Teaching Students With ASD Using Evidence-Based Practices

Abstract

Given the growing numbers of students identified with autism, educators need an understanding of evidence-based practices (EBPs) to meet these student’s individual educational goals. EBPs are defined often as instructional strategies, interventions, or teaching programs that result in consistent positive student outcomes. Educator’s use of EBPs has been shown to improve the learning outcomes of students with disabilities. It is imperative that educators understand how to select and implement such practices with students in their classrooms and continuously monitor the progress of their students. Recently, two major resources that classify EBPs for students with autism spectrum disorders (ASD) are available for review. This introduction to the special issue provides a review of EBPs specific to the education of students identified with autism as well as discusses the current resources available to educators who are in classrooms supporting students with autism. Recommendations for how best to prepare educators to use EBPs are provided.

Teachers' Knowledge and Use of Evidenced-Based Practices for Students With Autism Spectrum Disorder in Saudi Arabia

“…Didactic training could help spread information but may not lead to using that information (Morrier et al, 2011 ). Training teachers to use EBPs should advance beyond didactic instruction, to emphasize practicing EBPs inside the classroom and provide feedback on their implementation (Marder and deBettencourt, 2015 ). The programs should include hands-on activities and opportunities to practice and receive feedback from an expert coach or supervisor in the use of EBPs.…”

“…The research has emphasized using evidence-based practices (EBPs; Odom et al, 2013 ; Wong et al, 2015 ) to meet the significant needs of students with ASD in inclusive classrooms (Marder and deBettencourt, 2015 ). Research has indicated that a teacher's use of EBPs can significantly improve the outcomes of students with ASD and the lives of their families (Cook and Odom, 2013 ; Alexander et al, 2015 ; Marder and deBettencourt, 2015 ).…”

“…The research has emphasized using evidence-based practices (EBPs; Odom et al, 2013 ; Wong et al, 2015 ) to meet the significant needs of students with ASD in inclusive classrooms (Marder and deBettencourt, 2015 ). Research has indicated that a teacher's use of EBPs can significantly improve the outcomes of students with ASD and the lives of their families (Cook and Odom, 2013 ; Alexander et al, 2015 ; Marder and deBettencourt, 2015 ). In addition, legal requirements (e.g., the Individuals with Disabilities Education Improvement Act, 2004 and the Every Student Succeeds Act, 2015) require teachers to use EBPs to fulfill the needs of students with disabilities (Lauderdale-Littin and Brennan, 2018 ; Spooner et al, 2019 ).…”

“…This effort has resulted in EBPs being a common term in special education (Cook et al, 2012 ). EPBs are defined as teaching programs, instructional strategies, or interventions supported by experimental research and professional wisdom that result in consistent positive outcomes in students (Burns and Ysseldyke, 2009 ; Marder and deBettencourt, 2015 ; Beam and Mueller, 2017 ). However, research has revealed that non-EBPs are being used by professionals in the field of special education despite an increase in the number of EBPs (Hess et al, 2008 ; Paynter and Keen, 2015 ).…”

“…Teachers require adequate knowledge of EBPs and the skills necessary to implement them with their students (Marder and deBettencourt, 2015 ). Researchers have suggested several rationales for using EBPs with students with ASD, for example, the increasing number of students with ASD in schools, risks associated with disappointing outcomes for students with ASD and their families, and the history of non-EBPs that have been offered to the public (Marder and deBettencourt, 2015 ). Almost two decades have passed since the beginning of the EBP movement in the field of special education.…”