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This can be done either in written, audio, or video format. To choose audio or video, click the + sign below to add new comment. Then click on the ... to choose a particular feature. Make sure to comment on one other person's post within this section.

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This can be done either in written, audio, or video format. To choose audio or video, click the + sign below to add new comment. Then click on the ... to choose a particular feature. Make sure to comment on one other person's post within this section.

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This can be done either in written, audio, or video format. To choose audio or video, click the + sign below to add new comment. Then click on the ... to choose a particular feature. Make sure to comment on one other person's post within this section.

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This purpose of this study is to identify EPB's and their focus with children diagnosed with ASD. The study informs us on intervention practices that meet the standard criteria for EBP. There is information in the study about six new EBP's. In this study, two important forms of practices in literature are shown, known as: CTM and Focused Interventions.

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The six focused intervention practices are: exercising, modeling, structured play groups, behavioral intervention, scripting and various technology-aided instruction. The two practices focused on the article are known as : comprehension treatment models and focused intervention practices. Focused Intervention Practices are designed to teach a singular skill/goal and CTM is created for broad learning or developmental affects of ASD.

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https://www.appliedbehavioranalysisprograms.com/faq/lovaas-approach/
The first article is the Lovaas Model. Its known for Early intervention based practices which is a form of ABA. This article would help support educators by being able to help their children in skills such as: communication, education and daily living.
https://www.autismspeaks.org/pivotal-response-treatment-prt-0
This next article is a form of focused intervention practices. Pivotal Response Treatment is a play-based behavioral treatment. This would help educators to support our children because it is a form of ABA where the focus is improving: social skills, communication, behavior, and learning.

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Applied Behavior Analysis Programs Guide

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If the Lovaas Method has been recommended for your child, you may have some questions about the treatment. As a parent, you are vital to any intervention. You must understand the goals and the strategies that you will be asked to support.

Also see: History of Autism Treatment

What is the Lovaas Method?

The Lovaas Method for autism is a form of Applied Behavioral Analysis (ABA). It's used in early intervention programs for children who have developmental delays or who have been identified with autism spectrum disorders (ASD). The program, created by Ole Ivar Lovaas, is derived from work done by B.F. Skinner in the 1930s. Dr. Lovaas was a researcher in child psychology at the University of California Los Angeles and worked on the UCLA Young Autism Project.

Dr. Lovaas wanted to create effective behavioral interventions that would help children diagnosed with ASD avoid being institutionalized. The goal is to begin behavioral treatment intervention with children as young as two to help them gain skills in:

communication

education

activities of daily living.

The intervention consists of breaking skills down into the simplest components and rewarding autistic children positively. The child then then "generalizes" the skills into a natural environment.

The Lovaas Approach became known as Early Intensive Behavioral Intervention or EIBI. The Lovaas treatment rests on the principles of:

Parent involvement

Comprehensive and developmental programming

Adherence with the principles of Applied Behavior Analysis

Recognition that all children with autism are unique

Use of discrete trials

Primarily home-based

Proponents of the Lovaas Model of Applied Behavior Analysis believe it is a beneficial treatment that can help children:

Reduce self-stimulation behavior

Improve language skills (including verbal communication)

Increase IQ

Improve socialization skills with peers

Increase their emotional attachment to others

The first step is establishing a rapport with the children. The first skill is requesting or asking for something. Children need to learn vocal language, if possible. Parental involvement is crucial for the continuity of treatment at home. Another component of the Lovaas autism treatment approach is encouraging the child to imitate other children to develop social skills. The Lovaas ABA approach of working with autistic and developmentally delayed children is based on scientific principles. Progress is continually measured and adapted as the children age. The motivating rewards differ with each child, as does the program.

Also See: What are the Three Types of Autism Spectrum Disorders (ASD)?

What does the Lovaas Method Involve?

The Lovaas approach is an intensive early intervention treatment option. Children with ASD work with a therapy team up to 40 hours per week. They learn social skills and reduce behavior that can interfere with learning. Their therapy team may consist of:

Intervention using the Lovaas Method can begin with children as young as three. Treatment can last between two and six years. Children may work with a member of their therapy team five to seven days a week from five to seven hours a day. Sessions are broken into trials with appropriate breaks taken when the child loses focus.

Lovaas treatment relies heavily on discrete trial training (DTT) methods to help children reach their full potential. During a trial, children are given prompts and encouraged to respond correctly to the prompts. If the child doesn't respond to the prompt they are given, the therapist may use partial or full hand-over-hand assistance to help the child complete the request. Correct responses are rewarded with verbal praise, a food item, or time spent with a preferred item.

Also See: DTT ABA- Discrete Trial Teaching in Applied Behavior Analysis

Historical Controversy

The original Lovaas Method is not without controversy. Some of the original methods from the 1960s are deemed unethical by today's standards, mostly related to the use of electric shock therapy to reduce inappropriate or self-injurious behavior. Fortunately, the Lovaas Method is fluid. It consistently adjusts practices based on evidence-based, scientific research, so unethical or ineffective approaches are removed from the program.

Are there Other Treatments of this kind?

According to an article on the Lovaas Institute home website, there are at least two other major treatments. One is the emotional/development model. In this intervention, therapists concentrate on helping autistic children develop and deal with appropriate emotions. The program is based upon six daily 30-minute "floor sessions" of child-led play with the therapist. There are some structured activities as well.

An example of this model is the Developmental, Individual Difference, Relationship-based (DIR/Floortime) Model developed by Dr. Greenspan. Dr. Greenspan developed this model in the 1980s as an alternative to ABA or to be used in conjunction with other ABA therapies. Therapists work with the child to reach six milestones that contribute to their emotional and intellectual growth. These milestones include:

Self-regulation and interest in the world

Intimacy, or engagement in relationships

Emotional Thinking

Emotional Ideas

Complex Communication

Two-Way Communication

Another popular behavior therapy model used with children with ASD is TEACCH, or the Educational/School Model. This model was developed at the University of North Carolina Chapel Hill by Dr. Eric Schopler and Dr. Robert Reichler. This is the most rigid of the programs. It's delivered in a highly structured classroom environment. The TEACCH method uses several components to teach different skills including:

schedules and routines

visual cues

learned patterns like working from left to right

Students will also strengthen their skills in independence and self-efficacy. Although the intervention is classroom-based, it focuses on issues beyond academic learning. Professionals must be certified by TEACCH Autism Program. Two certification levels are available, including the Practitioner and the Advanced Consultant.

Is the Lovaas Method Effective?

There are 40 years of research behind the Lovaas approach. Even more, if you include the research into Skinner's theories, on which it is based. In all of the research into outcomes, the primary directive is that progress must be attributable to the program and not some other variable. Another study point is whether the intervention lasts as the child ages. In addition, other studies must be able to replicate the findings of the Lovaas research.

The results of Lovaas's studies yielded some favorable outcomes. One of the most satisfactory outcomes of the Lovaas approach is that, by age seven, a sizable minority of children with autism and other pervasive developmental disorders are indistinguishable from their peers socially. They have mainstreamed back into the regular classroom where they perform at average levels on testing and assignments.

Much of Dr. Lovaas' research helped create the foundation for the concept of ABA. There is significant-high-quality research that shows ABA therapeutic approaches can result in positive outcomes for children. Early Intensive Behavioral Intervention (EIBI) is a treatment approach based on ABA and the research of Dr. Lovaas at the UCLA Young Autism Project. Therapists use EIBI to help young children with developmental delays acquire functional and adaptive skills. They work 1:1 with the child (usually under the age of five), for 30-40 hours per week, teaching them skills in small steps.

Related:

Children on the autism spectrum vary in the severity of the condition. The same can be said of developmental delays. The ability of the therapist to structure his intervention to the needs and abilities of the child is an important characteristic of the approach. However, parental support and involvement are vital.

How do I Find a Therapist?

The therapy team using Lovaas method autism techniques must receive training from an experienced professional. There are a few resources families and educators can use to find a therapist with knowledge and training in this specific area of ABA.

The Behavior Analyst Certification Board maintains a directory of Board Certified Behavior Analysts. They have experience and training working with a variety of behavioral interventions including ABA. Some of these therapists may specifically practice the Lovaas Method.

In 2005 Dr. Lovaas retired from UCLA. His staff from the Clinic for the Behavioral Treatment of Children opened The Lovaas Center in Las Vegas. The Lovaas Center works in collaboration with other agencies to provide early intervention services to children and families. They provide a comprehensive "wrap-around model" of treatment. Consultants train and supervise instructors who deliver the Lovaas therapy program in the least restrictive environment.

The Lovaas Institute provides intensive ABA treatment services using the Lovass Approach to children in their offices. They also offer consultation services to families, creating their intervention programs.

Conclusion: What is the Lovaas Method?

Therapists who work with young children on the autism spectrum may benefit from training in the Lovaas Method. Parents and teachers should become familiar with the strengths and limitations of this training model. They can then decide if the approach is best for their child.

Early intervention strategies can have a positive impact on a child's developmental path. It is important to know what therapeutic options are available. In this way, families and educators can be competent and confident advocates for their children with autism and other developmental disorders.

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What is the Lovaas Method (Early Intensive Behavior Intervention)?

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If the Lovaas Method has been recommended for your child, you may have some questions about the treatment. As a parent, you are vital to any intervention. You must understand the goals and the strategies that you will be asked to support.

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The purpose of this study was to identify recent, successful EBP's for youth to twenty-two year olds with Autism and related disorders. It only focused on research-backed practices that are behavioral, developmental, or educational in nature. Through an intensive searching, screening, and review process, they narrowed from nearly 30,000 initial results to 27 EBP's focused on communication, social outcomes, and challenging behaviors.

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The purpose of this study was to identify recent, successful EBP's for youth to twenty-two year olds with Autism and related disorders. It only focused on research-backed practices that are behavioral, developmental, or educational in nature. Through an intensive searching, screening, and review process, they narrowed from nearly 30,000 initial results to 27 EBP's focused on communication, social outcomes, and challenging behaviors.

(Sorry for the double post; I signed up but am showing up as anonymous?)

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The EBP's listed in the article are driven by ABA, assessment and analytic techniques, and behavioral practices. Primarily the EBP's chosen were from studies targeting children 3-11. They included both comprehensive treatment models and single case design studies (but more of the latter). They also included five new EBP categories--cognitive behavioral intervention, exercise, modeling, scripting, and structured play groups--since the last study. Most of the EBP's included demonstrated positive outcomes across multiple skill areas. Some of the most successful included prompting, reinforcement, technology, time delay, and video modeling. Fifteen of the EBP's highlighted had over 10 studies supporting their efficacy.  Antecedent-based intervention, differential reinforcement, and video modeling also have support with over 25.

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https://www.youtube.com/watch?v=Bmz_c3z3JUI

The first resource that I included is a video on video modeling for teaching social skills to teens with ASD. I chose this because it remains one of the most well-backed EBP's for the population we work with. I can use video modeling with my ASD students to help them practice starting conversations, taking turns, ending conversations, asking to join in, etc. Because teaching social skills is so important when working with those with ASD, video modeling will always be one of my top choices. I can also record students themselves as they run through scripts, then edit the material and have them watch. This video self-modeling can be even more powerful than watching another individual perform the skill.

https://www.youtube.com/watch?v=d-ZYm4drzCY

The second resource that I included highlights the importance of antecedent-based interventions, another EBP backed by a ton of research. One antecedent-based intervention that is so important for students with autism is the structuring of the classroom. In the video above, the teacher walks us through the steps she has taken to create an appropriate setup for her students. It reminds me in many ways of how my classroom is structured. We have a "howl (I'll) chill" area with a multitude of sensory toys. We also have a play area with games and puzzles. We use low-lighting, noise-cancelling headphones, schedules, cubbies, etc. all as antecedent-based interventions to best prepare our students for learning. It comes as no surprise that this was included in the 27 EBP's included in the study.

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The purpose of this study was to identify recent, successful EBP's for youth to twenty-two year olds with Autism and related disorders. It only focused on research-backed practices that are behavioral, developmental, or educational in nature. Through an intensive searching, screening, and review process, they narrowed from nearly 30,000 initial results to 27 EBP's focused on communication, social outcomes, and challenging behaviors.

