Evidence Based Practices & Instructional Strategies
What are Evidence-Based Practices (EBP)?
While many interventions for autism exist, only some have been shown to be effective through scientific research. Interventions that researchers have shown to be effective are called evidence-based practices. The National Professional Development Center uses rigorous criteria to determine whether a practice is evidence-based. Currently, the Center has identified 24 evidence-based practices. Please note that every identified practice is not necessarily appropriate for every learner. Practices are most effective when carefully matched to a learner’s specific needs and characteristics.
The National Professional Development Center (NPDC) on ASD has adopted the following definition of evidence-based practices (EBP).
Definition of Evidence-Based Practice:
To be considered an evidence-based practice for individuals with ASD, efficacy must be established through peer-reviewed research in scientific journals using:
·Randomized or quasi-experimental design studies. Two high quality experimental or quasi-experimental group design studies,
·Single-subject design studies. Three different investigators or research groups must have conducted five high quality single subject design studies, or
·Combination of evidence.One high quality randomized or quasi-experimental group design study and three high quality single subject design studies conducted by at least three different investigators or research groups (across the group and single subject design studies).
High quality randomized or quasi-experimental design studies do not have critical design flaws that create confounds to the studies, and design features allow readers/consumers to rule out competing hypotheses for study findings. High quality in single subject design studies is reflected by a) the absence of critical design flaws that create confounds and b) the demonstration of experimental control at least three times in each study.
To date, the NPDC on ASD has identified 24 practices that meet the above criteria for evidence-based practices for children and youth with autism spectrum disorders. We continue to review the literature for practices that meet our definition and will add as appropriate
While many interventions for autism exist, only some have been shown to be effective through scientific research. Interventions that researchers have shown to be effective are called evidence-based practices. The National Professional Development Center uses rigorous criteria to determine whether a practice is evidence-based. Currently, the Center has identified 24 evidence-based practices. Please note that every identified practice is not necessarily appropriate for every learner. Practices are most effective when carefully matched to a learner’s specific needs and characteristics.
The National Professional Development Center (NPDC) on ASD has adopted the following definition of evidence-based practices (EBP).
Definition of Evidence-Based Practice:
To be considered an evidence-based practice for individuals with ASD, efficacy must be established through peer-reviewed research in scientific journals using:
·Randomized or quasi-experimental design studies. Two high quality experimental or quasi-experimental group design studies,
·Single-subject design studies. Three different investigators or research groups must have conducted five high quality single subject design studies, or
·Combination of evidence.One high quality randomized or quasi-experimental group design study and three high quality single subject design studies conducted by at least three different investigators or research groups (across the group and single subject design studies).
High quality randomized or quasi-experimental design studies do not have critical design flaws that create confounds to the studies, and design features allow readers/consumers to rule out competing hypotheses for study findings. High quality in single subject design studies is reflected by a) the absence of critical design flaws that create confounds and b) the demonstration of experimental control at least three times in each study.
To date, the NPDC on ASD has identified 24 practices that meet the above criteria for evidence-based practices for children and youth with autism spectrum disorders. We continue to review the literature for practices that meet our definition and will add as appropriate
Instructional Strategies
Introduction
Educators are constantly searching for quality instructional strategies to enable students with learning difficulties such as Autism Spectrum Disorder (ASD) to succeed in the classroom and beyond. Evidence-based practices are based on rigorous research and effectively improve instructional strategies for individuals, particularly those on the spectrum. By using these strategies, educators can have confidence in using methods with a proven track record of success. The following paper will review three evidence-based instructional strategies (Odom et al., 2010).
Instructional Strategy #1: (Exercise and Movement)
Exercise and movement-based strategies can be valuable for individuals with Autism Spectrum Disorder (ASD) to promote physical health, sensory regulation, and social interaction. While these strategies may not be traditional instructional methods, they can significantly contribute to the overall well-being and learning readiness of students with ASD (Teh et al., 2022).
Many individuals with ASD experience sensory sensitivities and sensory regulation challenges. Physical activities and exercise can help regulate sensory input and improve self-regulation. Consistent physical activity, or exercise, has improved attention and concentration in individuals with ASD. Exercise releases endorphins, which can enhance mood and cognitive functioning. Structured activities like yoga, dance, or martial arts can promote mindfulness and body awareness, improving focus. Group exercise and physical activities provide opportunities for social interaction and skill development. Team sports, group fitness classes, or structured playdates can help individuals with ASD practice social skills, such as cooperation, turn-taking, and communication, in a supportive and structured environment (Teh et al., 2022).
