Author and Speaker: Susan Szendrey

La formación del profesorado sobre el autismo basada en la evidencia: la Instrucción e Intervención Mediada por Pares

En este trabajo se aborda la “Instrucción e Intervención mediada por pares”, una de las veintisiete prácticas focalizadas basadas en la evidencia establecidas por el National Professional Development Center on Autism Spectrum Disorders estadounidense (Wong et al., 2014), dirigidas al profesorado para la educación del alumnado con Trastorno del Espectro Autista (TEA). Para ello, se recogen sus fundamentos básicos y se recomienda una secuencia de planificación, implementación y evaluación, con el objetivo de mejorar las habilidades sociales, comunicativas y académicas, de atención conjunta y juego y la preparación para la vida escolar de este alumnado, siguiendo un enfoque “de la ciencia a la práctica”. This paper deals with “Peer mediated Instruction and Intervention”, one of the twenty-seven focused evidence-based practices established by the National Professional Development Center on Autism Spectrum Disorders (Wong et al., 2014), aimed at teachers for the education of students with Autism Spectrum Disorder (ASD). For this purpose, its basic fundamentals are collected and the sequence of planning, implementation and evaluation is recommended, with the objective to improve the social, communicative, academic, joint attention and play skills and the preparation for the school life of these students, following a "science to practice” approach.

National Professional Development Center on Autism Spectrum Disorders (NPDC) model - an integrated model of evidence-based practices for autism spectrum disorder.

Autism spectrum disorder (ASD) as a serious neurodevelopmental condition requires intensive and comprehensive interventions, particularly interventions found to be effective through rigorous research. The National Professional Development Center on Autism Spectrum Disorders (NPDC) was formed in the USAin order to conduct a comprehensive review of ASD-related evidence-based practices (EBPs) and to create amodelof implementing such practices for children, adolescents and young adults (from preschool to high school education level). The NPDC final review, being the most comprehensive to date (the initial search included 29,105 articles) identified 27 ASD-focused EBPs. In addition to the resulting matrix of the autism-related EBPs, and the e-learning moduleson the identified interventions, the NPDC model includes as well the Autism Program Environment Rating Scale (APERS) for external evaluation and self-assessment, goal attainment scaling (GAS) and coaching program manual. To date, the model has been implemented in 12 states in the USAand is being introduced in several other countries including Australia, Sweden, Saudi Arabia, and Poland. The purpose of this article is to present the NPDC model and its components, along with the relevant research.

Intervention Techniques Used With Autism Spectrum Disorder by Speech-Language Pathologists in the United States and Taiwan: A Descriptive Analysis of Practice in Clinical Settings

This study examined intervention techniques used with children with autism spectrum disorder (ASD) by speech-language pathologists (SLPs) in the United States and Taiwan working in clinic/hospital settings. The research questions addressed intervention techniques used with children with ASD, intervention techniques used with different age groups (under and above 8 years old), and training received before using the intervention techniques. The survey was distributed through the American Speech-Language-Hearing Association to selected SLPs across the United States. In Taiwan, the survey (Chinese version) was distributed through the Taiwan Speech-Language Pathologist Union, 2018, to certified SLPs. Results revealed that SLPs in the United States and Taiwan used 4 common intervention techniques: Social Skill Training, Augmentative and Alternative Communication, Picture Exchange Communication System, and Social Stories. Taiwanese SLPs reported SLP preparation program training across these common intervention strategies. In the United States, SLPs reported training via SLP preparation programs, peer therapists, and self-taught. Most SLPs reported using established or emerging evidence-based practices as defined by the National Professional Development Center (2014) and the National Standards Report (2015). Future research should address comparison of SLP preparation programs to examine the impact of preprofessional training on use of evidence-based practices to treat ASD.

Use Developmental Stages to Guide Treatment in ASD

Use Developmental Stages to Guide Treatment in ASD

Use of technology to facilitate physical activity in children with autism spectrum disorders: A pilot study

Deficits in social behavior and communication skills are correlated with reduced gross motor skills in children with autism spectrum disorders (ASD). The ExerciseBuddy application (EB app) was designed to communicate these motor skills to those with ASD and integrates evidence-based practices such as visual support and video modeling supported by The National Professional Development Center on Autism Spectrum Disorders. The purpose of this study was to determine the effectiveness of the EB app in facilitating increased physiologic responses to physical activity via a continuous measurement of energy expenditure and heart rate versus practice-style teaching methods in children with ASD. Six children, ages 5 to 10years, diagnosed with ASD were recruited. Each participant performed a variety of locomotor or object control skills as defined by the Test of Gross Motor Development-2 once per week for 4weeks. Motor skills were communicated and demonstrated using either practice-style teaching methods or the instructional section of the EB app. Energy expenditure and heart rate were measured continuously during each 12-minute session. A Wilcoxon signed-rank test was performed to assess any differences between the use of the app and practice-style teaching methods. The use of the EB app elicited greater values for peak energy expenditure (p=0.043) and peak heart rate response (p=0.028) while performing locomotor skills but no differences were observed while performing object control skills. Similarities were observed with average physiologic responses between the use of the EB app and practice-style teaching methods. The use of the EB app may allow for a greater peak physiologic response during more dynamic movements and a similar average cardiovascular and metabolic response when compared to practice-style teaching methods in children with ASD.