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The purpose of this review was to identify patterns of successful evidence-based practices that were used with individuals with autism. The participants' ages in the review ranged from youth to 22 years of age. A previous review was completed but covered only ten years of studies. This review expanded the time frame to 21 years by searching through peer-reviewed articles from 1990 to 2011. While two types of EBP were targeted (CMTs and focused interventions), the findings from the review suggest that utilizing multiple EBD practices to target one specific behavioral goal was the most effective strategy.

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Description of EBPs and their Impact- Ashley Pop

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Description of EBPs and their Impact- Ashley Pop

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The twenty-seven EBP strategies highlighted in this review were all based on applied behavior analysis (ABA) principles, analytics and assessment, and routine, repeatable behavior practices. The definition and effectiveness of these strategies depended on who was implementing them (parent, teacher, professional, etc.). With this updated review, newer intervention strategies were included such as cognitive behavioral intervention, exercise, modeling, scripting, and structured play group. As for their impact on individuals with ASD, most EBPs resulted in success across multiple domains. For instance, prompting and reinforcement produced outcomes in the domains of social. communication, joint attention, and many more. The review made it a point that more studies were done with younger children than with young adults; the data reflected this as more primary strategies were used. Overall, the EBP strategies aided students in focusing on lessons, initiating conversations, and so much more.

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The first resource I am posting is about peer-mediated interventions. This is a great strategy to use with students with autism. The video goes more into depth what PMI is and how to properly implement it. I used this often with my kiddo in my second grade class that had autism. I found that it benefitted him to have a model his own age; but it also benefitted his peers! It's a win-win situation. This would aid me as a teacher because I know that my student has peers that will support him alongside myself.

https://www.youtube.com/watch?v=fPWUbclFl6Y

The second resource I want to discuss is a podcast that one of my professors from Pitt does! It's called ABA on call; two behavioral psychologists discuss anything and everything to do with applied behavioral analysis. I often use their evidence-based research to guide my own teaching practices when it comes to reinforcement. They have a great episode on setting adaptations as well that led me to change some things around in my room. I highly recommend checking it out if you want to brush up on your ABA knowledge. The podcast can be found on Apple Podcasts and Spotify. The hosts are Doug Kostewicz and Rick Kubina.

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The purpose of this study was to identify and update the most recent evidence based practices. The most recent cumulative article of EBP's was 5 years before the research behind this article was started. This study took many published articles that mentioned the use of a practice. The researches then used many criteria to eliminate the studies they chose not to include. The researchers used many databases and collected well over 1,000 published articles. With the help of several highly qualified people they examined the articles at different levels to ensure that they were finding only those that fit the appropriate criteria. They ended up finding 27 EBP's.

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This study found 27 evidence based practices, but for the sake of this post I will focus on the 6 new ones it found. They are cognitive behavioral intervention, exercise, modeling, scripting, review, and technology aided instruction.

Most of these EBP's produced outcomes in several different skill and developmental areas. Unfortunately most of the research that has been done has been done with children under the age of 15 leaving the young adults out a bit. The article also mentioned that the impact that these evidence based practices have will vary based on the professionalism of the person using them.

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https://www.youtube.com/watch?v=uGhxhxbOSDg

This video is a fantastic resource for using exercise as an EBP in a classroom. The person in this video walks you through every step you would need to begin using exercise in a classroom with kids with ASD.

Personally I would use this resource to help me start using exercise in my classroom to help any kiddos on the spectrum. In my current setting I have many students who have ASD. I often have issues with them staying on task and I have a few who have some unsafe behaviors that I would try to implement this with.

https://www.youtube.com/watch?v=yXN2ckpbwvI

This video goes in depth to explaining what scripting is and how it can be used. It gives several examples as to how to begin this intervention and how to make it age appropriate.

I chose this EBP and video for a specific student I have. He does not speak very often but he will when prompted. This video taught me that the scripting can be used in whatever medium that the child prefers. I think this would be incredibly helpful for me while working with this particular student.

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Exercise • An Evidence-Based Practice for Children with ASD

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Evidence-based practices are often used for students and children with Autism. This study focuses on certain interventions to see if they have the specific criteria that meets the standards of EBPs. In this specific study, 27 interventions met the standards for EBPs. After going through thousands of different interventions from reputable sources and researchers, they were able to narrow it down to the best 27. There were 6 new EBPs that were introduced in the article and discussed.  The goal was to find the most up to date practices that were proven to be effective and with new current research and studies, they were able to do so and update their current list of EBPs. The purpose of this is to find the best interventions and evidence-based plans that can be most effective for children with Autism. Narrowing down the best choices leaves little room for error and future problem when applying these methods that are known to meet all criteria needed.

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The six main EBPs mentioned in the article were technology aided instruction, exercising, modeling, scripting, structured play groups, and cognitive behavioral intervention. Overall, these practices helped increase scores and skills. These specific EBPs help individuals complete daily tasks that need to be done each day. This helps make the transition easier for them and makes the goals more attainable. Technology aided instruction helps students interact through the use of technology. Those who are non-verbal can really benefit from this. These devices can help increase daily activities for these children. Exercising helps students exert emotions and frustrations. This gives them a chance to move around and get all of their energy out. This can help with increasing better behavior. Modeling is a great way to show visual representation of what is being taught. The children will follow along with the video or person demonstrating the task and will begin to replicate what they are seeing. This can help students learn new skills and develop better behavior. Scripts serve as directions and rules to follow. They are similar to a model in a way and are followed by the child. They can be repeated at the child’s pace until they become comfortable and want to try the task on their own. Structured play groups allow the children to be in groups as others who are at the same level as them. With the help of an instructor, they will follow what the instructor does to reach the goal that is set for the group. The instructor will guide them to do certain things using different strategies to help them reach their goal. Cognitive behavioral intervention helps control behaviors of students and to try and eliminate problem behaviors. This is used to help students understand what they are doing wrong and how it can be fixed.

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Resource 1: https://autismclassroomresources.com/video-modeling-what-is-it-and-why-use-i/

This resource specifically talks about video modeling and how it is effective when helping individuals with Autism. This intervention is used to teach new skills to students. Students with Autism can easily watch this video at their own pace and as many times as they want in order to understand what they are watching to learn. This website also talks about the different types that can be used. Those three types are basic video modeling, video self-modeling, video prompting, and point of view modeling. Individuals may find more comfort in these videos rather than real-life situations making them more effective. There’s more visual representation and pictures and videos to watch that help make it easier to absorb. They can be also started and stopped at any time. Overall, it may be easier to take it step by step at their own pace. Videos are also provided to show some examples! I really like how students can watch the videos at their own pace making them feel more comfortable. This is something I want to implement frequently in my classroom one day so my students can be comfortable with learning something new. I think overall this will help reduce breakdowns due to sensory overload when learning something new.

Resource 2: https://autismclassroomresources.com/applying-research-structured-play-groups/

This resource focuses on structured play groups and how this intervention can increase communication and social skills. It is proven that these groups can increase many skills in young children. They touch base on how individuals with ASD do not benefit from playing with individuals who do not have ASD. Students with ASD often do better when they are in a structured group with others more similar to them. It also touches base on interactive play groups and what factors produce the best results. It is super important to create these groups for your students with ASD so they are given the opportunities to interact and play with their peers. When specifically pairing them with others like them, they can get a real chance at learning new skills and I think this can be used in my future classroom one day. Not only are they learning to play with others, but they are learning skills that they are going to carry with them forever.

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This study was looking at research that focused on evidence based practices for working with individuals with autism. It used defined criteria to identify the research that was compared. They looked at research done between 1990 and 2011. The research also needed to have participants that were diagnosed with autism and the research was on school aged students.

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The review found many single case designs in the areas of antecedent-based interventions, differential reinforcement, prompting, video modeling. While group designs were found in the areas of parent, technology aided, social narratives. This research found 6 new categories: cognitive behavioral intervention, exercise, modeling, scripting, structured play groups, technology-aided interventions. The most were found in the areas on prompting, reinforcement, technology, time delay, and video modeling. Also research was more frequently found in younger students with autism. This implies that more research could be done for older students. I was surprised at how few research articles were found on PECS, modeling, and structured play groups.

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I was looking into structured play. I see a great use for this in my classroom. This was a great resource
https://afirm.fpg.unc.edu/structured-play-groups#:~:text=Structured%20play%20groups%20are%20small,the%20learner%20with%20ASD's%20performance.
I specifically like the step by step plan to implement.

Another EBP I am looking into is Picture Exchange Communication System (PECS) I have many pictures in my classroom, but feel they need to be useful and the function needs to be taught to the students in order for them to be used as communication. I was looking into how to use this in literacy. I have been added adapted books (here they call it interactive books) to my daily instruction and found this was a great resource on how to implement
https://nationalautismresources.com/blog/using-visual-strategies-to-enhance-communication-and-promote-literacy/
I love using interactive books with all students. It helps them engage in the reading and be an active participant.

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Structured Play Groups

Structured play groups are small group activities with a defined area, activity, theme, and roles with typically developing peers and an adult scaffolding as needed to support the learner with ASD's performance.

What Will I Learn?

The AFIRM model guides the learner through four lessons to facilitate:

Learning basic knowledge about structured play groups (SPG).

Applying SPG in activity based scenarios that promote real-world application.

The SPG module will take approximately 1.5 to 2 hours to complete. However, the module is broken into individual lessons to help guide your learning:

Lesson

Time to Complete

A Case for SPG

10 minutes

Lesson 1: Basics of SPG

20 minutes

Lesson 2: Planning for SPG

25 minutes

Lesson 3: Using SPG

25 minutes

Lesson 4: Monitoring SPG

25 minutes

Applying SPG

10 minutes

Suggested citation:
Sam, A., Kucharczyk, S., Waters, V., & AFIRM Team. (2018). Structured play groups. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/structured-play-groups

Professional Standards

Council for Exceptional Children (CEC) Standards that apply to all 27 evidence-based practices (PDF document, 2 pages)

CEC standards that apply specifically to the structured play groups (SPG) module (PDF document, 1 page)

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Structured Play Groups Structured play groups are small group activities with a defined area, activity, theme, and roles with typically developing peers and an adult scaffolding as needed to support the learner with ASD's performance. What Will I Learn?

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The purpose of this article was to develop a comprehensive list of evidence-based practices that have been reviewed to meet specific criteria. Thousands of articles written between 1990 and 2011 were reviewed and narrowed down to 27 evidence based practices.  Focused interventions, those designed to address a single skill or goal of a student with an autism spectrum disorder, were included within this review.  The review did not include comprehensive treatment models that look at conceptual framework.  The majority of EBP that were reviewed focused on the ages of students in pre-school and elementary school ages.  There were few that focused on ages birth-3 as well as ages over 12 years.  In all, 27 EBP were identified.  The majority of which were focused on social, communication, and behavior outcomes with the fewest related to vocational and mental health outcomes.

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The article was able to identify 27 evidence-based practices that met their criteria of practices that included behavioral, developmental and/or educational outcomes.  A few examples of EBPs are discrete trial teaching (DTT), functional behavior assessment (FBA), naturalistic intervention (NI), task analysis (TA), and visual supports (VS).  All of these ESP are designed to help an individual with ASD to learn a specific skill or goal.

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https://www.autism360.com/news/what-is-naturalistic-intervention-how-does-it-work/  This is a website that explains Naturalistic Intervention and why you should use it.  It also gives a few examples of how it can be used.  Naturalistic Intervention helps students to generalize skills across environments as it is practiced throughout the day.  As a high school autistic support teacher, we try to use natural environment teaching often to make target skills more meaningful as well as to help support generalization of skills.

https://youtu.be/QuVNyuVOBi8  This video walks through what task analysis is and why you would use it.  It goes through figuring out how to determine what the steps are and breaking down a task into small steps, including things like making sure the student can identify toothpaste before picking it up as the first step of brushing teeth.  Another example within the video includes the narrator having his kids try to explain how to make peanut butter sandwich.  Task analysis is very helpful for my students who are working on daily living and vocational skills.  It helps to identify specific steps of tasks that need to be targeted to increase the student's independence in completing the whole task.

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The purpose of this article was to identify EBPs and how they helped people diagnosed with ASD until the age of 22. This research was done on EPBs that are behavioral, developmental or educational. It was also only including EBPs that could be conducted in a typical educational, clinical, community, or home based setting. They were able to add 6 new EBP's after their research. The next step is how to best teach and develop these EPB's into implemented practices.