Engaging in physical activities can reduce challenging behaviors commonly associated with ASD, such as repetitive movements or outbursts. Regular exercise can help individuals with ASD release pent-up energy and frustration, leading to calmer behavior. Regular exercise contributes to overall physical health, including cardiovascular fitness, muscle strength, and coordination. These physical improvements can enhance an individual's ability to participate in daily activities and develop independence (Teh et al., 2022).
Some schools offer structured physical education programs tailored to students with special needs, including ASD. These programs may include adapted physical activities and sensory-friendly environments to ensure students with ASD can participate fully and comfortably (Teh et al., 2022).
While exercise and movement-based strategies benefit students with ASD, it is essential to consider each individual's preferences and sensitivities. What works best may vary from person to person. Collaboration between educators, physical therapists, and other professionals can help create and implement exercise and movement strategies that are appropriate and effective for each student's unique needs and abilities (Teh et al., 2022).
Instructional Strategy #2: (Self-Management)
Self-management is an evidence-based instructional strategy that can be highly effective for students with Autism Spectrum Disorder (ASD). This strategy helps students learn to independently regulate their behavior, emotions, and actions, which can improve their academic performance and social interactions (Biggs et al., 2015).
Self-management refers to the ability of an individual to independently monitor, evaluate, and modify their behavior to achieve specific goals. In the context of ASD, it involves teaching students to become more aware of their actions, make choices, and implement strategies to meet their academic and social objectives (Biggs et al., 2015).
Self-management includes three specific areas: self-monitoring, self-evaluation, and self-reinforcement. For self-monitoring, students are taught to observe and record their behavior. For instance, they may keep a journal, use a checklist, or use a visual schedule to track their tasks and actions. Self-evaluation involves students learning to assess their behavior against specific criteria or goals. They develop the ability to judge whether they are meeting their objectives. In self-reinforcement, students are taught to provide rewards or reinforcement when they meet their goals or exhibit desired behavior. These rewards can be intrinsic (e.g., a sense of accomplishment) or extrinsic (e.g., earning a small reward). The benefits of self-management include independence, goal attainment, improved self-awareness, reduced problem behaviors, and generalization of skills (Biggs et al., 2015).
Implementation of self-management involves teachers or specialists introducing the concept of self-management to the student explaining its purpose and benefits. Then, students work with teachers or therapists to identify specific goals they want to achieve. After goal setting, students learn to track their behavior and progress using charts, graphs, or checklists. After tracking their progress, they can assess their performance against their goals. Finally, students are taught to reward themselves when they meet their goals (Biggs et al., 2015).
Self-management is a valuable skill that can benefit students with ASD throughout their lives. Implementing this evidence-based instructional strategy with guidance from educators and specialists can help students with ASD develop greater self-control, independence, and success in various aspects of their lives (Biggs et al., 2015).
Instructional Strategy #3: (Visual Supports)
Visual supports are evidence-based instructional strategies that are highly effective for students with Autism Spectrum Disorder (ASD). These supports use visual aids to convey information, expectations, and structure, which can help individuals with ASD better understand and navigate their environment.
Visual supports encompass various tools and materials, such as schedules, cues, social stories, timetables, and visual aids. These tools provide visual information that complements or replaces verbal communication.
Visual supports help individuals with ASD process information more effectively by providing concrete and visual representations of concepts and expectations. Visual schedules and cues offer a structured and predictable environment, which can reduce anxiety and support smoother transitions between activities and routines. Visual supports aid communication and social interaction by offering a means to convey information or social scenarios more efficiently. These tools empower students to complete tasks and follow routines independently, as they can refer to visual cues to guide their actions. Visual supports can help reduce challenging behaviors by providing clarity and minimizing misunderstandings. Visual schedules can be adapted to accommodate changes in routines or unexpected events, allowing for flexibility while maintaining predictability (Kolpakova, 2016).
There are various types of visual supports. Visual schedules clearly outline daily activities and routines, allowing students to anticipate transitions and changes. Visual cues include symbols, pictures, or icons representing specific actions, instructions, or concepts. They help clarify expectations. Social stories use pictures and text to describe social situations, helping students with ASD understand and respond appropriately to social cues and expectations. Timetables display the sequence of activities or tasks for a specific period, helping students prepare for what is to come. Choice boards offer visual options for making choices, promoting independence and decision-making. These may include picture exchange systems (PECS) or Augmentative and Alternative Communication (AAC) devices, enabling non-verbal or minimally verbal students to communicate effectively (Kolpakova, 2016).