Racial and Ethnic Diversity of Participants in Research Supporting Evidence-Based Practices for Learners With Autism Spectrum Disorder

Selection of a special education evidence-based practice (EBP) requires developing an understanding of what interventions work as well as for whom they are effective. This review examined participant characteristics in the EBP literature for learners with autism spectrum disorders (ASD) identified by the National Professional Development Center on Autism Spectrum Disorders. Results indicated very limited representation of diverse participants in the entire body of research, and when reported, White youth represented a large majority of study participants. This work is an attempt to begin to better understand the extent that various contextual factors are reported in a body of literature used to identify EBPs. Implications for ASD research are discussed along with recommendations for future research.

Social Validity of Evidence-Based Practices and Emerging Interventions in Autism

Although social validation of the goals, methods, and outcomes of evidence-based practices (EBPs) in autism treatment is a significant factor in their selection and effective use, EBPs are typically identified on the basis of the technical soundness of research without consideration of social validity. The authors investigated EBPs and emerging treatments identified by the National Autism Center (NAC) and National Professional Development Center on Autism Spectrum Disorders (NPDC) to determine which interventions have evidence of social validity, and the types of social validation addressed. A review of 828 articles cited by the NAC and NPDC determined that only 221 articles (26.7%) demonstrated direct evidence of the measurement of social validation. Of seven social validity categories analyzed, only consumer satisfaction, clinically significant behavioral change, and socially important dependent variables were consistently reported. A list of EBPs with varying levels of social and empirical validation is presented, and implications for future research are discussed.

Exploring the professional development landscape: Summary from four states

This study provides results from the Landscape Survey, a statewide survey of professional development (PD) created by the National Professional Development Center on Inclusion (NPDCI). The survey included a sample of 831 professional development providers across four states. Results focused on similarities and differences across states and sectors in learner characteristics, PD content, and approaches to PD delivery. The study also examined characteristics of PD providers that may influence their choice of PD intensity (one time event or PD with follow-up activities). Suggestions are provided for the use of statewide PD data, such as the data gathered in this study, to inform state PD planning and data system efforts.

Sustaining Evidence-Based Practices by Graduated Special Educators of Students With ASD

Supporting special educators’ sustained use of evidence-based practices (EBPs) is a priority for the field. In this study, the authors used multiple measures to evaluate the first graduated cohort from a university program 6 years after graduation with a master’s degree with a specialization in autism, and at least 8 years working as special educators, to determine whether they (a) remain in the field working with students with autism spectrum disorders (ASD) and (b) sustain effective practices. Survey and interview responses and content from viewed data sheets and graphs were summarized. All 12 graduates remain in the field. All continued to collect data for progress monitoring purposes and continue to use the EBPs identified by the National Professional Development Center (NPDC) on ASD with fidelity. All graduates indicated that the university program assisted in their capacity to implement and sustain their use of EBPs and attribute support from a community of practice as a sustaining factor.

Learning how to be a student: an overview of instructional practices targeting school readiness skills for preschoolers with autism spectrum disorder.

Due to difficulties associated with autism spectrum disorder (ASD), many children with ASD will require additional support to actively participate in classroom activities. Therefore, it is important that professionals who work with young children with ASD know what skills to teach and how to teach them. Using the recent evidence-based practice review conducted by the National Professional Development Center on ASD, we have identified studies that targeted school readiness behaviors which can have implications for academic skill development. In this article, we evaluate (a) the types of skills that have been taught to preschool children with ASD, (b) the strategies used to teach specific skills, and (c) other descriptive information, such as who delivered the intervention and the setting in which the intervention took place. We conclude by offering suggestions for future research and considerations for professional development.

Evidence-based Practices for young children with Autism Spectrum Disorders: Guidelines and recommendations from the National Resource Council and National Professional Development Center on Autism Spectrum Disorders

The National Research Council has identified goals, areas of need, and basic recommendations for educational programs serving children with autism spectrum disorders. The National Professional Development Center on Autism Spectrum Disorders has identified evidence-based practices for early childhood and elementary programming. Highlighting the work produced by these two organizations, this article provides professionals with guidance in setting up educational programs that use effective, research-based interventions for young children with autism spectrum disorders in early childhood special education.

Evidence-based Practices for young children with Autism Spectrum Disorders: Guidelines and recommendations from the National Resource Council and National Professional Development Center on Autism Spectrum Disorders

Ulusal Arastirma Konseyi otizm spekturum bozukluklari olan cocuklara saglanan egitim programlari icin amaclar, ihtiyac alanlari ve temel tavsiyeler belirlemektedir. Ulusal Otizm Spekturum Bozukluklari Uzmanlik Gelisim Merkezi erken cocukluk ve ilkogretim programlari icin arastirma temelli uygulamalari tanimlamaktadir. Bu iki kurulusun calismalarina vurgu yaparak, bu calisma, erken cocukluk ozel egitimindeki otizm spekturum bozukluklari olan cocuklar icin etkili, arastirma-temelli mudahaleler kullanan egitimsel programlar olusturmada uzmanlara rehberlik saglamaktadir.

Video modeling and word identification in adolescents with Autism Spectrum Disorder

Video modeling involves the learner viewing videos of a model demonstrating a target skill. According to the National Professional Development Center on Autism Spectrum Disorders (2011), video modeling is an evidenced-based intervention for individuals with Autism Spectrum Disorder (ASD) in elementary through middle school. Little research exists evaluating video modeling for individuals with ASD in high school. This study examined the effectiveness of video modeling to facilitate the development of word recognition and pronunciation in three male high school students with ASD. A single-case multiple baseline experimental design across participants (i.e. video modeling sequentially implemented across three students) was used to evaluate the effectiveness of video modeling. Results indicate that video modeling was effective in facilitating word recognition and pronunciation. Findings suggest that video modeling may be a viable intervention to foster the reading development of adolescents with ASD.