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EBPs in this article are ABA techniques, assessment and analytic techniques, and primarily based behavioral practices. This current review of EBPs had several new categories including cognitive behavioral intervention,    exercise, modeling, scripting, and structured play groups. There was a greater impact documented on EBPs done with children less than 15 years old. Most of the EBPs provided a positive outcome in the research and across multiple areas. For instance, ABI was used as a social, communication, behavioral, play, school readiness, adaptive, and academic interventions.

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The purpose of this study was to review evidence-based, focused intervention practices for children and youth with autism spectrum disorder. Tens of thousands of studies were narrowed down initially to 456 articles that met their inclusion criteria. There were several rounds involved in the selection process to further reduce those articles to the final 27. These 27 studies were evidence-based studies that utilized the fundamental techniques within applied behavior analysis and had to be either behavioral, educational, and/or developmental in nature. Participants included in the review were those that were between birth to 22 years of age and were identified as having autism, autism spectrum disorder, high-functioning autism, pervasive developmental disorder or pervasive developmental disorder-not otherwise specified.

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The authors within the article discussed 27 evidence-based practices. The five primary evidence-based practices that were identified in this review include the following: exercise, structured play group, modeling, cognitive behavioral intervention, and scripting. Exercise involves the increase in appropriate behaviors or a reduction of problem behaviors through physical movement. Scripting involves using a written and/or verbal description of a situation or skill as a model for the learner. When the target behavior is imitated by and acquired by the learner, modeling has taken place. Cognitive behavioral intervention involves changes in behavior through instructing the learner to control or manage cognitive processes. Lastly, structured play group includes selecting a group of peers to engage in a defined activity in a small group. The area for these small group activities occurs in a defined area with adults prompting or leading as necessary to support the student in achieving the goals of the activity.

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https://www.youtube.com/watch?v=wBlvbTJz5u8
This video discusses video modeling for students with autism. Video modeling, a type of observational learning, involves the student watching a video and then modeling the behavior seen in the video. The four types of video modeling include: video self-modeling, basic video modeling, video prompting, and point-of-view video modeling. The video discusses some pros and cons of video modeling. Some pros include being an evidence-based practice, cost effective, can be used to teach complex skills, and is convenient. Some cons of video modeling include the video possibly not being a reinforcer and the learner possibly not being motivated to complete the task.

https://www.youtube.com/watch?v=pSGVb60-BSw
This video demonstrates Pivotal response training (PRT), a type of play-based therapy that helps children on the spectrum develop their communication, language, and behavioral skills. The little girl in the video is undergoing PRT treatment to assist with social engagement. Each child begins their treatment with clearly defined objectives that improvement is needed in. I could use PRT in the future for children that could use assistance in social interaction and language development.

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The purpose of this was to look at evidence-based practices specifically for children and youth with ASD.  They started with thousands of interventions and narrowed it down to 27 interventions which met the standards of evidence-based practices.  They were trying to find up-to-date practices that were effective.  The participants who were part of the study were from birth to 22 years old.  They were all identified as having ASD, high-functioning autism, or pervasive developmental disorder.  They were able to look at new evidence-based practices and update the list to provide the most current and effective practices.  This is important so that children are able to get the best possible services from those of us who work with them.

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EBPs and the Impact they have- Marissa Dunn

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EBPs and the Impact they have- Marissa Dunn

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The six newer strategies for intervention included: modeling, scripting, structured group play, and exercise, and technology.  They proved to impact individuals and showed results in multiple domains.  The strategies were based on ABA principles. Studies varied on the person/people who were implementing the strategies – teachers, paras, parents/caretakers. Although young children and young adults were included in this review, it was geared mainly towards the younger children.  The strategies were used to help students in different aspects, for example: socially to converse with others, and academically to maintain their focus in class during instruction.

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https://youtu.be/uGhxhxbOSDg
This video explains the EBP exercise and how it is impactful and effective for our students with ASD.  This would help me show my colleagues how we can use different practices to help our students.

https://www.youtube.com/watch?v=kUNi4c3cMbs
This is a video to help me learn different strategies for teaching self-management and self-monitoring. The visuals shown in the video are helpful as well.

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Exercise • An Evidence-Based Practice for Children with ASD

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This study aimed to identify focused intervention practices that are behavioral, developmental, and/or educational in nature in order to compile a comprehensive list of appropriate and evidence-based interventions that could be applied by clinicians with clients or students with ASD. Through an examination of the EBPs compiled by the examiners, six new methods were introduced in the article and discussed; the new EBPs being cognitive behavioral intervention, exercise, modeling, scripting, and structured play groups, as well as technology based instruction. Since these methods are new to the scene from the last compilation of EBPs, the paring down that these researchers have done have made it possible for practitioners in the field to find new methods of treatment for their clients without filtering through the vast number of articles the researchers did; thus enabling practitioners to make quicker, but still evidence-based, decisions in the treatment of their clients.

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The six new EBPs determined by this study- cognitive behavioral intervention, exercise, modeling, scripting, structured play groups, and technology based instruction- may not all be "new" in the sense that we think. Some of the studies brought to light in this compilation are five years old or more- but it goes to show the vastness and the depth of this field, and how it can be easy to drown in a sea of information. But, in going with the "sea of information" metaphor, some of the waters may be tainted with practices that are simply fads or do not have research to back it up. The authors of this article have shone a light on these six areas, and described things that fall under their umbrellas. One area that I utilize in my field is structured play groups, although I would like to learn more about this area, as I am sure that I am not reaching my full potential in facilitating these interventions for my students with ASD. Because of the general information provided in this article, I now know where to look to up my own game, and to better help my students.

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The purpose of this study was to find research-based practices that were researched in current literature. Previously, evidence-based practices were discovered through narrative reviews and did not follow a standard procedure for researching. In the current study, the purpose was not only finding appropriate practices, but also expanding the timeframe of the previous reviews and creating a more defined review process than used previously. In the study itself, 456 articles met the criteria for evidence based practices, only including interventions that are behavior, development or education based as well as interventions that could be implemented in typical or common settings. From there, they were sorted into different categories based on intervention. After placed into groups and reviews, studies were evaluated using established criteria to determine if they were evidence based. 27 practices met the established criteria as an evidence based practice. The study also identified and defined the evidence based practices, such as modeling being a demonstration of desired behavior. The study included limitations of the research, including the absence of studies beyond school-age children (young adults) and missing literature before 1990s. Because of these limitations, it is recommended for further research to expand to participants of older ages as well as individuals with ASD that are female.

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In further examining structured play groups, I found this great resource that outlines exactly what this particular EBP entails, and how to successfully facilitate this with a group of individuals with ASD.  The resources in this packet may be useful to anyone looking to use this strategy with their clients/students: https://files.eric.ed.gov/fulltext/ED605907.pdf

Next, I found this video on structured play groups that introduces the idea to parents and caregivers, which may be helpful in explaining this EBP to caregivers of individuals with autism.  So many times, parents are in the dark about what is best for their child.  It is important to make them understand that they are an important member of the treatment team: https://www.facebook.com/getanswersnow/videos/structured-play-groups-for-children-on-the-autism-spectrum/768795457268419/

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The purpose of the study was to identify evidence-based practices for children and youth with ASD. The study did a deep search of articles related to EBPs that were behavioral, developmental, and/or educational. The initial search identified nearly 30,000 articles/studies. During the study they narrowed down their findings to include only those that met the inclusion and methodological criteria. During this process, the research findings went from almost 30,000 articles and studies to 27 that met the criteria to be consider an evidence-based practice. These interventions are divided into two practices: comprehensive treatment models (CTMs) and focused interventions.

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In the study, 27 practices met the criteria of evidence based practices. While all practices may impact individuals with ASD, I am going to focus on the 6 new categories created in this study alone: cognitive behavioral intervention, modeling, exercise, scripting, technology aided intervention and structured play groups. Cognitive behavioral intervention is instruction on cognitive processes that may lead to observable behavior. This practice may be used as cognitive behavior therapy and work on teaching strategies to identified feelings, situations, etc. This practice could impact individuals with ASD as a way to work on self-evaluation and advocacy for needs. Modeling is pretty straightforward; it focuses on demonstration of the desired behavior which leads to imitation of desired behavior. Modeling is great practice for individuals with ASD because it is very clear and concise on the behavior that needs done, as long as the individual can be instructed to imitate the behavior. Often as professionals working with ASD, it is easy to forget that just because I find something easy to understand, doesn't mean everyone finds it as easy to follow. Modeling as not only an evidence based practice, but a standard instruction practice, impacts individuals beyond those with ASD. Exercise as an EBP is something I find very interesting. In the study, it describes exercise as an increase in physical effort to reduce problem behavior. I think exercise as an evidence based practice could be impactful for individuals with sensory needs. Scripting is very similar to modeling as it is a description of skills written out as a model. Scripts are very beneficial to individuals with ASD, especially those in general education settings, as a practice for social scenarios or interaction with peers. Technology aided intervention includes interventions that technology is the main feature that focuses on improving the lives of individuals with ASD. I think TAII is a great, modern approach to helping learners meet their goals. Technology is something alot of individuals with ASD benefit from and can access the environment more successfully as an adult, so it makes sense to begin instruction with it when younger. Lastly, structured play groups are group activities with defined activities, selected peers with an adult leading to support performance. I think structured play groups can really impact individuals with ASD because it goes beyond the typical "parellel play" and other social skills goes and begins by exposing children initially to play within a supported setting.

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https://files.eric.ed.gov/fulltext/ED595316.pdf
https://files.eric.ed.gov/fulltext/ED595410.pdf

For both my resources, I found packets from Affirm modules on each practice. The two practices I selected were antecedent based interventions and technology based intervention and instruction. For both resources, the evidence based practice is defined and there is a step by step guide on how to begin implementing the intervention. I find these super helpful because implementing new interventions can seem like a huge task and it's really helpful to see it broken down. Additionally, the resource provides monitoring checklists and data sheets so it's one less thing you need to create! There are tons of tips and even a parents guide to send to parents that describes the interventions.

In my current job, a majority of my work is behavior based. This includes writing FBAs, BIPs, modeling and implementing them. Not only do I find it difficult sometimes to add new ideas to BIPs beyond the typical beneficial interventions, it is also difficult to recommend interventions that are not already known, knowing that I more than likely to not have significant time to sit down and model/create sheets for each practice. Using the resources provided, I will be able to provide teachers with a resource that assists them without adding large amounts of work to their plate. Specifically with antecedent based interventions, I have been working on "amping" up our use of antecedent interventions to prevent problem behavior due to current legislation on seclusion and restraint. By increasing antecedent based interventions, it will hopefully decrease the need for reactive procedures to problem behavior. These not only increase safety of staff and students, but limit trauma often associated with reactive strategies and increase the likelihood of students increasing the replacement behavior, rather than just decreasing problem behavior.

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The purpose of this study is to identify and review evidence-based practices that have been used with children and youth with autism spectrum disorder. The study began with over 29,000 articles that were then reviewed by a board of highly qualified reviewers, narrowing the scope to a little under 500 articles that met the criteria set by the researchers, and further 27 were identified as meeting the criteria for EBPs. The 27 EBPs that were identified utilized techniques rooted in applied behavioral analysis.

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There were 27 EBPs identified in the study. The interventions were based in fundamental techniques from applied behavioral analysis, such as extinction and prompting. There were 6 new focused intervention practices that were identified during the study of which the categories included cognitive behavioral intervention, exercise, modeling, scripting, structured play groups, and technology aided intervention. The study states that most of the EBPs produced outcomes across multiple developmental skill areas. EBPs such as prompting and time delays showed more dispersed outcomes while EBPs such a exercise and social skills training had less outcomes. Some outcomes that were seen showed that certain EBPs were associated with a certain age range while others covered a broader range.

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Out of the 30,000 articles/studies examined, twenty-seven practices were identified as meeting the criteria to be consider evidence-based practices. All twenty-seven EBPs identified are techniques that are fundamental in ABA, assessment and analytic, and behavioral practices and have proven to be effective treatments and interventions for positive outcomes for individuals with ASD. A majority of the studies analyzed included children aged 6-11 years old. (I was a little surprised by this considering how important early intervention and transition services are.) From the study, six new interventions were added as EBPs. They include cognitive behavior intervention, exercise, modeling, scripting, structured play groups, and technology-aided instruction. As a special education teacher, I have implemented and/or observed the implementation of all 6 newly added EPBs. The EBP I am currently working on improving my practice with is exercise. I have students who require frequent movement. Lack of movement leads to maladaptive behaviors. I have been working with our school’s OT and PT to come up with a plan to implement meaningful scheduled exercise breaks with the goal of decreasing negative behaviors while increasing appropriate behaviors. I also work closely with our school’s speech pathologist. Several of my students utilize a high-tech communication device. I hope to begin implementing structured play groups. I think this is a practice that would yield positive results with my students.