To implement visual supports, there should be collaboration with educators, speech therapists, and specialists to determine the most suitable visual supports for each student's needs. Visual supports should be introduced gradually, and instruction should be provided on how to use them effectively. Consistency in using visual supports across different settings and with different educators and caregivers should be ensured (Kolpakova, 2016).
Visual supports can significantly improve the learning experience and daily life of students with ASD by promoting understanding, predictability, and independence. These evidence-based strategies should be individualized to meet each student's unique requirements and preferences (Kolpakova, 2016).
How Each Instructional Strategy Can Be Implemented with Fidelity
Implementing evidence-based strategies such as exercise and movement, self-management, and visual supports with fidelity is crucial to ensure their effectiveness for students with Autism Spectrum Disorder (ASD). Some things that should be considered when implementing any instructional strategy with fidelity include professional guidance, individualized plans, structured schedules, clear instructions, a supportive environment, and progress monitoring. Most importantly, everyone supporting the individual should clearly understand what will happen, when, and how.
Implementing these strategies with fidelity may require ongoing training, collaboration with specialists, and regular monitoring and adjustment. It is essential to remember that individuals with ASD are unique, and strategies should be tailored to meet each individual's specific needs and preferences for the best results.
Conclusion
Educators are constantly searching for quality instructional strategies to enable students with learning difficulties such as Autism Spectrum Disorder (ASD) to succeed in the classroom and beyond. Evidence-based practices are based on rigorous research and effectively improve instructional strategies for individuals, particularly those on the spectrum. By using these strategies, educators can have confidence in using methods with a proven track record of success.
References
Biggs, E. E., & Carter, E. W. (2015). Quality of Life for Transition-Age Youth with Autism or
Intellectual Disability. Springer Science and Business Media LLC.
https://doi.org/10.1007/s10803-015-2563-x
Kolpakova, L. O. (2016). Visual Support in Children with Autism Spectrum Development as a
Tool for Changing Problem Behavior. Federal State-Financed Educational Institution of Higher Education Moscow State University of Psychology and Education. https://doi.org/10.17759/pse.2016210309
Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-Based
Practices in Interventions for Children and Youth with Autism Spectrum Disorders.
Informa UK Limited. https://doi.org/10.1080/10459881003785506
Teh, E. J., Vijayakumar, R., Tan, T. X. J., & Yap, M. J. (2022). Effects of Physical Exercise
Interventions on Stereotyped Motor Behaviours in Children with ASD: A Meta-Analysis.
Journal of Autism & Developmental Disorders, 52(7), 2934–2957. https://doi-org.umassglobal.idm.oclc.org/10.1007/s10803-021-05152-z
Introduction
Educators are constantly searching for quality instructional strategies to enable students with learning difficulties such as Autism Spectrum Disorder (ASD) to succeed in the classroom and beyond. Evidence-based practices are based on rigorous research and effectively improve instructional strategies for individuals, particularly those on the spectrum. By using these strategies, educators can have confidence in using methods with a proven track record of success. The following paper will review three evidence-based instructional strategies (Odom et al., 2010).
Instructional Strategy #1: (Exercise and Movement)
Exercise and movement-based strategies can be valuable for individuals with Autism Spectrum Disorder (ASD) to promote physical health, sensory regulation, and social interaction. While these strategies may not be traditional instructional methods, they can significantly contribute to the overall well-being and learning readiness of students with ASD (Teh et al., 2022).
Many individuals with ASD experience sensory sensitivities and sensory regulation challenges. Physical activities and exercise can help regulate sensory input and improve self-regulation. Consistent physical activity, or exercise, has improved attention and concentration in individuals with ASD. Exercise releases endorphins, which can enhance mood and cognitive functioning. Structured activities like yoga, dance, or martial arts can promote mindfulness and body awareness, improving focus. Group exercise and physical activities provide opportunities for social interaction and skill development. Team sports, group fitness classes, or structured playdates can help individuals with ASD practice social skills, such as cooperation, turn-taking, and communication, in a supportive and structured environment (Teh et al., 2022).
Engaging in physical activities can reduce challenging behaviors commonly associated with ASD, such as repetitive movements or outbursts. Regular exercise can help individuals with ASD release pent-up energy and frustration, leading to calmer behavior. Regular exercise contributes to overall physical health, including cardiovascular fitness, muscle strength, and coordination. These physical improvements can enhance an individual's ability to participate in daily activities and develop independence (Teh et al., 2022).
Some schools offer structured physical education programs tailored to students with special needs, including ASD. These programs may include adapted physical activities and sensory-friendly environments to ensure students with ASD can participate fully and comfortably (Teh et al., 2022).
