Running head: EVIDENCE BASED PRACTICE 1

Evidence Based Practice for Individuals with

Autism Spectrum Disorder

Jasmina R. Brio

Brandman University
Running head: EVIDENCE BASED PRACTICE 1

When teaching learners with Autism Spectrum Disorder (ASD), it is best practice to use

intervention strategies that are considered evidence based- practice (EBP). Dr. David Sackett,

described EBP as the conscientious, explicit and judicious use of current best evidence in

making decisions about the care of the individual patient. It means integrating individual clinical

expertise with the best available external clinical evidence from systematic research. (Sackett et

al., 2000, p.1).

When working with learners of Autism Spectrum Disorder, some of the disruptive

behaviors can be seen as tantrums, screaming, aggression, or even repetitive behaviors. One

approach of addressing these behaviors is the through Evidence based practice (EBP) such as

differential reinforcement (DR). The goal of using DR is to reinforce a particular behavior, or to

replace it with an alternating behavior. For example, instead of yelling, the student will sing

aloud. It will be important to collect some information such as describing what the behavior

looks like, timing the duration, frequency, and the level of intensity. Collecting data will be very

beneficial to see if there are any patterns of the occurrences and see if growth has been made.

(Bogin & Sullivan, 2009). Another EBP practice when working with undesired behaviors is to

use the extinction approach (EA). Extinction is a strategy based on applied behavior analysis

that is used to reduce or eliminate unwanted behavior. Extinction involves withdrawing or

terminating the positive reinforce that maintains an inappropriate interfering behavior (Bogin &

Sullivan, 2010). Just like differential reinforcements, there needs to be a collection of data that

helps determine an action plan. Extinction might look like ignoring a behavior, removing

reinforcing items activities, disallowing escape from non-preferred situations, or preventing

sensory feedback from occurring. For example, a student might yell out to get teachers attention

and the teacher uses her planned ignoring tactic.

Running head: EVIDENCE BASED PRACTICE 1

A few EBP can be used to help with the social characteristics of individuals with ASD.

The first is called Naturalistic Intervention (NI). It is designed to work in daily routines

throughout the day because it builds on communication and social skills. NI is a collection of

practices including environmental arrangement, interaction techniques, and strategies based on

applied behavior analysis principles. These practices are designed to encourage specific target

behaviors based on learners interests by building more complex skills that are naturally

reinforcing and appropriate to the interaction (Franzone, 2009). It is important to always be

specific on the skill that is at hand. For example, if the general goal were to have someone

increase their vocabulary, the target behavior would then be to have the student use proper

pronouns during conversation. Another EBP is using parent-implemented intervention. Through

parent training programs, parents learn to use individualized intervention strategies to help the

child learn positive learning opportunities and important skills. Target areas are ones where the

childs behaviors affect family functioning. Parent implemented intervention is designed to help

in many areas such as communication, social skills, play, and cognitive performances. Parents

are monitored and given feedback, while working with the child. Sometimes modeling and role-

playing may help the parents gain more experience and confidence (Hendricks, 2009).

Another EBP to use in helping build communication is Pivotal Response Training (PRT).

PRT can be implemented in a variety of natural settings such as school, home, and community.

PRT is a method of systematically applying the scientific principles of applied behavior analysis

(ABA) to teach learners with autism spectrum disorders (ASD) functional social-communicative

and adaptive behaviors within a naturalistic teaching format. PRT builds on learner initiative and

interests, and it is particularly effective for developing communication, language, play, and

social behaviors (Vismara & Bogin, 2009).

Running head: EVIDENCE BASED PRACTICE 1

Computer-aided instruction (CAI) is EBP that helps teach academic skills and helps

communication and language developing skills (Collet- Klingenberg, 2009). It is primarily used

in a school setting but can be extended to other environments. The first step is identifying the

skills or behavior you want to teach through computer use. It is important to use the correct

software that will be appropriate for the learner. Collecting data will ensure that the learner

knows how to use the software and is appropriate to their needs. Speech generating devices

(SGD) is EBP that assist those with limited to non-verbal speech. SGD electronic devices are

portable and can produce either synthetic or digital speech for the user (Franzone & Collet-

Klingenberg, 2008). The vocabulary should be age appropriate as well as meaningful. Evidence

based research also suggest that video modeling can help with learning a skill or a desired

learning target. The learner can watch the desired behavior many times and at own speed. The

intervention can target areas such as communication, socially, academic, and cognitively.

Individuals with ASD have a wide range of abilities as well as disabilities. Emphasis on

evidence- based research helps to ensure that individuals with ASD receive intervention services

that can produce positive outcomes.

Running head: EVIDENCE BASED PRACTICE 1

References

Bogin, J., & Sullivan, L. (2009). Overview of differential reinforcement of other behaviors.

Sacramento, CA: The National Professional Development Center on Autism Spectrum

Disorders, M.I.N.D. Institute, University of California at Davis School of Medicine.

Collet- Klingenberg, L. (2009). Overview of computer- aided instruction. Madison, WI: The

National Professional Development Center on Autism Spectrum Disorders, Waisman

Center, the University of Wisconsin.

Franzone, E. (2009). Overview of naturalistic Intervention. Madison, WI: National Professional

Development Center on Autism Spectrum Disorders, Waisman Center, University of

Wisconsin.

Franzone, E., & Collet-Klingenberg, L. (2008). Overview of speech generating devices for

children and youth with autism spectrum disorders. Madison, WI: The National

Professional Development Center on Autism Spectrum Disorders, Waisman Center,

University of Wisconsin.

Franzone, E., & Collet- Klingenberg, L. (2008). Overview of video modeling Madison, WI: The

National Professional Development Center on Autism Spectrum Disorders, Waisman

Center, University of Wisconsin.

Hendricks, D.R. (2009). Overview of parent-implemented intervention. Chapel Hill, NC: The

National Professional Development Center on ASD, Frank Porter Graham Child

Development Institute, University of North Carolina.

Sackett D et al. Evidence-Based Medicine: How to Practice and Teach EBM, 2nd edition.

Churchill Livingstone, Edinburgh, 2000, p.1

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Vismara, L.A., & Bogin, J. (2009). Steps for implementation: Pivotal response training.

Sacramento, CA: The National Professional Development Center on Autism Spectrum

Disorders, the M.I.N.D. Institute, the University of California at Davis School of

Medicine.
Running head: EVIDENCE BASED PRACTICE 1