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Step-by-Step for MD.pdf (unc.edu)

This first resource is a step-by-step guide on how to determine if modeling is the right EBP for a scenario, and if it is, how to properly implement it. This will help me in my day-to-day work life as an RBT because I utilize modeling relatively frequently and by having a simple to read guide, I can ensure that I am implementing the intervention with as much fidelity as possible.

Applying the Research: Structured Play Groups - Autism Classroom Resources

This second source talks about structured play groups and specifically gives an example of a Lego based play group. This will help me in my day-to-day work because we often use Legos to teach certain functional play skills, and once that skill is learned or while the child is learning we can then use a social group to help increase social skills as well as functional play skills.

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The purpose of the study was to extend and elaborate on a previous study done in 2010. This study focused on identifying evidence based practices for children, youth, and young adults with ASD. Evidence based practices that were developmental, behavioral, and/or educational were the main focus for this study. The study targeted the use of CMTs and focused interventions as EBPs and the standard criteria needed to be met to be considered an EBP. Twenty-seven interventions were confirmed to be the most successful and effective EBPs for those with ASD.

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The purpose of the study was to identify evidence based practices, specifically for children with autism. They narrowed down thousands of articles until they found 27 intervention strategies that met the criteria for evidence-based practices. In order for the study to qualify, it had to have participants that were between birth and 22 years old with a diagnosis of ASD. In addition the intervention practices examined had to be behavioral, developmental, or educational in nature. The interventions had to be practically implemented in typical educational, clinical, home, or community settings.

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The first resource I am sharing is an AFIRM Module (Autism Focused Intervention Resources & Modules) that focuses on exercise (ECE). In the past, I have found AFIRM modules to be extremely helpful with providing information and ways to implement interventions. Meaningful and scheduled exercise breaks are something I am currently working on implementing in my classroom. Along with the related service providers in my school, this module will be a great resource to assist me. If you do not already have an account with AFIRM Modules, you should definitely sign up for one. It is free and provides step-by-step processes for planning, using, and monitoring EBPs with learners with autism from birth to 22 years of age
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https://youtu.be/rOdHx3dWZho

The second resource I am sharing is a webinar that was created by the University of Louisville- Kentucky Autism Training Center. The video shares effective ways to implement structured play groups to effectively meet the needs' of learner with ASD. At my school, we are going into week 4 of the school year. Now that rules, procedures and expectation have been established, I would like to begin implementing SPGs. This video shares information about how to set them up and support effectively.

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Exercise (ECE)

Exercise (ECE) can be used to improve the physical fitness of learners with ASD. In addition, exercise can be used to increase desired behaviors (time on task, correct responding) and decrease inappropriate behaviors (aggression, self-injury).

What Will I Learn?

The AFIRM model guides the learner through four lessons to facilitate:

Learning basic knowledge about exercise (ECE).

Applying ECE in activity based scenarios that promote real-world application.

The ECE module will take approximately 1.5 to 2 hours to complete. However, the module is broken into individual lessons to help guide your learning:
If you leave the module prior to finishing, your place within the module will be saved. From your My Account page, look in the My Modules tab and select the last page viewed to resume this module.
Professional Standards

Council for Exceptional Children (CEC) Standards that apply to all 27 evidence-based practices (PDF document, 2 pages)

CEC standards that apply specifically to exercise (ECE) module (PDF document, 1 page)

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Exercise (ECE) can be used to improve the physical fitness of learners with ASD. In addition, exercise can be used to increase desired behaviors (time on task, correct responding) and decrease inappropriate behaviors (aggression, self-injury). The AFIRM model guides the learner through four lessons to facilitate: Learning basic knowledge about exercise (ECE).

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The article described the six new interventions added as EBPs: exercise, modeling, scripting, structured play, technology-aided instruction, and cognitive behavioral intervention. Exercise is such an important activity for anyone to engage in especially since it provides sensory input in the form of moving your body as well as helps to decrease problem behavior. Modeling is a crucial instructional practice for teaching any new skill. For students with ASD, it is so important to include a visual model of what the skill is and how to get there. Many people with ASD struggle with social skills and scripting and structured play groups can be very effective in creating scenarios to build social skills that help individuals interact with peers and make friends. Most of my students have programming related to playing with a peer. Technology aided instruction is a must in our current world. In my current setting, I use boom cards with my students to practice and maintain academic skills. Essentially, virtual flashcards! My students love it. They all have strong technology skills so it is important that we use that to our advantage as instructors in order to implement programming that can utilize materials and devices that are preferred and known by our students. I was excited to see cognitive behavioral therapy included because I have worked with students who struggled so much because they could not identify or understand why they were feeling a certain emotion. Even worse, they were previously taught that crying was "wrong" and being upset wasn't allowed. It is so important for us to help our learners develop a repitoire of coping skills and strategies they can use when they are feeling a certain emotion instead of engaging in problem behavior. Reminding them that it is normal to be sad or angry and they are allowed to feel those feelings and we are there to help them through it.

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https://www.youtube.com/watch?v=wIRVklZXicM
Cognitive behavioral therapy is one of my favorite EBPs included in the article. It is so important for all individuals to be able to understand their feelings, have them validated, and find adaptive ways to cope with the difficult emotions. This is a resource I have used in the past with students with ASD and it has been extremely helpful. The Zones of Regulation is composed of 4 different color zones. Each zone represents a set of emotions and describes the way the student may act or want to act when in each zone. For example, the green zone is "happy" or "content." A student in the green zone is ready to work, engaging with peers, etc. The zones can look different for each kid. I have used a visual of the zones that a student kept at his desk and throughout the day we would check in to see what zone he was in. Each zone listed coping skills or behaviors that would help the student cope with that emotion- even the positive emotions! It really helped the student to connect to his emotions and then provided him with support in working through it.

https://wow.boomlearning.com
Technology Aided Instruction is imperative in today's society. Boom Learning is a fantastic resource especially for special education. You can find or even create just about any type of practice set of flash cards. The best thing about BoomCards is that it is an errorless learning set up! The student cannot move to the next card until the correct answer is selected. The program does track the student responses too so as a teacher you can see which ones they missed to inform your instruction.

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EBPs within the article- Michaela Martin

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EBPs within the article- Michaela Martin

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Of the 27 practices that met the criteria for being evidence based, 6 of them were new. The categories of these practices were cognitive behavioral intervention, exercise, modeling, scripting, structured play groups, and technology. When looking at the types of outcomes the EBPs had, most of the practices produced outcomes across multiple developmental and skill areas. The practices with the most dispersed outcome types were prompting, reinforcement, technology, time delay, and video modeling. The practices with the least dispersed outcomes types were PECS, pivotal response training, exercise, functional behavior assessment, and social skills training. Age was also analyzed with the outcomes. While some practices were associated with younger ages, other practices were dispersed among all age groups.

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https://www.youtube.com/watch?v=crFjZlWWZo0
The first resource I found is on reinforcement. The video explains reinforcement, demonstrates how to use reinforcers, and gives important tips on how to use reinforcement in ABA. Working in a special ed school where roughly 70% of our population has ASD, we use reinforcements constantly. This video helps explain not just how to use them, but when to use them, which is very important to ensure the practice is being used correctly and efficiently.

https://raisingchildren.net.au/autism/school-play-work/play-learning/structured-play-asd
The second resource I found is an article on the EBP structured play. The article dives into what structured play is, the importance of it for children with ASD, and how to effectively implement it. Working with children on the spectrum, implementing structured play is something I wish I did more in the classroom. While I try my best to incorporate pieces of it, I could use this article to more effectively use the practice in the classroom by educating myself on the implementation process.

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ABA Autism Training - Chapter 2 - Reinforcement

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The purpose of this study was to gather information on a variety of evidence based practices for use with individuals who have ASD. The review aimed to evaluate and review behavioral, developmental, and educational intervention practices that could be practically implemented. The review consisted of almost 30,000 articles, which, after a lengthy review process, was paired down to 27 evidence based practices. This review expanded upon a previously completed review. In the end, the most current comprehensive review included six new EBP and eliminated one from the list.

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This article mentioned 27 different evidence based practices and defined each in a table. Some of the practices included video modeling, social skills training, PECS, modeling, and discrete trial training. Overall, the EBPs resulted in outcomes across a variety of domains (e.g., social, communication, cognitive, play, etc.) with the overall purpose of helping the individuals achieve a new skill/goal. Interventions with the most areas (10 or more) included prompting, reinforcement, video modeling, time delay, and technology. Others, however, had fewer outcomes. Examples of these include exercise, FBA, social skills training, and PECS; all of which had less than 5 outcome types. The implication and impact of individuals with ASD is that the clinicians and professionals working with the students can have this list of EBPs to select from. By using the list in combination with his/her clinical judgement, an EBP can be selected that would foster success in the area of need for the individual student.

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https://www.youtube.com/watch?v=wBlvbTJz5u8
This video explains what video modeling is, discusses the 4 different types of video modeling, and provides brief examples of what each looks like. The video also proposes pros and cons of using video modeling and reviews the steps to completing video models.
I could use this video to determine which type of video modeling I may want to use with a student/situation, whether a student could benefit from it, and what the different video models would serve to do. It also provides a better understanding of video modeling and how it is utilized to help a child reach a goal or master a skill.

https://www.autism.org.uk/advice-and-guidance/topics/communication/communication-tools/visual-supports
This website explains visual supports. It provides the rationale behind using visual supports, what they can help with, and the different types of visual supports. In addition, the website lays out the many different uses of visual supports and why they could be used in a given situation. The website has numerous resources and examples of visual supports that could be used when working with a student. Given the variety of visual supports, there are many different examples, providing a high number of ready to go resources. Some examples are time trackers, visual scripts, morning schedules, first then boards, and choice boards. I can review the tips provided on how to make the visual supports and access the countless resource links provided in the page. This website would be a great resource to help learn and better implement a variety of visual supports into lessons/sessions with the students. I can use the different examples in sessions.

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The purpose of this study was to identify successful evidence-based practices for students and children with Autism. The study focused on individuals between the ages of birth and 22 years old with Autism and other related disorders. In this study, 27 interventions met the standards for effective evidence-based practices, with 6 of these being new focused intervention practices. The overall goal was to find the most effective interventions to use when working with children diagnosed with Autism. In future studies, researchers would like to expand the age range, and they would also like to include more girls and women.

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The purpose of this study was to compile and compare a list of evidence-based practices that have been tried over the years. All studies had to focus on individuals with ASD within an age range of birth-22. In total there were 27 studies researchers focused on studying their effects on individuals.

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There were two practices focused on within the article, comprehensive treatment and focused intervention. When looking at which studies to review, they had to meet certain criteria. One of the major criteria was that the study had to focus on behavioral, developmental, or educational deficits. Studies that utilized medication as the only intervention were not reviewed. Most of the studies reviewed, due to lack of diversity, involved individuals that aged no older than 12. Researchers state that there is a need for more studies involving adolescents and young adults with ASD. Within the studies involved, the ones that utilized ABA practices in their interventions had the most empirical support.

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This study revealed 27 EBPs that met the criteria for being evidence based. Some of the practices had strong support in terms of the number of studies documented, but not all practices had substantial documentation to prove their effectiveness. The research also revealed 6 new focused intervention practices: cognitive behavioral intervention, exercise, modeling, scripting, structured play groups, and technology-aided instruction/intervention. Obviously, some EBPs are more effective for certain ages groups with ASD. This should be considered when working on interventions with various age levels. Individuals with ASD and their families should see the implication of these additional EBPs, and they can be more confident in the results the interventions will produce. The research within this article proves the effectiveness of these 27 interventions.

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The first article focuses on concerns surrounding certain ABA practices, particularly punishment and extinction.  Granted we know that reinforcement is the key to behavior modification but punishment and extinction can still be used incorrectly.

