School‐Based Programs

Social Validation of Evidence-Based Practices in Autism by Parents, Teachers, and Administrators

“…It is also important to note that several interventions in the bottom quartile are typically associated with Applied Behavior Analysis (ABA) practices (e.g., the use of prompting, modeling, extinction, and discrete teaching trials). Given the general belief that ABA strategies are considered to be best practices in autism programming (e.g., see Arick et al 2005;Maurice et al 1996;Scheuermann and Webber 2002) this result might indicate a social validation disconnect between research, training, and practice (nevertheless, even the lowest rated items received mean scores reflecting relatively high levels of social validity). Other low rated interventions included the use of art and music, collaborative learning, self-management, and technology, among others.…”

“…Worse, they may continue to implement unproven or less effective strategies. In addition, the existing lack of agreement between many parents and school personnel about what constitutes appropriate programming in autism classrooms (Arick et al 2005;Yell et al 2003) could continue to impede successful collaboration. Without research clearly identifying empirically and socially valid practices in autism, the progress and outcomes of students with autism on important school, home, and community goals, and ultimately, their overall quality of life, will continue to be severely and negatively impacted.…”

ABA Versus TEACCH: The Case for Defining and Validating Comprehensive Treatment Models in Autism

“…Likewise, Odom et al (2008) conclude that ''a great need exists for efficacy trials for most comprehensive treatment models [CTMs]'' and that ''some CTMs have a strong record of research on focused interventions that are features of their comprehensive model'' (poster presentation). Others (e.g., Arick et al 2005) have conducted preliminary outcomes studies which have identified positive results in a variety of key areas (e.g., social interaction, expressive speech, and use of language concepts). But more is needed.…”

Quality of Life and Physical Well-Being in People with ASDs

“…Some of them may feel panic, for example, if they experience certain noises, touch, certain smells or combinations of stimuli they find too much for them. On the other hand, limited communication competences, the constant need to adapt to social demands and rules they don't understand, the perception of being different and limited social relations may cause persons who are less affected by such disorders to experience high levels of anxiety and stress and considerably diminish their emotional and physical well-being (Arick, et al, 2005). Each person must be assessed individually to detect the possible stressful stimuli or situations.…”

“…Two other important strategies are having the adult look out for subtle signs of discomfort and doing work on expressive communication. Arick et al (2005) made some concrete proposals for reducing stress in high-functioning children in a school setting: identifying one person as a reference and support figure to whom they can turn whenever they need to and who routinely makes sure to ask them how they are, as many persons with ASDs may have difficulty in recognising and expressing their fears and anxieties; making agreed plans for temporary "escape" from the classroom when they cannot stand the stress; combining, in daily life, more demanding activities of limited duration with others more to the child's liking and with a positive value, and allowing "time-outs" in between activities to do relaxing activities, such as wandering around the classroom for a little while, going into another room to be alone for a few minutes or playing with an anti-stress ball. Other strategies that work for some people with ASDs are routinely doing physical exercise (Grandin, 1992) and occupational therapy focusing on sensory integration (Myles et al, 2000).…”