While exercise and movement-based strategies benefit students with ASD, it is essential to consider each individual's preferences and sensitivities. What works best may vary from person to person. Collaboration between educators, physical therapists, and other professionals can help create and implement exercise and movement strategies that are appropriate and effective for each student's unique needs and abilities (Teh et al., 2022).
Instructional Strategy #2: (Self-Management)
Self-management is an evidence-based instructional strategy that can be highly effective for students with Autism Spectrum Disorder (ASD). This strategy helps students learn to independently regulate their behavior, emotions, and actions, which can improve their academic performance and social interactions (Biggs et al., 2015).
Self-management refers to the ability of an individual to independently monitor, evaluate, and modify their behavior to achieve specific goals. In the context of ASD, it involves teaching students to become more aware of their actions, make choices, and implement strategies to meet their academic and social objectives (Biggs et al., 2015).
Self-management includes three specific areas: self-monitoring, self-evaluation, and self-reinforcement. For self-monitoring, students are taught to observe and record their behavior. For instance, they may keep a journal, use a checklist, or use a visual schedule to track their tasks and actions. Self-evaluation involves students learning to assess their behavior against specific criteria or goals. They develop the ability to judge whether they are meeting their objectives. In self-reinforcement, students are taught to provide rewards or reinforcement when they meet their goals or exhibit desired behavior. These rewards can be intrinsic (e.g., a sense of accomplishment) or extrinsic (e.g., earning a small reward). The benefits of self-management include independence, goal attainment, improved self-awareness, reduced problem behaviors, and generalization of skills (Biggs et al., 2015).
Implementation of self-management involves teachers or specialists introducing the concept of self-management to the student explaining its purpose and benefits. Then, students work with teachers or therapists to identify specific goals they want to achieve. After goal setting, students learn to track their behavior and progress using charts, graphs, or checklists. After tracking their progress, they can assess their performance against their goals. Finally, students are taught to reward themselves when they meet their goals (Biggs et al., 2015).
Self-management is a valuable skill that can benefit students with ASD throughout their lives. Implementing this evidence-based instructional strategy with guidance from educators and specialists can help students with ASD develop greater self-control, independence, and success in various aspects of their lives (Biggs et al., 2015).
Instructional Strategy #3: (Visual Supports)
Visual supports are evidence-based instructional strategies that are highly effective for students with Autism Spectrum Disorder (ASD). These supports use visual aids to convey information, expectations, and structure, which can help individuals with ASD better understand and navigate their environment.
Visual supports encompass various tools and materials, such as schedules, cues, social stories, timetables, and visual aids. These tools provide visual information that complements or replaces verbal communication.
Visual supports help individuals with ASD process information more effectively by providing concrete and visual representations of concepts and expectations. Visual schedules and cues offer a structured and predictable environment, which can reduce anxiety and support smoother transitions between activities and routines. Visual supports aid communication and social interaction by offering a means to convey information or social scenarios more efficiently. These tools empower students to complete tasks and follow routines independently, as they can refer to visual cues to guide their actions. Visual supports can help reduce challenging behaviors by providing clarity and minimizing misunderstandings. Visual schedules can be adapted to accommodate changes in routines or unexpected events, allowing for flexibility while maintaining predictability (Kolpakova, 2016).
There are various types of visual supports. Visual schedules clearly outline daily activities and routines, allowing students to anticipate transitions and changes. Visual cues include symbols, pictures, or icons representing specific actions, instructions, or concepts. They help clarify expectations. Social stories use pictures and text to describe social situations, helping students with ASD understand and respond appropriately to social cues and expectations. Timetables display the sequence of activities or tasks for a specific period, helping students prepare for what is to come. Choice boards offer visual options for making choices, promoting independence and decision-making. These may include picture exchange systems (PECS) or Augmentative and Alternative Communication (AAC) devices, enabling non-verbal or minimally verbal students to communicate effectively (Kolpakova, 2016).
To implement visual supports, there should be collaboration with educators, speech therapists, and specialists to determine the most suitable visual supports for each student's needs. Visual supports should be introduced gradually, and instruction should be provided on how to use them effectively. Consistency in using visual supports across different settings and with different educators and caregivers should be ensured (Kolpakova, 2016).
Visual supports can significantly improve the learning experience and daily life of students with ASD by promoting understanding, predictability, and independence. These evidence-based strategies should be individualized to meet each student's unique requirements and preferences (Kolpakova, 2016).