The second article is a short information paper for teachers on implementing a behavior modification system in their own classrooms.  It gives suggestions as to what interventions would be appropriate given a student's needs.

https://link.springer.com/article/10.1007/s10803-021-05137-y

http://ceed.umn.edu/wp-content/uploads/2017/05/behaviormodification.pdf

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Concerns About ABA-Based Intervention: An Evaluation and Recommendations

Wolf and colleagues ( 1964) provided one of the first empirical evaluations of the application of behavior analytic principles to address the behavior of autistics/individuals diagnosed with autism spectrum disorder (ASD). In this seminal study, Wolf and colleagues examined the effectiveness of several operant conditioning procedures (e.g., extinction, shaping) to decrease the frequency of interfering behavior (e.g., tantrums) and increase the frequency of pro-social behavior (e.g., wearing glasses, bedtime behavior, communication skills) for a young autistic boy who was at risk of permanent vision loss and institutional placement. The results of the study indicated that the procedures, based on behavior analytic principles, were effective for developing a variety of skills and ameliorating interfering behavior. Furthermore, six months following the study the participant's mother reported that her son "continues to wear his glasses, does not have tantrums, has no sleeping problems, is becoming increasingly verbal, and is a new source of joy to the members of his family" (Wolf et al., 1964, p. 312).

In the decades following Wolf et al. ( 1964) there have been numerous studies demonstrating the effectiveness of procedures based on behavior analytic principles for autistics/individuals diagnosed with ASD. These studies have included evaluating the effectiveness of shaping (Koegel et al., 2012), discrete trial teaching (DTT; Cihon et al., 2020), incidental teaching (McGee et al., 1985), pivotal response training (PRT; Koegel et al., 1987), naturalistic developmental behavioral interventions (NDBIs; Schreibman et al., 2015), group instruction (Ledford et al., 2008), behavioral skills training (Gunby & Rapp, 2014), functional communication training (Durand & Carr, 1991), functional analysis (Jessel et al., 2016), extinction (Hoffman & Falcomata, 2014), and response cost (Falcomata et al., 2004). Studies have also evaluated the effectiveness of comprehensive behavioral interventions for autistics/individuals diagnosed with ASD (e.g., Howard et al., 2005; Koegel et al., 1987; Leaf et al., 2011; Lovaas, 1987; Lovaas et al., 1973; Sallows & Graupner, 2005; Schreibman et al., 2015) as well as follow-ups and replications of these studies (e.g., Howard et al., 2014; Koegel et al., 1999; McEachin et al., 1993).

This substantial body of literature has led to the methods informed by applied behavior analysis (ABA) being considered evidence-based practices (National Autism Center, 2015), ABA-based interventions being widely recognized as the most effective interventions for autistics/individuals diagnosed with ASD (Smith, 2012), and endorsements from multiple organizations (e.g., Autism Speaks, The Association for Behavior Analysis International, the United States Surgeon General, National Institute of Mental Health, the American Psychological Association). It should be noted that although some communities equate the term ABA to DTT or Lovaas, within this paper, ABA refers to that which Baer et al., ( 1968, 1987) defined-one of the three branches of the science of behavior analysis (see Table 1 for descriptions and examples of terms/concepts used within this manuscript). Therefore, ABA, as a practice, refers to the application of behavior analytic principles to improve socially important behaviors, which can include multiple types of interventions (e.g., behavioral skills training, social skills groups, NDBIs).

Table 1 Definitions and examples of terms/concepts within this manuscripta

Despite the plethora of evidence for the effectiveness of ABA-based interventions, some autism rights and neurodiversity activists have expressed concerns with the use of ABA-based interventions for autistics/individuals diagnosed with ASD (e.g., Bascom, 2014; Devita-Raeburn, 2016; Latimer, 2019; Lynch, 2019; Ram, 2020; Sequenzia, 2016). Terms and phrases such as anti-ABA, ABA reform, dismantle and rebuild ABA, and all ABA is abuse are common within this opposition, which can be found on social media, blog posts, non-peer reviewed journals, and peer-reviewed journals. Concerns have ranged from discontent with historical events within behavior analysis (e.g., Lynch, 2019) to current procedures and goals (e.g., Sequenzia, 2016) to all ABA-based interventions are abuse. The expressing of these concerns may be connected to responses from behavior analysts (e.g., Hanley, 2020), cancelation of behavior analytic conferences, petitions to change our practices (e.g., Cobbaert, n.d.), and alterations to ABA-based interventions (e.g., not addressing self-stimulatory behaviors, not attempting to improve attention and eye contact, not attempting to address cooperation).

While there is no intent to dismiss or invalidate lived experiences with ABA-based interventions of autistics/individuals diagnosed with ASD, we understand that critical evaluations can sometimes be viewed through that lens. Our intention, however, is quite the opposite. We hope to provide an evaluation and discussion of expressed concerns to help determine potential pathways forward, which is why the authors of this manuscript represent stakeholders from multiple sectors including board certified behavior analysts, licensed psychologists, parents of individuals diagnosed with ASD, and autistics/individuals diagnosed with ASD. It is also important to note that all of the authors support neurodiversity, promote acceptance and accommodation, and hope that everyone would agree that autistics/individuals diagnosed with ASD have the same rights as neurotypicals. We hope this manuscript opens a dialogue between behavior analysts and those we serve about ways applied behavior analysts can proceed in the wake of the ever-increasing concerns about our science and practice.

Concerns Over Ivar Lovaas and the UCLA Young Autism Project

The Use of Shock

One concern about Lovaas is that he "used electric shocks to stop children from engaging in their obsessive, repetitive behaviours" (Lynch, 2019, para. 11). It is true that Lovaas used electric shock as part of the intervention in his practice at UCLA in the 1960s (pre-YAP). However, electric shock was not used for "obsessive, repetitive behaviours" (Lynch, 2019, para. 11), but for addressing life threatening self-injurious behaviors (Smith & Eikeseth, 2010). The quest for the rapid elimination of harmful behavior led Lovaas to seek procedures that allowed precise quantification of intensity and ensured brevity, which made shock the primary option at the time. By the 1970s, shock was replaced with a spank (Lovaas, 1987). The spank was implemented at the YAP in the early 1970s and was discontinued by the late 1970s. While punishment-based procedures were used, participants accessed more reinforcing than punishing consequences, and physical punishment was no longer used by the end of the YAP study (Larsson & Wright, 2011). In fact, a guiding principle of the YAP was that the ratio of reinforcement to punishment had to be at least 100:1 (Leaf & McEachin, 2016). As Rimland ( 1978) pointed out, "Like all behavior modification programs, his [Lovaas] was 98% positive reinforcement, with only a trace of aversive control" (p. 100).

Concerns espousing that Lovaas used physical punishment, such as shock, are accurate based on published research (e.g., Lovaas et al., 1973) and the personal experiences of those involved in his work at UCLA and the YAP. However, if those concerns are generalized to ABA-based interventions today (i.e., shock is used within modern day, progressive ABA), they lose their validity (e.g., Ram, 2020). There are no data to support that shock is commonly used within ABA-based intervention for autistics/individuals diagnosed with ASD. While there may be few examples of the contrary (e.g., the Judge Rotenberg Center), those represent exceptions and not the rule. Ultimately, it is important to acknowledge the historical uses of punishment-based procedures, why those procedures were selected, how the use of those procedures evolved over time, and ABA-based interventions, more generally, have evolved. For example, there has been an increase in the number of non-aversive/invasive alternatives to traditionally aversive/invasive procedures (e.g., Cihon et al., 2021; Ellis et al., 2006; Koegel et al., 1987; Schreibman et al., 2015). This research has demonstrated that many behaviors, once thought to only be changed through aversive/invasive procedures, can be effectively changed through non-aversive/invasive methods.

Intervention Intensity

A second concern relates to the recommended number of hours of intervention (Latimer, 2019; Lynch, 2019). For example, "40 h a week is too much for me so I can't imagine how a small child manages it" (Lynch, 2019, 40 h a week section). Concerns about children receiving 40 h a week of intervention appear to be related to misconceptions of Lovaas' ( 1987) landmark study (Leaf & McEachin, 2016). That is, there appears to be a belief that participants within the YAP received exactly 40 h per week of intervention. However, intervention was not set at 40 h per week. Rather, participants received an average of 40 h based upon individual needs. Some received more than 40 h per week while some received much less (Lovaas, 1987).

While there is validity in that some children from the Lovaas ( 1987) study and within the YAP received an average of 40 h, concerns regarding this number of hours seem unfounded within the published literature. To date, there is no data to support that any number of hours of ABA-based intervention is associated with any undesired or harmful results. Furthermore, meta-analyses of outcome studies indicate that more hours of ABA-based intervention at an early age are correlated with improvements on a wide variety of measures (e.g., Eldevik et al., 2009; Roth et al., 2014; Virués-Ortega, 2010). Therefore, available data seems to indicate evidence in direct opposition of concerns related to the number of hours of intervention. It should also be noted that the average number of hours children attend school ranges from 30 to 35 h per week, which closely resembles the recommended number of hours of ABA-based intervention for autistics/individuals diagnosed with ASD.

Rigid, Formulaic Intervention

Let me assure you, it was not rigid whatsoever. You saw the film from 50 years ago. It was not rigid back then and was not rigid during our generation either. And we were certainly not protocol driven. In fact, Ivar did not believe in protocols. He wanted us to be innovative, creative, and always changing. He wanted us to probe and of course evaluate if what we were doing was effective. If it was not effective then we would change the program. "Do not adhere to protocols!" (Chance & Lovaas, 1974) Similar to an outstanding cook, you may use a recipe as a guide but be creative and improvise as you deem necessary. With the children in the study we had a structure, a plan, but were always willing, encouraged and expected to change so as to meet the needs of our children. Individualization was critical and rigid protocols were antithetical to responding to the unique and ever changing needs of the child (p. 20).

The third and fourth authors of this manuscript, as well as others, have discussed in various outlets how therapy was ever-changing, dynamic, and flexible during the YAP (e.g., Eikeseth, 2001; Larsson & Wright, 2011; Leaf & McEachin, 2016; Smith & Eikeseth, 2010). Procedures were individualized for their clients and those procedures would change moment-to-moment, which continues to be a large part of the philosophy of this progressive approach to ABA (Leaf et al., 2016).

It should be noted, however, that the repertoires and skill level across professionals in any field is likely to greatly vary. Even with minimum standards in place, this variance is likely. For example, anyone who drives is likely familiar with the varied skill level in drivers, even though a driver's license is required to drive legally. The field of ABA, as it relates to practice, is no different. There are varied repertoires and skill levels across practicing behavior analysts that are likely to impact the quality of the intervention they provide. Training methods that produce the repertoires necessary for those providing intervention to be analysts that can "assess, adjust, and continually examine the effectiveness of their instructions" (Leaf et al., 2016, p. 722) are likely to be key. Nonetheless, continued research evaluating training methods that produce the most effective practicing behavior analysts will be helpful in improving the quality of intervention for autistics/individuals diagnosed with ASD.

Outcomes

A final concern related to UCLA YAP is the outcomes of Lovaas ( 1987) and behavior analysts trying to achieve similar outcomes today. In a paper evaluating the line between intervention and abuse, Kirkham ( 2017) illustrated the feelings of some in the neurodiversity movement about the outcomes of ABA-based intervention. For example, Kirkman stated "Prominent self-advocate Amy Sequenzia has similarly criticized ABA for unjustifiably holding up neurotypical behaviour as an ideal, arguing that its attempt to 'change how an autistic acts, reacts or interacts with the world' is wrong" (p. 117). Kirkman further stated "Amanda Vivian (2012) has concluded that it is wrong to say 'cure autism now'" (p. 117).

There have been many different terms within the research on early intensive behavioral intervention (EIBI) to describe outcomes for autistics/individuals diagnosed with ASD including cure (e.g., Lovaas et al., 1973), recovery (e.g., Stubbs et al., 1976), best outcome (McEachin et al., 1993), and indistinguishable (McEachin et al., 1993). These terms were used to represent a subgroup of autistics/individuals diagnosed with ASD who, after receiving EIBI, no longer met the diagnostic criteria for ASD. The term "cure" is a particularly problematic term, because it implies that the cause of a disorder has been identified and removed. Even in the 1970s, Lovaas disavowed the notion of cure. "Recovery" may have seemed like a more appropriate term, but may still be problematic because of the negative connotations associated with recovery. These terms are only as meaningful as the definition that is attached to them using objective, measurable criteria. Of note is that researchers did not rely on subjective self-reports, but, rather, objective and standardized measures such as IQ scores (in the normal range). Additionally, the measures included placement (e.g., general education classrooms) and behaviors associated with the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2013). There are some who have invoked the concept of masking as described by Ekman ( 1972), claiming that all individuals diagnosed with ASD learn to mask their behavior to conform to societal norms but remain essentially autistic. However, given measures of the outcomes of EIBI are standardized and objective, it is difficult to support the claim of masking. Further, regardless of the terminology used, it is probable that increasing cognition (Harris et al., 1991), language (Smith et al., 2000), play (Ben-Itzchak & Zachor, 2007), social behavior (Lovaas et al., 1973), and adaptive behavior (Anderson et al., 1987), while decreasing aberrant behavior (Lovaas et al., 1973) improves quality of life through the development of repertoires that empower and enhance options.

