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Evidence-based practice (EBP), which was originally derived from the natural sciences, has its roots in evidence-based medicine (EBM).

It's been used in a variety of sectors, including special education and related clinical health care professions for people with disabilities.

It is said to refer to any activity that has been proven to be successful through scientific research that meets the criteria.

The increase in the number of people diagnosed with ASD has had a significant impact on educational and clinical practice.

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1. Individualized supports and services

2. Systematic, carefully planned instruction

3. Comprehensible and structured learning environments

4. Specialized curricula focused on core challenges (social/ communication)

5. Functional approach to problem behavior

6. Family involvement

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The term "pervasive developmental disorder" was replaced with "autism spectrum disorder"

Rett's disorder, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PPD-NOS), and Asperger's disorder are all classified as ASD, with particular information on the level of expression being more accurate and consistent with research.

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Current diagnostic criteria of ASD & Severity Scales in DSM 5

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Persistent deficits in social communication and social interactions across multiple contexts

Restricted, repetitive patterns of behavior, interests, or activities

The symptoms are present in the early developmental period

Cause clinically significant impairments in social, occupational, or other important areas of current functioning

These disturbances are not better explained y intellectual disability or global developmental delay. Social communication should be below that expected for the general developmental level.

Severity Scales

Level 3: "Requiring very substantial support" Deficits in verbal/nonverbal communication, limited social interactions, and minimal responsiveness to social overtures necessitate a lot of help. Extremely difficult to cope with change, especially when shifting focus.

Level 2: "Requiring substantial support" Even when support is provided, there are significant difficulties in verbal/nonverbal communication and social impairments. Reduced responses to social overtures and limited beginning of social interactions. Has a hard time coping with change, exhibits behaviors that are visible to the average person, and has trouble shifting attention.

Level 1: "Requiring support" Their social communication difficulties generate noticeable impairments if they are not supported. Having trouble initiating social connections, as well as evident evidence of unusual responses to others' social overtures. Social interactions may be less appealing. Switching between activities may be difficult, organizational and planning issues may limit independence, and behavioral inflexibility may create severe interference with functions in one or more contexts.

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Level 1 ASD is currently classified in the DSM-5 as having average to high intelligence, severely impaired social interaction, and repetitive behavior or hobbies. Has been around for over two decades, hasn't gone away, only has a new diagnostic term — ASD Level 1 — yet most parents, teachers, and therapists will use the term Asperger Syndrome so that the general public understands it.

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Impaired Theory of Mind - Recognize and comprehend other people's thoughts, beliefs, desires, and intentions in order to make sense of their actions and predict what they will do next.

Weak Central Coherence - Perceiving and comprehending the big picture is difficult. Because a child with autism can get fascinated with detail, it may be difficult to complete activities on time.

Impaired Executive Function - Organizational and planning activities, working memory, inhibition and impulse control, time management and prioritization, and the use of new tactics are all examples of organizational and planning activities. These functions are difficult for children with ASD, and they may act impulsively in class when asked questions or feel overwhelmed.

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Julianna communicates with motions and signals because she is nonverbal. She possesses far more knowledge than she can impart. She is described as intelligent and capable of picking up on cues quickly.
Logan is a verbal person who can voice his desires and dissatisfactions at any time. He is in a regular classroom, but he requires the assistance of an aide during the school day. During recess, his social disability is more apparent, as he plays alone and does not connect with his peers.
Parin is verbal, but his communication is delayed; he attends a communication handicap program, which allows him to read at a slower pace and study at grade level in other subjects. Is able to carry a conversation, although it is one sided.

Similarities - All three students are on the Autism Spectrum and they all have a social disability; they don't speak like an average 8/9-year-old. When they're all in a classroom together,  they don't use the materials in the room as they normally would.

Aligns with text - The fact that these children, ranging in age from 8 to 9, are all on distinct stages of the autism spectrum indicates that no two children on the spectrum are alike. When they're all together, it's easy to detect the differences in their attitudes toward adults and their ability to work with others. They display verbal skills as well as emotional expression and management. The video shows Logan hiding behind a couch and communicating that he didn't want to be there rather than sitting with the others in a social setting. As stated in the video and book, the number of children with autism is on the rise, due to better diagnosis, a better knowledge of ASD, and how to build more autistic-friendly environments.

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Leo Kanner was a child psychiatrist who wrote a paper about 11 young patients who all had similar characteristics, such as living in their own world and ignoring the people around them. They had physical similarities, such as flapping their hands in front of their faces and would get worked up over minor details, such as a toy that was out of position. He began diagnosing and contributing by igniting others' interest in ASD and looking deeper into it.

Lorna Wing, a cognitive psychologist, was the first to put Kanner's hypothesis to the test. She had an autistic daughter (Susie), and while she didn't agree with the theory that refrigerator parenting was  "bloody stupid," she and her husband were kind and compassionate people who understood how difficult it is to raise a child like Susie. A study of autism prevalence in the general community was conducted by Judith Gould and Lorna Wing. They realized that Kanner's model was overly limited and that autism is more colorful and diverse in reality.

Hans Asperger established a clinic and a residential school in Vienna, and his autism theories were groundbreaking even by contemporary standards. He contributed by framing autism as a lifelong, polygenetic disability that necessitates humane types of assistance and accommodations, rather than blaming parents for its occurrence.