How Each Instructional Strategy Can Be Implemented with Fidelity
Implementing evidence-based strategies such as exercise and movement, self-management, and visual supports with fidelity is crucial to ensure their effectiveness for students with Autism Spectrum Disorder (ASD). Some things that should be considered when implementing any instructional strategy with fidelity include professional guidance, individualized plans, structured schedules, clear instructions, a supportive environment, and progress monitoring. Most importantly, everyone supporting the individual should clearly understand what will happen, when, and how.
Implementing these strategies with fidelity may require ongoing training, collaboration with specialists, and regular monitoring and adjustment. It is essential to remember that individuals with ASD are unique, and strategies should be tailored to meet each individual's specific needs and preferences for the best results.
Conclusion
Educators are constantly searching for quality instructional strategies to enable students with learning difficulties such as Autism Spectrum Disorder (ASD) to succeed in the classroom and beyond. Evidence-based practices are based on rigorous research and effectively improve instructional strategies for individuals, particularly those on the spectrum. By using these strategies, educators can have confidence in using methods with a proven track record of success.
References
Biggs, E. E., & Carter, E. W. (2015). Quality of Life for Transition-Age Youth with Autism or
Intellectual Disability. Springer Science and Business Media LLC.
https://doi.org/10.1007/s10803-015-2563-x
Kolpakova, L. O. (2016). Visual Support in Children with Autism Spectrum Development as a
Tool for Changing Problem Behavior. Federal State-Financed Educational Institution of Higher Education Moscow State University of Psychology and Education. https://doi.org/10.17759/pse.2016210309
Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-Based
Practices in Interventions for Children and Youth with Autism Spectrum Disorders.
Informa UK Limited. https://doi.org/10.1080/10459881003785506
Teh, E. J., Vijayakumar, R., Tan, T. X. J., & Yap, M. J. (2022). Effects of Physical Exercise
Interventions on Stereotyped Motor Behaviours in Children with ASD: A Meta-Analysis.
Journal of Autism & Developmental Disorders, 52(7), 2934–2957. https://doi-org.umassglobal.idm.oclc.org/10.1007/s10803-021-05152-z
Communication & Language Strategies
Introduction
Educators are constantly searching for quality interventions to enable students with learning difficulties such as Autism Spectrum Disorder (ASD) to succeed in the classroom and beyond. Evidence-based practices are based on rigorous research and effectively improve communication and language skills in individuals, particularly those on the spectrum. By using these interventions, educators can have confidence in using methods with a proven track record of success. The following paper will review three communication and language evidence-based practices.
Communication and Language Evidence-Based Practice #1: (Augmented and Alternative Communication)
Augmentative and Alternative Communication (AAC) is an evidence-based practice used to support individuals with communication disorders or disabilities in expressing themselves effectively when they have difficulty using spoken language. AAC encompasses a range of strategies and tools designed to enhance or replace natural speech. (Peters et al., 2022)
This EBP includes a variety of methods and tools, such as communication boards, speech-generating devices, sign language, and picture exchange systems. The specific AAC method or tool chosen depends on the individual's needs, abilities, and preferences.
AAC interventions are considered evidence-based because a substantial body of research supports them and effectively improves communication outcomes for individuals with communication difficulties. Researchers and educators have conducted numerous studies to evaluate the impact of AAC interventions on communication skills and quality of life.
AAC is highly individualized, with interventions tailored to each person's unique needs and abilities. This personalized approach is crucial to the success of AAC interventions, as it ensures that the method chosen is the most appropriate for the individual's specific communication goals.
Many individuals who use AAC may use various communication methods, including gestures, speech, and AAC devices. The goal is to provide a comprehensive communication system allowing individuals to express themselves in multiple contexts. (Chavers et al., 2021)
Effective implementation of AAC often requires training and ongoing support for both the individual using AAC and their communication partners, such as family members, caregivers, and educators. Training helps ensure that everyone involved understands how to use the AAC system effectively. AAC interventions emphasize the importance of involving communication partners in the process. Communication partners are encouraged to provide support, respond to communication attempts, and create opportunities for the individual to use AAC. (Chavers et al., 2021)
AAC interventions also focus on supporting language development and growth. AAC users are encouraged to expand their vocabulary and use their communication systems to express various thoughts, needs, and emotions. Like other evidence-based practices, AAC involves data collection and progress monitoring to assess the effectiveness of the intervention. This data-driven approach helps educators and professionals make informed decisions about adjustments to the AAC system or strategies. AAC promotes inclusion by enabling individuals with communication challenges to participate more fully in social, educational, and community activities. It helps break down communication barriers and fosters greater independence.