Recommendations

There are several potential pathways forward with respect to concerns related to the research and clinical work of Ivar Lovaas and the YAP. First, continued development of practicing behavior analysts' knowledge of past research, including that of Lovaas, will permit more accurate identification of strengths, weaknesses, positives, and mistakes within this research. This will, in turn, permit continual evolution, improvements, and refinements of the methods informed by our science. Second, it is imperative that practicing behavior analysts continue to implement and advocate positive reinforcement-based contingencies when possible while designing interventions for autistics/individuals diagnosed with ASD. Which will hopefully lead to members of the neurodiversity movement and other professionals to be more accepting of ABA-based interventions.

Fourth, behavior analysts should continue to evolve and progress the methods informed by our science. This progression should include a move away from rigidly adhering to protocols and a move toward the use of in-the-moment analysis in more naturalistic contexts. That is not to say that since the time of the UCLA YAP, the methods informed by our science have not evolved or progressed-quite the contrary. For example, PRT is one intervention type based on behavior analysis that uses natural instructions and materials to optimize instruction for autistics/individuals diagnosed with ASD (Koegel et al., 1987). There has been a plethora of experimental studies which have demonstrated the effectiveness of PRT (Koegel et al., 1999). Another example of the evolution of behavioral intervention comes in the form of NDBIs (Schreibman et al., 2015). NDBIs combine best-practices from developmental science and ABA to promote engagement, social motivation, and synchrony between the parent and child, while using operant learning strategies to teach specific skills. Finally, Progressive ABA is an approach in which interventionist behavior is controlled by in-the-moment assessment of environmental variables (e.g., client affect, past client performance), sometimes referred to as clinical judgement (Leaf, Leaf, et al., 2018a, 2018b). Ultimately, the goal of a progressive approach to ABA is to consistently evolve and progress our methods and outcomes which should continue to be a focus for all interventions and methods informed by behavior analysis.

Punishment- and Extinction-based Procedures

Punishment

Some autism rights and neurodiversity activists have expressed that the use of punishment-based procedures within ABA-based interventions (e.g., Devita-Raeburn, 2016; Ram, 2020) is inhumane and harmful. For example, Ram ( 2020) posed the question "In what world is it okay to attach a shock device to someone and give the power to shock them to other humans?" (Judge Rotenberg Center section). It is, perhaps, unfortunate that our field adopted the term punishment, because to the general public punishment has numerous connotations, including retribution (i.e., "an eye for an eye") and pain. As such, it is important to preface this discussion that behavior analysts define punishment differently than the general public. Punishment, from a behavior analytic perspective, describes any context in which a response is followed by an event (i.e., stimulus change) that results in a decrease in the probability of similar responses in similar situations. Punishment, just like reinforcement, is a naturally occurring principle of behavior. As Vollmer ( 2002) noted, "punishment occurs like the wind and the rain" (p. 469). Absent from this definition are things like pain, fear, discomfort, and the like. Suppose a person parks their car taking up two spaces and a passerby comments, "That's inconsiderate." If the probability of taking up two spaces while parking subsequently decreases, we can reasonably presume that punishment occurred. This is not to say that examples of punishment cannot, or do not, include situations in which pain or discomfort occur such as Ram's example of the use of shock.

The field of ABA has had a precarious history with the use and research of punishment-based procedures (Baer, 1970; Dinsmoor, 1977; Horner, 2002; Lerman & Vorndran, 2002; Miltenberger, 2001; Vollmer, 2002). Early in the history of ABA, a variety of punishment-based procedures were evaluated and implemented including electric shock (Risley, 1968), water misting (Dorsey et al., 1980), spankings (Foxx & Azrin, 1973), and restriction of movement (Green & Striefel, 1988). Since those early days, for the most part, practitioners have decreased the reliance on using such procedures in favor of more preferred, reinforcement-based procedures. In fact, the Professional and Ethical Compliance Code for Behavior Analysts requires exhausting the use of reinforcement procedures prior to the use of punishment-based procedures (Behavior Analyst Certification Board, 2014). Some agencies and clinicians refuse to implement any punishment-based procedures while other agencies still implement non-invasive punishment-based procedures (e.g., saying "No, not that is not it, try again" following an incorrect response, removal of preferred items, time-out; Leaf et al., 2019). Yet, even today, some agencies still implement more invasive punishment-based procedures (e.g., electric shock; Blenkush, 2017). Even Positive Behavior Support guidelines included the use of strong aversives under some circumstances (Brown et al., 2008), and Electric Convulsive Therapy (ECT) is often the recommended intervention with severe depression (The UK ECT Review Group, 2003).

Based upon the literature, there is some validity to concerns with the use of punishment-based procedures for autistics/individuals diagnosed with ASD. That is, if punishment-based procedures have been documented to result in undesired side effects, there may be cause for concern with the use of those punishment-based procedures within the same conditions. However, as Lerman and Vorndran ( 2002) noted, "The prevalence of these side effects is unknown, however, because relatively few studies have directly examined the effects of punishment on unpunished behavior in clinical settings" (p. 454). As such, to fully evaluate concerns of the use of punishment-based procedures for autistics/individuals diagnosed with ASD, more research is necessary. This research could help to (1) examine if there are differences in possible side effects when comparing more and less invasive punishment-based procedures (e.g., saying "no" for incorrect responses in comparison to time out from positive reinforcement; see Leaf et al., 2019 for an example), (2) identify if there are conditions under which more invasive punishment-based procedures may be necessary, (3) prevent the misuse of punishment-based procedures under the guise of ABA-based intervention, and (4) inform effective reinforcement-based alternatives.

Extinction

Concerns about ABA-based procedures are not limited to punishment-based procedures, as some autism rights and neurodiversity activists have expressed concerns with the use of extinction procedures (e.g., Ram, 2020). Ram ( 2020) noted, "Extinction (including planned ignoring) goes against what all the research is showing us about child and human development. Extinction doesn't care about trauma, in fact it can cause trauma" (use of punishment, extinction, shock section). Ram did not expand on how extinction is at odds with research on child and human development, making it difficult to further examine this claim. It is possible, however, to further examine the claim that extinction causes trauma. Similar to the aforementioned discussion surrounding punishment, it is important to note that behavior analysts define extinction functionally as termination of a response-reinforcer contingency, which is commonly done through non-delivery of a previously delivered reinforcer. Said differently, extinction involves withholding a reinforcer contingent upon a response that previously resulted in access to the same reinforcer.

Currently, the research evaluating procedures involving extinction do not seem to provide evidence that extinction results in trauma. However, most literature reviews and studies evaluating procedures involving extinction did not include direct evaluations of possible trauma. As such, future research will be necessary to fully evaluate claims of extinction induced trauma. This could take the form of literature reviews of studies examining the effectiveness of procedures involving extinction and scanning for any mention or indication of trauma. Research could also explicitly evaluate conditions that do or do not include and extinction component while evaluating participant preference and measures of trauma. Ultimately this research is likely to identify the conditions under which procedures involving extinction are appropriate and necessary. For instance, if an otherwise healthy child engages in food refusal to the point of malnourishment, escape-extinction may be, at least initially, necessary. While if an otherwise healthy child engages in food selectivity, it may be appropriate to avoid the use of escape-extinction altogether (Riordan et al., 1980).

Recommendations

While awaiting the results of more research on punishment and extinction, an approach behavior analysts might take to help address any confusion and concerns is to have meaningful discussions with stakeholders and autistics/individuals diagnosed with ASD. These discussions may benefit from including a behavior analytic conceptualization of punishment (i.e., a functional relationship) and how that contrasts with traditional conceptualizations of punishment. Hopefully these discussions can be informed by our field's history related to the use of punishment- and extinction-based procedures and the most current and relevant research. As such, blanket statements from behavior analysts that all punishment-based procedures are to be abandoned should be avoided within these discussions as they do not align with the research or take into consideration the functional definition of punishment and the naturally occurring behavioral phenomenon that is punishment. This is not to say that others within these discussions (e.g., autistics/individuals diagnosed with ASD) could not make similar statements, as these should open discussions in an attempt to listen and learn. Including several professionals, organizations (e.g., CASP, ABAI, APBA), and autistics/individuals diagnosed with ASD could lead to the development of guidelines about the conditions under which various punishment- and extinction-based procedures are acceptable and necessary as well as whether there are any punishment- and extinction-based procedures that are never acceptable or necessary. These guidelines could then be reflected in ethical codes for certified and licensed behavior analysts.

Self-Stimulatory and Stereotypic Behavior

Some autism rights and neurodiversity activists have expressed concerns with addressing stereotypic behavior (sometimes referred to as "stimming") within ABA-based intervention. Examples have included, "stimming helps decrease anxiety and stress in autistics" (Ram, 2020, Masking section) and "stimming is a comforting self-soothing behavior which helps us reduce stress, feel more comfortable in uncomfortable environments, and regulate our emotions" (Lynch, 2019, ABA is not designed section). Furthermore, surveys of autistic adults "reported [stimming] to be a useful behaviour, serving to contain or control excess emotion" (Kapp et al., 2019, p. 1788). As such, concerns about ABA-based interventions addressing stereotypic behavior often involve claims that behavior analysts do not understand why autistics/individuals diagnosed with ASD engage in stereotypic behavior (Fahrenheit, 2020), society should be accepting of stereotypic behavior (Kapp et al., 2019), and targeting stereotypic behavior is abusive (Fahrenheit, 2020).

Behavior analysts view stereotypic behavior as functionally related to observable environmental variables. As a result, through a behavior analytic lens, stereotypic behavior is a product of its circumstances. Behavior analytic research supports the common presumption that stereotypic behavior serves an automatic or non-social function; however, research has also shown stereotypic behavior to be multiply determined and the result of positive social reinforcement and escape and avoidance contingencies (Cunningham & Schreibman, 2008). World views that offer competing or alternative explanations for behavior are likely to result in concerns such as behavior analysts not understanding why autistics/individuals diagnosed with ASD engage in stereotypic behavior.

It is our hope that all behavior analysts support building a more inclusive world where people are more accepting of differences, behaviorally or otherwise. However, behavior analysts also have an obligation to best prepare their clients for the world in which they currently live, which is, unfortunately, less accepting than desired. Research has documented that engaging in stereotypic behavior often has a negative impact on the person engaging in the stereotypic behavior (Bodfish et al., 2000; Goldman et al., 2009; Koegel et al., 1974) as well as negative perceptions from those observing the person engaging in the stereotypic behavior (Cook & Rapp, 2020a; Welsh et al., 2019). To align with the research and best prepare clients for the environments in which they will find themselves, behavior analysts will likely be required to address stereotypic behavior. However, ABA-based interventions should work toward empowering and enhancing options rather than achieving conformity. Developing the repertoires necessary to choose whether or not to adapt to different situations based on an analysis of the possible outcomes.

Recommendations

All claims of abuse should be taken seriously and claims that targeting stereotypic behavior is abusive are no different. If a person indicates they were abused, they should take all possible actions in accordance with local and federal laws. With respect to the purpose of this manuscript, of importance is evidence of abuse within the research on interventions addressing stereotypic behavior. Literature reviews indicate that "reducing stereotypy generally leads to [desirable] changes in other behaviors" (Lanovaz et al., 2013, p. 1240) such as item engagement (Zhou & Goff, 2000), vocalizations (Celiberti et al., 1997), communication (Anderson et al., 2010), sitting (Lanovaz et al., 2013), play (Bennett et al., 2011), correct responding (Rosenthal-Malek & Mitchell, 1997), and academic tasks (Cook & Rapp, 2020b). None of the reviews of studies that have evaluated interventions for addressing stereotypic behavior (e.g., Akers et al., 2020; Chebli et al., 2016; DiGennaro-Reed et al., 2012; Lanovaz et al., 2013; Rapp & Vollmer, 2005; Wang et al., 2020) have indicated harm or abuse experienced by participants. While not discounting others lived experiences, it seems as though participants of studies evaluating interventions to address stereotypic behavior have not made these claims within the research. Nonetheless, more research is necessary to fully evaluate claims of harm, trauma, and abuse as a result of ABA-based interventions addressing stereotypic behavior. This research could include continued evaluation of the conditions under which stereotypic behavior occurs as well as what forms may interfere with the development of friendships, obtaining and maintaining employment, and preventing others from working and learning in the same environment. This research will be essential in identifying if some forms of stereotypic behavior may be best to engage in while others are not present as not to decrease opportunities, better understand which forms of stereotypic behavior are more or less socially acceptable, and how we can teach society to be more understanding and tolerant of stereotypic behavior.

