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

Autor/inn/en	Odom, Samuel L.; Collet-Klingenberg, Lana; Rogers, Sally J.; Hatton, Deborah D.
Titel	Evidence-Based Practices in Interventions for Children and Youth with Autism Spectrum Disorders
Quelle	In: Preventing School Failure, 54 (2010) 4, S.275-282 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	Autism; Intervention; Pervasive Developmental Disorders; Literature Reviews; Research; Children; Infants; Youth; Behavior Modification; Research Design; Prompting; Reinforcement; Delay of Gratification; Computer Assisted Instruction; Parent Participation; Peer Influence; Pictorial Stimuli; Augmentative and Alternative Communication; Responses; Functional Behavioral Assessment; Environmental Influences; Communication Skills; Self Control; Social Development; Video Technology; Role Models; Visual Stimuli + Suchen Sie Ihr Suchwort? Autismus; Forschung; Child; Kind; Kinder; Infant; Toddler; Toddlers; Kleinkind; Jugend; Jugendlicher; Jugendalter; Behaviour modification; Verhaltensänderung; Forschungsdesign; Benutzerführung; Positive Verstärkung; Computer based training; Computerunterstützter Unterricht; Elternmitwirkung; Fantasieanregung; Environmental influence; Umwelteinfluss; Kommunikationsstil; Selbstbeherrschung; Soziale Entwicklung; Identifikationsfigur
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. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10