Overall, evidence-based AAC practices are a vital resource for individuals with communication disorders or disabilities, as they offer a structured, researched-based approach to improving communication and the overall quality of life for those who use AAC systems. These practices empower individuals to communicate effectively and participate more fully in their communities. (Peters et al., 2022)
Communication and Language Evidence-Based Practice #2: (Prompting)
Prompts are vital to evidence-based practices, including education, speech therapy, and applied behavior analysis (ABA). Prompts help individuals acquire new skills, develop independence, and improve their abilities. A prompt is a cue, hint, or assistance provided to an individual to help them perform a specific task or behavior. The goal of prompting is to guide the individual toward the correct response and facilitate learning. (Neitzel & Wolery, 2009)
There are various types of prompts. There are verbal, visual, physical, modeling, and textual prompts and multiple ways to use them. For example, Least-to-Most Prompting is an evidence-based prompting hierarchy where prompts are initially provided at the least intrusive level, and only if necessary, they increase in intensity or intrusiveness. This approach ensures that individuals can respond independently before more assistance is provided.
Prompt Fading is an essential aspect of prompting, gradually reducing or fading the prompts as the individual becomes more proficient in the targeted skill. Prompt fading involves decreasing the level of assistance over time to promote independent performance. (Neitzel & Wolery, 2009)
In errorless learning, prompts are used to ensure that the individual makes correct responses from the beginning, minimizing the occurrence of errors. This strategy can be highly effective for individuals with difficulty correcting mistakes. Prompt delay involves introducing a delay between the presentation of the instruction or cue and the prompt. This delay encourages individuals to rely on their memory and problem-solving skills before receiving assistance.
Collecting data on using prompts and the individual's responses is essential to evidence-based prompting practices. Data help track progress and determine when and how to adjust prompting strategies. Prompting strategies should be individualized based on the person's needs, abilities, and preferences. What works for one individual may not work for another, so it is essential to tailor prompts to specific learners. Prompts should be designed to promote generalization, meaning students are able to apply the skills they have learned in various settings and situations. Maintenance strategies help ensure that the skills are used and developed over time. (Neitzel & Wolery, 2009)
Evidence-based prompting practices are essential for educators, therapists, and caregivers working with individuals learning new skills or overcoming challenges. Professionals can support skill development and enhance learning by using effective prompting techniques and individualizing their approach. (Neitzel & Wolery, 2009)
Communication and Language Evidence-Based Practice #1: (Time Delay)
Time Delay is an evidence-based practice used in various educational and therapeutic settings. It is a systematic instructional strategy designed to promote skills acquisition in individuals on the spectrum. Time Delay is a teaching procedure in which a prompt (a cue or assistance) is intentionally delayed for a set amount of time after giving an instruction or presenting a question. The delay allows the learner to respond independently before receiving any assistance. (Neitzel, 2009)
Time delay encourages learners to initiate responses independently and minimizes reliance on prompts or assistance. It helps establish a stronger connection between the instruction or question and the learner's answer, enhancing the individual's understanding of the task. If a learner does not respond correctly during the initial delay, it allows immediate correction and reinforcement once the prompt is provided. (Neitzel, 2009)
There are various types of time delays that can be used. In constant time delay, the time delay between the instruction and prompt remains consistent across trials. For example, a teacher might wait three seconds after asking a question before providing a prompt. In progressive time delay, the delay duration gradually increases across trials. The goal is to fade the prompt over time as the learner becomes more proficient with the skill. Time delay can be used within a least-to-most prompting hierarchy, starting with the least intrusive prompt and increasing the delay if necessary. (Neitzel, 2009)
The Time Delay strategy can be used in several areas, including language and communication. Time delay is often used in speech therapy and language intervention to help individuals learn new vocabulary, answer questions, or express themselves.
Like other evidence-based practices, time delay involves data collection to track the learner's progress, measure response accuracy, and adjust the time delay duration as needed. Time delay should be tailored to the individual's specific needs and abilities. The delay's length and the prompt type may vary based on the learner's skill level. Time delay aims to facilitate skill generalization, enabling learners to use their skills in different settings and with various people. Maintenance strategies ensure that the acquired skills are retained over time.
Time delay is a valuable evidence-based practice supporting skill acquisition, independence, and effective learning. When applied appropriately and systematically, time delay can be a powerful tool for educators, therapists, and caregivers working with individuals learning new skills or overcoming challenges. (Neitzel, 2009)
Conclusion
Evidence-based practices are based on rigorous research and effectively improve communication and language skills in individuals, particularly those on the spectrum. By using these interventions, educators can have confidence in using methods with a proven track record of success. Educators should use evidence-based communication and language interventions because they are grounded in research, effective, and aligned with ethical principles. By doing so, educators can provide the best possible support for their students and enhance their professional practice.