Goal Selection and the Goals of Therapy

Expressed concerns about goal selection within ABA-based intervention are multi-faceted. They have included that autistics/individuals diagnosed with ASD are not included in the goal selection process, selected goals are inappropriate (e.g., eye contact), and ABA-based interventions fundamentally change the individuality and personality of the client (Devita-Raeburn, 2016; Lynch, 2019; Ram, 2020; Sequenzia, 2016). For example, Lynch ( 2019) noted, "Most ABA therapists don't set out to hurt children. And yet, despite making ABA therapy fun and positive, the underlying goals of ABA have not changed. And it is these goals that, like gay conversion therapy, do long-term damage to the human psyche" (15 th paragraph) and "They [behavior analysts] don't see how weird it is to try systematically to shape a child's behaviour to teach them to play with a toy the 'right' way" (But I do know what autism feels like section). In another example Sequenzia, 2016 claimed that, "Because ABA proponents, as their philosophy dictates, never accept a 'no' from Autistics, and will relentless pursue the goal of making us comply with what they believe is the desirable way of being, their next argument was to say that 'neurotypical people comply all the time', [sic] that's why it is vital that Autistics learn compliance too" (11 th paragraph).

Goal Selection Process and Selected Goals

Early in the conceptualization of the ABA, Baer et al. ( 1968) noted that the goals within ABA research should be of importance to society; a point expanded upon by Baer et al. ( 1987). Wolf ( 1978) further contended that behavior analysts should actively seek consumer evaluations of the acceptability of their goals, procedures, and results. Collectively, Wolf referred to this as social validity, which has long been a hallmark of ABA. In fact, this is so central to ABA-based interventions that it is included in the Professional and Ethical Compliance Code for Behavior Analysts (Behavior Analyst Certification Board, 2014). Several reviews of the inclusion of social validity measures within behavior analytic research have been published (i.e., Carr et al., 1999; Ferguson et al., 2019; Kennedy, 1992). Based upon these reviews, there is validity to the concern that autistics/individuals diagnosed with ASD are not commonly included in the goal selection process, at least within the published literature. Equally concerning is the lack of improvements in the reporting of social validity measures within the research across these reviews. What remains unclear is if the results of literature reviews on the inclusion of social validity measures is reflective of clinical, home, and community settings in which ABA-based intervention commonly occurs.

Changes to Individuality and Personality

It is important to preface this section with a discussion of personality through a behavior analytic lens. Skinner ( 1974) described personality as a way to describe "...a repertoire of behavior imparted by an organized set of contingencies" (p. 164). From this perspective, then, personality is simply a term used to describe commonly displayed patterns of behavior. As such, behavior is not attributed to or caused by a personality, as behavior occurs independent of a description of personality. If viewed through a behavior analytic lens, through which changes in behavior do not equate changes in personality, then there is little validity the claim that ABA-based intervention fundamentally changes the personality of autistics/individuals diagnosed with ASD. While the goal of ABA-based intervention for autistics/individuals diagnosed with ASD is to develop repertoires that empower and enhance options, some will likely continue to view their behaviors or patterns of behavior as part of their identity. In these situations, those individuals are likely to view any intervention that changes behavior as a threat to their identity, behavior analytic or otherwise. These are likely to be most difficult situations for behavior analysts to navigate when confronted with these concerns.

The behavior analytic view of personality differs from traditional views in which behavior is said to be caused by personalities. For instance, a delinquent child acts out due to a disorderly personality or an adult avoids social situations due to an anti-social personality. From a more traditional view of personality and behavior, there is validity to the concern that ABA-based intervention fundamentally changes the personality of autistics/individuals diagnosed with ASD. This view purports that any change in behavior would, in turn, be a change to one's personality. It is probable that this traditional view is related to concerns from autism rights and neurodiversity activists about ABA-based intervention fundamentally changing the personality of autistics/individuals diagnosed with ASD.

It is also important to note that ABA-based intervention involves teaching language so that a child may communicate their desires, express their affection to their parents, communicate with their peers or colleagues, self-advocate, and express their displeasure (e.g., "I don't want to do that," "I'm uncomfortable with that"). Social behaviors are targeted because doing so increases the opportunity for friendships, dating, collaboration with others (Bauminger & Kasari, 2000), or just getting along with others in the workplace or community. Doing so also decreases the likelihood of potential negative outcomes such as loneliness, depression, and suicide (Bauminger & Kasari, 2000). Targets such as imitation, receptive instructions, and sitting better prepare clients to learn on their own and have the foundational skills to become competent learners and accomplish more complex skills like reading, cooking, and balancing a checkbook. ABA-based intervention sometimes involves exposing clients to situations that require waiting, doing something in a different way, and tolerating disappointment because we know our clients are capable of developing those skills. Individuals who can tolerate adversity are better prepared to survive in an imperfect world and will have more opportunities for life-enriching experiences. These skills permit successfully navigating societal standards and rules, and to understand how one's behavior might be an obstacle to achieving their goals. In this sense, behavior analysts are no different than teachers in general education settings, psychologists who work with clients who have paralyzing phobia, depression, or an unhappy marriage, nutritionists who help people maintain better health, or parents who teach their children right from wrong. The main goal across each of these is to teach skills that will lead to improvements in an individual's life. Behavior analysts, like any other helping professional, should be teaching skills that will be valuable to their clients.

Recommendations

Simply put, practicing behavior analysts must include clients when possible, or their proxy when not, in goal selection. If a client is too young or does not have well developed communication repertoires to articulate preferences related to goal selection, then the client's caregivers/guardians should be involved in the goal-selection process. In situations in which communication repertoires may make obtaining consent directly from our clients difficult, other methods of assent may be employed (e.g., concurrent chains; Hanley, 2010). This does not, however, mean that only the goals that clients or caregivers identify as important are targeted or not, or that only the goals that the behavior analyst identifies as important are targeted or not. For instance, if a client was only interested in improving their videogame skills at the expense of improving other necessary adaptive skills, it may be beneficial to work with that client on the identification of other meaningful goals. As another example, a behavior analyst should not select goals solely because it will check off a box on a standardized assessment. Ultimately, reasonable efforts must be taken to ensure the goal selection is a collaborative process whenever possible.

It is important to note that the training behavior analysts complete prior to working as supervisors or obtaining certification involves, or should involve, the development of repertoires related to identifying meaningful, functional, adaptive, and developmentally appropriate curricula. As such, a behavior analyst's level of expertise for determining goals for intervention should not be discounted. However, there may be situations in which clients and/or guardians disagree with a behavior analyst's recommendation. In these situations, possible courses of action for the behavior analyst may include (a) listening to the client's and/or guardian's rationale for the disagreement, (b) discussing with the client and/or guardians why the proposed goals are important in the short and long term, (c) collaborating with the client and/or guardians to identify goals everyone agrees upon, (d) working to inform consumers about the activities and learning objectives that are correlated with quality outcomes, and, if necessary, (e) providing referrals to other service providers that may be more appropriate if unable to come to a mutual agreement on the selected goals.

Ultimately, including clients in the goal selection process, when possible, could assist researchers and clinicians in identifying which goals may be viewed as not socially valid to which individuals. It may be the case that some goals have been deemed socially acceptable by those receiving ABA-based interventions and/or their caregivers, but not those outside of the intervention context (e.g., some autism rights and neurodiversity activists). These discussions could assist in how to approach these disagreements and pathways forward. Relatedly, these discussions could assist in ensuring behavior analysts teach skills that are functional, applied, and meaningful for their clients. Ultimately, these discussions could lead to more meaningful goals being targeted more frequently that enhance choices and improve the quality of life of our clients.

Practicing behavior analysts must take active steps to live up to Wolf's ( 1978) vision of social validity. This would mean assessing the social validity of goals in research as well as practice with a variety of consumer judges at each level of selection. Peer reviewed journals which publish studies on behavior analysis that relates to autistic/individuals diagnosed with ASD (e.g., Journal of Applied Behavior Analysis, Education and Training in Autism and Developmental Disabilities, or the Journal of Autism and Developmental Disorders) could assist in this endeavor by requiring measures of social validity prior to acceptance for publication. Graduate training programs, which commonly develop repertoires related to conducting and reporting research, should include explicit instruction on the assessment of social validity within research. The assessment of the social validity of goals within practice may already be frequently occurring, but there are no mechanisms in place for the reporting of social validity data in practice. It is possible that one method of assessing social validity in practice is reflected in retaining clients and obtaining new clients. Nonetheless, researchers could survey owners and employees of ABA-based service providers to identify practices related to the assessment of social validity to help in this endeavor.

Abuse and Long-Term Negative Outcomes

The final commonly voiced concern it is that ABA-based interventions and/or specific ABA-based procedures are abusive and lead to serious negative outcomes such as depression, anxiety, and/or post-traumatic stress disorder (PTSD; Kupferstein, 2018). This is evident by comments such as, "...children subjected to ABA have PTSD symptoms at a statistically higher rate than autistic people who had not had ABA" (Latimer, 2019, first paragraph), "ABA for autism is institutional abuse..." (Cobbaert, n. d., first paragraph), and "These advocates, many of them childhood recipients of ABA, say that the therapy is harmful" (Devita-Raeburn, 2016, 8 th paragraph). As previously stated, all claims of abuse should be taken seriously and evaluated thoroughly. There are two notable examples of peer-reviewed publications that appear to provide support for claims that ABA-based interventions are abusive or cause PTSD.

First, Kupferstein ( 2018), published in Advances in Autism, surveyed 460 respondents in an effort to evaluate a correlation between receiving and/or having received ABA-based intervention and the prevalence of posttraumatic stress symptoms (PTSS). This correlation was evaluated using a self-designed questionnaire. Kupferstein found that 46% of respondents met the diagnostic threshold for PTSD after ABA-based interventions. This number was also higher than those respondents receiving interventions with limited to no empirical base (e.g., Rapid Prompting Method, DIR/Floortime, Facilitated Communication). Second, Sandoval-Norton and Shkedy (2019), published an article entitled "How much compliance is too much compliance; is long-term ABA therapy abuse?" in Cogent Psychology. In this article, Sandoval-Norton et al. criticized the discipline and practice of ABA with accusations of unethical behavior, ineffectiveness, promoting learned helplessness, destruction of internal motivation, and psychological abuse and trauma. Ultimately, Sandoval-Norton and Shkedy came to the conclusion that "These children are the population that was chosen to be the subjects of an experimentally intense, lifelong treatment within a therapy where most practitioners are ignorant regarding the Autistic brain-categorically, this cannot be called anything except abuse" (p. 6).

Taken together, Kupferstein ( 2018) and Sandoval-Norton and Shkedy (2019) appear to provide validity to expressed concerns of abuse within ABA-based interventions. However, these articles have also been critically evaluated within the same journals. Sepcifically, Leaf, Ross, et al., ( 2018a, 2018b) evaluated the methodology and Kupferstein's discussion of their results and Gorycki et al. (2020) provided an analysis and response to the claims made by Sandoval-Norton and Shkedy. Leaf, Ross, et al. concluded "that service providers, behavior analysts, funding agencies, and parents should carefully and objectively evaluate this study [Kupferstein ( 2018)] prior to avoiding making recommendations for ABA-based interventions for individuals diagnosed with ASD based upon the results" (p. 127). Gorycki et al. concluded that "Many of their [Sandoval-Norton and Shkedy's] arguments are based on published reports for which there is little reliability or replication, with no connection to ASD or ABA, with literature existing that contradicts the claims made by Sandoval-North and Shkedy, but is conveniently ignored by them" (p. 9).

