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Direct linkBrosh, Chelsi R.; Fisher, Larry B.; Wood, Charles L.; Test, David W. – Education and Training in Autism and Developmental Disabilities, 2018
Wong et al. (2014) conducted a comprehensive review of the literature published between 1990 and 2011 to identify practices for children, adolescences, and young adults diagnosed with autism spectrum disorders (ASD) that had sufficient empirical support to be considered evidence-based. Behavior momentum interventions (BMI), or high-probability…
Descriptors: Autism, Pervasive Developmental Disorders, Probability, Children
Hugh, Maria L.; Johnson, LeAnne D.; Fleury, Veronica P. – Education and Training in Autism and Developmental Disabilities, 2020
Though increasing the teaching of evidence-based practices (EBPs) for students with autism spectrum disorder (ASD) within pre-service preparation programs is one approach to addressing the need for increased use of EBPs in the field, this approach likely oversimplifies the problem. We surveyed 60 pre-service practitioners' decision-making around…
Descriptors: Evidence Based Practice, Autism, Pervasive Developmental Disorders, Preservice Teacher Education
Courtade, Ginevra; Spooner, Fred; Browder, Diane; Jimenez, Bree – Education and Training in Autism and Developmental Disabilities, 2012
This article was written as a response to Ayres, Lowrey, Douglas, and Sievers (2011) who commented on the degree to which promoting the teaching of functional skills had a higher probability of leading to a more independent life for students with severe disabilities. In doing so, the authors take issue with the use of a standards-based curriculum…
Descriptors: Severe Disabilities, Educational Change, Teaching Skills, Probability