References
Chavers, T. N., Morris, M., Schlosser, R. W., & Koul, R. (2021). Effects of a systematic augmentative and
alternative communication intervention using a speech-generating device on multistep requesting and generic small talk for children with severe autism spectrum disorder. American Journal of Speech-Language Pathology, 30(6), 2476–2491.
Neitzel, J. (2009). Overview of time delay. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina.
Neitzel, J., & Wolery, M. (2009). Overview of prompting. Chapel Hill, NC: The National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina
Peters, B., Eddy, B., Galvin-McLaughlin, D., Betz, G., Oken, B., & Fried-Oken, M. (2022). A systematic review of research on augmentative and alternative communication brain-computer interface systems for individuals with disabilities. Frontiers in Human Neuroscience, 16. https://doi-org.umassglobal.idm.oclc.org/10.3389/fnhum.2022.952380
Introduction
Educators are constantly searching for quality interventions to enable students with learning difficulties such as Autism Spectrum Disorder (ASD) to succeed in the classroom and beyond. Evidence-based practices are based on rigorous research and effectively improve communication and language skills in individuals, particularly those on the spectrum. By using these interventions, educators can have confidence in using methods with a proven track record of success. The following paper will review three communication and language evidence-based practices.
Communication and Language Evidence-Based Practice #1: (Augmented and Alternative Communication)
Augmentative and Alternative Communication (AAC) is an evidence-based practice used to support individuals with communication disorders or disabilities in expressing themselves effectively when they have difficulty using spoken language. AAC encompasses a range of strategies and tools designed to enhance or replace natural speech. (Peters et al., 2022)
This EBP includes a variety of methods and tools, such as communication boards, speech-generating devices, sign language, and picture exchange systems. The specific AAC method or tool chosen depends on the individual's needs, abilities, and preferences.
AAC interventions are considered evidence-based because a substantial body of research supports them and effectively improves communication outcomes for individuals with communication difficulties. Researchers and educators have conducted numerous studies to evaluate the impact of AAC interventions on communication skills and quality of life.
AAC is highly individualized, with interventions tailored to each person's unique needs and abilities. This personalized approach is crucial to the success of AAC interventions, as it ensures that the method chosen is the most appropriate for the individual's specific communication goals.
Many individuals who use AAC may use various communication methods, including gestures, speech, and AAC devices. The goal is to provide a comprehensive communication system allowing individuals to express themselves in multiple contexts. (Chavers et al., 2021)
Effective implementation of AAC often requires training and ongoing support for both the individual using AAC and their communication partners, such as family members, caregivers, and educators. Training helps ensure that everyone involved understands how to use the AAC system effectively. AAC interventions emphasize the importance of involving communication partners in the process. Communication partners are encouraged to provide support, respond to communication attempts, and create opportunities for the individual to use AAC. (Chavers et al., 2021)
AAC interventions also focus on supporting language development and growth. AAC users are encouraged to expand their vocabulary and use their communication systems to express various thoughts, needs, and emotions. Like other evidence-based practices, AAC involves data collection and progress monitoring to assess the effectiveness of the intervention. This data-driven approach helps educators and professionals make informed decisions about adjustments to the AAC system or strategies. AAC promotes inclusion by enabling individuals with communication challenges to participate more fully in social, educational, and community activities. It helps break down communication barriers and fosters greater independence.
Overall, evidence-based AAC practices are a vital resource for individuals with communication disorders or disabilities, as they offer a structured, researched-based approach to improving communication and the overall quality of life for those who use AAC systems. These practices empower individuals to communicate effectively and participate more fully in their communities. (Peters et al., 2022)
Communication and Language Evidence-Based Practice #2: (Prompting)
Prompts are vital to evidence-based practices, including education, speech therapy, and applied behavior analysis (ABA). Prompts help individuals acquire new skills, develop independence, and improve their abilities. A prompt is a cue, hint, or assistance provided to an individual to help them perform a specific task or behavior. The goal of prompting is to guide the individual toward the correct response and facilitate learning. (Neitzel & Wolery, 2009)
There are various types of prompts. There are verbal, visual, physical, modeling, and textual prompts and multiple ways to use them. For example, Least-to-Most Prompting is an evidence-based prompting hierarchy where prompts are initially provided at the least intrusive level, and only if necessary, they increase in intensity or intrusiveness. This approach ensures that individuals can respond independently before more assistance is provided.
