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

Odom, Samuel L.; Collet-Klingenberg, Lana; Rogers, Sally J.; Hatton, Deborah D.

doi:10.1080/10459881003785506

Cited by 408 publications

(298 citation statements)

References 15 publications

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“…Several instructional strategies and methods can be mentioned from the relevant literature, conducted with the purpose of presenting effective instruction to children with autism spectrum disorders. One of these methods is modeling (NAC, 2009;Odom, Collet-Klingenberg, Rogers and Hatton, 2010).…”

Section: Resultsmentioning

confidence: 99%

Otizmli çocukların eğitiminde yeni eğilimler: videoyla kendine model olma ve etkileri

Akmanoğlu¹,

Kurnaz²

2014

Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi

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Section: Resultsmentioning

confidence: 99%

Otizmli çocukların eğitiminde yeni eğilimler: videoyla kendine model olma ve etkileri

Akmanoğlu¹,

Kurnaz²

2014

Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi

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“…Furthermore, to assist in enhancing the quality of special education services for children and teenagers with ASD, much work has gone into identifying EBPs (National Autism Center, 2009;Odom, Collet-Klingenberg, Rogers, & Hatton, 2010). The resources for determining best practices in autism are more complete and accessible than in previous years, however, educators face the challenge of being able to accurately identify those evidence-based practices and then replicate the strategies in the classroom and other educational settings (Stansberry-Brusnahan& Collet-Klingenberg, 2010).…”

Section: A New Prospect: Evidence -Based Practice For Asd Students Inmentioning

confidence: 99%

“…Story-based intercession is gotten from a trade-marked program, Carol Gray's Social Stories (Gray, 2004).As recognized in a sharp analysis, the main normal component of every one of the 11 of these things is that each is involved mediation strategies or blends that appear to share center characteristic features (NAC, 2009). An evidence-based practice can be defined as an instructional strategy, intervention, or teaching program that has resulted in consistent positive results when experimentally tested (Mesibov&Shea, 2011;Simpson, 2005).The usage of astounding exploration is required all together for mediation methodologies to be considered an evidence-based practice (Odom, Collet-Klingenberg, Rogers, & Hatton, 2010). In addition to, further define -quality‖ as research that incorporates experimental, quasi-experimental, or single-subject research designs; is replicated multiple times, and is published in peer reviewed professional journals (Boutot and Myles,2011).…”

Section: A New Prospect: Evidence -Based Practice For Asd Students Inmentioning

confidence: 99%

Evidence-Based Practice: Inclusive Education for the Effective Implementation for Children With Autism

Ozel¹

2017

International Conference on Education

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Interventions for autism are increasing being held to standards such as ‗evidence-based practice' in psychology and ‗scientifically-based re-search' in education. At the factor when these ideas rose with regards to psychotherapy and regular education, they brought on substantial debate. Evidence-based practices (EBPs) are the premise on which educators and other specialist coops are required to outline educational programs for students with autism spectrum disorders (ASD). Inclusive education as a late modernity reform project is exemplified in the call for ‗Education for All'. Despite the simplicity of its message, inclusion is highly debatable. General education teachers have differing views about the inclusion of students with ASD in mainstream class-rooms. However, the type and severity of the Autistic children's affect teachers' willingness to accommodate certain students and their confidence that they will effectively manage their classrooms. The Implementation science guides the movement of innovations, such as transforming evidence-based practices for students with ASD into regular practices at school. This article is presented as an inclusive educational model to build systems of professional development that increase the quality of services and promote teachers' use of evidence-based practices. Further, it is proposed that the ASD community align with the greater inclusive education reform movement.

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“…Focused interventions are defined as being developed to be used in order to achieve specific behavioral or developmental goals. Comprehensive interventions can be defined as interventions making extensive impact on core deficits defining autism (Odom, Collet-Klingenberg et al, 2010). In accordance with progress in education, comprehensive interventions creating extensive and significant positive outcomes in lives of individuals with autism has come to prominence.…”

Section: Extended Summary Comprehensive Interventions For Individualsmentioning

confidence: 99%

Otizm Spektrum Bozukluğu Olan Bireylere Yönelik Kapsamlı Uygulamalar

Kurt

Yurtçu

2017

Sakarya University Journal of Education

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Öz. Tüm dünyada farklı disiplinlerden çok sayıda uzmanın çalıştığı otizm alanında en etkili uygulamaların eğitsel nitelikli çalışmalarla gerçekleştirilebildiği görülmektedir. Otizm spektrum bozukluğu olan bireyler için sunulan eğitim uygulamaları odaklanmış uygulamalar ve kapsamlı uygulamalar olarak sınıflandırılmaktadır. Kapsamlı uygulamalar otizmin tüm yetersizlik alanlarında geniş çaplı etkiler yaratmak amacıyla geliştirilmiş uygulamalardır. Bu çalışmada otizm alanında kullanılan kapsamlı uygulamalar arasında yer alan erken ve yoğun davranışsal eğitim (EYDE), Denver erken başlama modeli (ESDM), TEACCH, duyusal bütünleştirme terapisi (DBT), etkileşimsel oyun terapisi (Floortime/DIR), ilişki geliştirme uygulaması (RDI) ve temel tepki öğretimine (TTÖ) ilişkin açıklamalara yer verilmiştir. Kapsamlı uygulamalara ilişkin açıklamalar sırasında, uygulamalara zemin hazırlayan yaklaşımlar, uygulama ortamları, uygulama süreci ve bu süreçte kullanılan yöntemler ve uygulama sürecinde yer alan kişiler gibi bilgilere yer verilmiş; ardından, bu uygulamalara ilişkin araştırma desteği Eikeseth ve Klintwall (2014) Abstract. Despite the fact that numerous professionals in various disciplines work on autism spectrum disorder, the most remarkable progress in research related to this field has occured in educational interventions. Educational interventions for individuals with autism spectrum disorder are classified as focused intervetions and comprehensive interventions. Comprehensive interventions are developed to bring about extensive effects on core deficits defining autism spectrum disorder. In this study, certain comprehensive interventions, namely early intensive behavioral intervention (EIBI), early start Denver model (ESDM), TEACCH, sensory integration therapy (SIT), floortime/developmental individual differences relationship based model (DIR), relationship development intervention (RDI) and pivotal response treatment (PRT) are explained. With the aim of explaining these interventions, information about their main features such as theoretical background, settings, implementation process, methods and professionalsare provided. Moreover, outcome studies related to these interventions in terms of their scientific merit are presented based on the review conducted by Eikeseth and Klintwall (2014).

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

Cited by 408 publications

References 15 publications

Otizmli çocukların eğitiminde yeni eğilimler: videoyla kendine model olma ve etkileri

Otizmli çocukların eğitiminde yeni eğilimler: videoyla kendine model olma ve etkileri

Evidence-Based Practice: Inclusive Education for the Effective Implementation for Children With Autism

Otizm Spektrum Bozukluğu Olan Bireylere Yönelik Kapsamlı Uygulamalar

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