To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. "Modular Approach to Autism Programing for Schools (MAAPS)" is a framework for…

Transition from pediatric to adult health care systems presents unique challenges for adolescents with autism spectrum disorder who often have complex medical and mental health needs. Without a coordinated transition plan, pediatric providers often continue to provide care to young adults with autism spectrum disorder beyond the scope of their…

Given the wide heterogeneity in the autism population, one challenge for intervention studies is to identify outcome measures that have similar meaning across individuals. This is particularly pronounced in intervention studies of adults with autism spectrum disorder, where outcomes such as employment, independence, or community living are common…

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…

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…

Cognitive behavioral therapy for youth with autism spectrum disorder and anxiety is effective, but disparities exist in accessing these programs. Training school providers to deliver cognitive behavioral therapy may help to address these disparities. However, little is known about how cognitive behavioral therapy programs are implemented by…

ASD children experience different development with children in general, so that requires special services to optimize children's development, one of the factors that greatly contributes to determining child development is the family environment in which children live and develop. In certain places, parents of ASD children have not yet realized and…

This study investigated whether a brief parent-mediated intervention would increase the frequency of question asking in children with ASD. Mothers participated in a 3-week training consisting of 2-h sessions twice weekly. Data were collected in the context of concurrent multiple baseline design. Results demonstrate all three children increased…

Conclusions about the efficacy of tele-therapy for parent-mediated intervention for children with Autism Spectrum Disorders (ASD) are limited, due to the shortage of direct comparisons between tele-therapy and traditional face-to-face therapy. In this study, we implemented a parent training program, which targeted on language facilitating…

Autism researchers often use mand training paired with direct trial instruction (DTI) as an effective way to increase communication skills for young children with autism. However, these methods often occur in clinical settings. In this case study, we trained a parent to complete a DTI verbal mand intervention with her son with autism. She…

Assessing implementation of comprehensive treatment programs is a multifaceted process that should extend beyond measuring solely treatment fidelity. The purpose of this article is to describe and demonstrate a thorough process for assessing implementation and receipt of a comprehensive treatment program for students with autism spectrum disorders…

This study aimed to provide initial validity and reliability of the "Measure of NDBI Strategy Implementation-Caregiver Change" ("MONSI-CC"), a novel measure that captures changes in caregivers' implementation of NDBI strategies during early intervention. The MONSI-CC was applied to 119 observations of 43 caregiver-child dyads…

Daily behavior report cards (DBRCs) have shown promise in reducing problematic classroom behaviors. The effectiveness of DBRCs has been used widely examined with respect to students with attention deficit hyperactivity disorder, specific learning disabilities, and other high incidence disabilities. Past research has primarily focused on students…

An ABAB reversal design was utilized to examine the effects of an electronic daily behavior report card (eDBRC) on non-compliant, off-task, and disruptive classroom behaviors of a 16-year-old with autism spectrum disorder and a 17-year-old with an intellectual disability. The intervention was implemented by two preservice teachers…

Classroom Pivotal Response Teaching (CPRT) is a naturalistic behavioral intervention for students with autism spectrum disorder (ASD) that was systematically adapted for teacher use. In this study, the authors evaluate outcomes of a large randomized trial training teachers (n = 126) to use CPRT. Training involved 12 hours of small group sessions…