Prompt Fading is an essential aspect of prompting, gradually reducing or fading the prompts as the individual becomes more proficient in the targeted skill. Prompt fading involves decreasing the level of assistance over time to promote independent performance. (Neitzel & Wolery, 2009)
In errorless learning, prompts are used to ensure that the individual makes correct responses from the beginning, minimizing the occurrence of errors. This strategy can be highly effective for individuals with difficulty correcting mistakes. Prompt delay involves introducing a delay between the presentation of the instruction or cue and the prompt. This delay encourages individuals to rely on their memory and problem-solving skills before receiving assistance.
Collecting data on using prompts and the individual's responses is essential to evidence-based prompting practices. Data help track progress and determine when and how to adjust prompting strategies. Prompting strategies should be individualized based on the person's needs, abilities, and preferences. What works for one individual may not work for another, so it is essential to tailor prompts to specific learners. Prompts should be designed to promote generalization, meaning students are able to apply the skills they have learned in various settings and situations. Maintenance strategies help ensure that the skills are used and developed over time. (Neitzel & Wolery, 2009)
Evidence-based prompting practices are essential for educators, therapists, and caregivers working with individuals learning new skills or overcoming challenges. Professionals can support skill development and enhance learning by using effective prompting techniques and individualizing their approach. (Neitzel & Wolery, 2009)
Communication and Language Evidence-Based Practice #1: (Time Delay)
Time Delay is an evidence-based practice used in various educational and therapeutic settings. It is a systematic instructional strategy designed to promote skills acquisition in individuals on the spectrum. Time Delay is a teaching procedure in which a prompt (a cue or assistance) is intentionally delayed for a set amount of time after giving an instruction or presenting a question. The delay allows the learner to respond independently before receiving any assistance. (Neitzel, 2009)
Time delay encourages learners to initiate responses independently and minimizes reliance on prompts or assistance. It helps establish a stronger connection between the instruction or question and the learner's answer, enhancing the individual's understanding of the task. If a learner does not respond correctly during the initial delay, it allows immediate correction and reinforcement once the prompt is provided. (Neitzel, 2009)
There are various types of time delays that can be used. In constant time delay, the time delay between the instruction and prompt remains consistent across trials. For example, a teacher might wait three seconds after asking a question before providing a prompt. In progressive time delay, the delay duration gradually increases across trials. The goal is to fade the prompt over time as the learner becomes more proficient with the skill. Time delay can be used within a least-to-most prompting hierarchy, starting with the least intrusive prompt and increasing the delay if necessary. (Neitzel, 2009)
The Time Delay strategy can be used in several areas, including language and communication. Time delay is often used in speech therapy and language intervention to help individuals learn new vocabulary, answer questions, or express themselves.
Like other evidence-based practices, time delay involves data collection to track the learner's progress, measure response accuracy, and adjust the time delay duration as needed. Time delay should be tailored to the individual's specific needs and abilities. The delay's length and the prompt type may vary based on the learner's skill level. Time delay aims to facilitate skill generalization, enabling learners to use their skills in different settings and with various people. Maintenance strategies ensure that the acquired skills are retained over time.
Time delay is a valuable evidence-based practice supporting skill acquisition, independence, and effective learning. When applied appropriately and systematically, time delay can be a powerful tool for educators, therapists, and caregivers working with individuals learning new skills or overcoming challenges. (Neitzel, 2009)
Conclusion
Evidence-based practices are based on rigorous research and effectively improve communication and language skills in individuals, particularly those on the spectrum. By using these interventions, educators can have confidence in using methods with a proven track record of success. Educators should use evidence-based communication and language interventions because they are grounded in research, effective, and aligned with ethical principles. By doing so, educators can provide the best possible support for their students and enhance their professional practice.
References
Chavers, T. N., Morris, M., Schlosser, R. W., & Koul, R. (2021). Effects of a systematic augmentative and
alternative communication intervention using a speech-generating device on multistep requesting and generic small talk for children with severe autism spectrum disorder. American Journal of Speech-Language Pathology, 30(6), 2476–2491.
Neitzel, J. (2009). Overview of time delay. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina.
Neitzel, J., & Wolery, M. (2009). Overview of prompting. Chapel Hill, NC: The National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina
Peters, B., Eddy, B., Galvin-McLaughlin, D., Betz, G., Oken, B., & Fried-Oken, M. (2022). A systematic review of research on augmentative and alternative communication brain-computer interface systems for individuals with disabilities. Frontiers in Human Neuroscience, 16. https://doi-org.umassglobal.idm.oclc.org/10.3389/fnhum.2022.952380