Recommendations

Based upon these evaluations, behavior analysts should remain compassionately skeptical when confronted with generalizations and broad statements that ABA is abusive (e.g., Latimer, 2019). This means showing compassion, listening and learning from lived experiences, and, if applicable, referring to appropriate services (e.g., psychological help). This does not mean negating lived experiences or the substantial evidence that supports the use of ABA-based interventions for autistics/individuals diagnosed with ASD. Currently there is a lack of reliable data and research that ABA-based interventions have resulted in a diagnosis of PTSD, anxiety, or depression. Well-designed research will be vital to know the characteristics, if any, of ABA-based interventions that might have led to these outcomes. We encourage researchers from the field of behavior analysis to work collaboratively with researchers from other fields (e.g., psychology, education, research methodology) and autistics/individuals diagnosed with ASD to design methodologically sound studies on the long term effects of ABA-based interventions with respect to PTSD, anxiety, or depression. Additionally, we should evaluate the positives of behavioral intervention (e.g., happiness or restrictiveness of living arrangements) This research should involve behavior analytic service providers and organizations representing service providers (e.g., CASP) recruiting a large number of autistics/individuals diagnosed with ASD who have received services and who are now adolescents or adults. To prevent bias, evaluators should be kept blind to the purpose of these studies and should not include behavior analysts. These studies should also be authored by individuals other than behavior analysts to prevent any perceived conflicts of interest. Developing and expanding this body of research will provide a clearer picture of the prevalence of PTSD as a result of ABA-based interventions which will, in turn, inform large-scale changes in ABA-based interventions.

Outcome measures used to assess the effectiveness of comprehensive ABA-based interventions in practice and research should also be expanded. Behavior analysts should include a variety of standardized assessments across a variety of domains as measured through intelligent quotient tests, the Vineland Adaptive Behavior Scales (Sparrow et al., 2016), Expressive One Word Picture Vocabulary test (Martin & Brownell, 2011), Peabody Picture Vocabulary test (Dunn & Dunn, 2007), Aberrant Behavior Checklist (Aman et al., 1985), Social Skills Improvement System (Gresham & Elliott, 2008), Social Responsiveness Scale (Constantino, 2002), Parenting Stress Index (Abidin, 1990), and the Gilliam Autism Rating Scale (Gilliam, 2014) within research as well as clinical settings. This will permit the assessment of progress and outcomes across settings as well as overtime. In addition to the standardized assessment of desired outcomes, researchers and clinicians should use standardized assessments of undesired outcomes such as the Spence Children's Anxiety Scale (Spence, 1997). It should be noted, however, that many standardized assessments of constructs such as anxiety or trauma have not been normed with autistics/individuals diagnosed with ASD. Additionally, researchers and clinicians should include quality of life measures such as affect (e.g., Koegel et al., 2009), happiness (Thomas, Charlop, Lim, & Gumaer, 2021) and the development of social networks and friendships (Kasari et al., 2011).

Notes

1. This terminology was selected to adhere to the 7 th edition of the American Psychological Association Publication Manual and to be inclusive of those who prefer person-first as well as identity-first language.

2. When discussing prior research, the terminology used within that research is used.

Acknowledgments

JBL, JHC, RL, JM conceptualized the original paper and wrote the original draft. All other authors made major contributions and changes throughout the process.

Funding

No funding was received for this commentary.

Author information

Authors and Affiliations

1. Autism Partnership Foundation, 200 Marina Drive, Seal Beach, CA, 90740, USA

Justin B. Leaf, Joseph H. Cihon, Ronald Leaf, John McEachin & Noah Russell

2. University of California, Santa Barbara, CA, USA

Nicholas Liu

3. Parent, Columbia, SC, USA

Lorri Unumb

4. Parent, Seal Beach, CA, USA

Sydney Shapiro & Dara Khosrowshahi

Corresponding author

Correspondence to Justin B. Leaf.

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None of the authors have any conflict of interests with this commentary.

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All procedures performed in studies involving human participants were in accordance with ethical standards of the institutional research committee and with 1964 Helsinki decoration and its later amendments or comparable ethical standards.

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Leaf, J.B., Cihon, J.H., Leaf, R. et al. Concerns About ABA-Based Intervention: An Evaluation and Recommendations. J Autism Dev Disord 52, 2838-2853 (2022). https://doi.org/10.1007/s10803-021-05137-y
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Keywords

Autism

Abuse

Behavioral intervention

Early intensive behavioral intervention

Self-stimulatory behavior

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Concerns About ABA-Based Intervention: An Evaluation and Recommendations - Journal of Autism and Developmental Disorders

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For over 50 years, intervention methods informed by the principles of applied behavior analysis (ABA) have been empirically researched and clinically implemented for autistics/individuals diagnosed with autism spectrum disorder (ASD). Despite the plethora of evidence for the effectiveness of ABA-based interventions, some autism rights and neurodiversity activists have expressed concerns with ABA-based interventions.

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https://www.unl.edu/asdnetwork/virtual-strategies/prompting-1
This first resource deals with prompting students, so they can be successful. This can definitely be used by all teachers, but as a regular education teacher with all students included in my classroom, I do a lot of prompting. I need to know the needs of my students and the level of prompting that needs to be provided. Hopefully over time I can give less prompts, and the student can still be successful with the task. Students with ASD who are included in my ELA class can be successful with an adequate amount of prompting.

https://louisville.edu/education/abri/primarylevel/modeling/autism_msd
This resource provides many short videos on modeling. You can pick the grade level and subject. You can also choose to watch videos on modeling for ASD, MSD, and behavior correction. The videos are no longer than two minutes. The videos really show how teachers need to remain positive throughout their modeling. This resource is beneficial for all teachers and parents because effective modeling should be done frequently for all children. With an adequate amount of modeling, students with ASD will learn new material and begin to imitate desired behaviors.

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Example(s)

Josh

Josh was learning to match objects with names. The teacher started with verbal and gestural prompts. She said, "It is time for drawing, and we need some crayons to draw with." She looked at the crayons on the table and pointed at them, saying, "These are crayons." Then she pointed at the crayons and asked Josh, "What are these?" After Josh responded "Crayons," the teacher nodded her head and said, "These are crayons! Good job, Josh!"
To fade prompts, the teacher gradually moved from verbal and gestural prompts to only positional prompts. For example, the next time the teacher placed the crayons on the table near Josh, she said, "We need some crayons to draw with. Josh, show me the crayons." Josh pointed to the crayons correctly and received a point on his token board.

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Josh Josh was learning to match objects with names. The teacher started with verbal and gestural prompts. She said, "It is time for drawing, and we need some crayons to draw with." She looked at the crayons on the table and pointed at them, saying, "These are crayons."

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The purpose of this article was to conduct a literature review of EBP intervention practices focusing on children with ASD. The studies examined had to meet criteria including: population of children with ASD (or related diagnosis – ex. PDD-NOS, high functioning autism, etc.); targeted behavioral, developmental, and/or educational interventions that could be practically implemented in educational, home, clinical, or community settings; generating behavioral, developmental, or academic outcomes; and met specific study design criteria. There were 27 studies that met the inclusion criteria which were reviewed to determine the focus of the intervention (i.e., social, communication, behavior, joint attention, play, cognitive, school readiness, academic, motor, adaptive, vocational, mental health) and ages for which the intervention was found to be effective. The list of EBPs provides a “toolbox” for those working with individuals with ASD, making the process of identifying and selecting EBPs more simple.

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The EBPs in the article were divided into twelve categories: communication, social, challenging/interfering behaviors, play, school readiness skills, pre-academic/academic, adaptive/self-help, joint attention, motor, cognitive, vocational, and mental health. The 27 EBPs were then placed on a matrix with categories along the top. The findings of each study of an EBP were then examined and marked if they proved effective for each of three designated age ranges (0-5, 6-14, 15-22). This matrix gives a starting point for those trialing interventions with those with ASD, giving information about which interventions may be most effective for specific skill area for a certain age range.

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The purpose of this study was to focus on and pinpoint evidence-based practices for youth to age 22 who were diagnosed with ASD and similar disorders. They narrowed down thousands of articles until they were able to find 27 interventions that met the criteria for EDBs, including 6 new ones that were identified from this specific study. In addition to the participants having to be within a specific age group, the interventions that were being studied had to be either behavioral, developmental, and/or educational.

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Naturalistic: (unc.edu)

This resource explains implementation of Naturalistic Intervention. This intervention occurs in natural settings using activities that are naturally reinforcing to the individual. These interventions primarily focus on communication and social skills. This intervention would be helpful in my speech sessions with individuals with ASD by providing instruction for events that are truly occurring to them in that moment and as a result allows them to better communicate with peers.

The Picture Exchange Communication System (PECS) (nationalautismresources.com)

This resource explains the six phases of PECS and how to arrange communication opportunities. I have used this communication system when working with young children with very limited to no functional communication skills. They quickly moved through the phases since he was very motivated to get the toys used as prompts for communication.

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Summary of the study: This study focused primarily on interventions for students with autism through the use of evidence based practice. The study focused on finding ways to treat students with autism and better serve them with effective evidence-based practices in order to educate them to the fullest extent of  their least restrictive environment. I thought it interesting that they were able to add six new evidence based practices simply through research And one was removed.

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The article has your greatest hits of evidence-based practice: your discrete trial training,  task analysis, Extinction, Modeling,  functional behavioral assessment Etc…However one practice that really stuck out to me as interesting; Peer Mediated Instruction Intervention. This is essentially where older students may work with younger students in order to help teach them certain skills. This evidence based practice not only helps teach students certain skills but it helps teach them social skills and it goes along with social learning to help educate younger students. Younger students may also pick up on certain qualities that these older students have let me see, they may also see them as role models.

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https://sites.google.com/site/grandeldblock2016/research-presentations/peer-mediated-instructions-intervention-pmii

This resource is really wonderful 4 showing Educators how to implement a peer mediated instruction or intervention strategy.  This resource shows step by step how to educate the peers, introduce the peers to the students And then implement the lessons that the peers will impart on the students. This resource has a breakdown In which it explains at the level of: elementary, middle, and, high school how to implement the strategy and how to go about educating the students at each level.

https://www.youtube.com/watch?v=0xuE7fmiAf4

The next resource I found is a video called peer mediated instruction and intervention: More than Just Play Skills. Watching the video I believe that the title rings true peer mediated intervention and instruction is more than just play skills you're learning social skills you're learning a concept you could be learning a new subject.  Anything is truly possible, I even use this model within my own classroom. Some students take two other peers and maybe see them as role models and help them flourish within the classroom.

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The authors of this study mentioned that there were 27 effective EDPs for youth with ASD, but the 6 new ones that were found are: cognitive behavioral intervention, exercise, modeling, scripting, review, and technology-aided instruction.  Although some of these EDPs were found to be more useful for children who were under the age of 15, some were dispersed among all age brackets ( or matrixes as mentioned in the study).
From the results, it appears that all with ASD can benefit from modeling and technology-aided instruction whereas there was little interest in exercising.

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The main objective of this article is to provide adequate information on effective EBPs. EBPs are not statistic oriented. They are a dynamic concept. So what actually is a EBP? An EBP is an evidence based practice that provides specific approaches and programs that improve student performance. They are meant to provide positive outcomes. With the prevalence of ASD increasing rapidly because of research, treatment, and interventions, EBPs are one of the most effective ways to further assist individuals with ASD. This article does a great job of displaying successful EBPs based on statistics. Theoretical range of the literature has expanded, resulting in an increase in the number of EBPs being increased. EBPs greatly assist teachers and behavior analysts with implementing effective interventions.

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1.  https://www.youtube.com/watch?v=I2POD4DSR8Q   This is a video of video modeling, which can be beneficial for children with ASD by assisting them with learning new skills and behaviors. I would utilize this strategy when teaching specific life skills, such as modeling how to wash my hands on video so students are able to use it as a reference at home or when using the restroom

2. https://www.youtube.com/watch?v=1_SDT-a8FNM This video explains how students with ASD can utilize exercise when they are dealing with sensory overload. I would utilize this resource by allowing individuals to take a break by going for a walk or engaging in some other form of exercise when they are experiencing overstimulation.

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The EBPs within the article are comprehensive treatment models and focused intervention practices. comprehensive treatment models  consist of a set of practices organized around a conceptual framework and designed to achieve a broad learning or developmental impact on the core deficits of ASD. Focused intervention practices are designed to address a single skill or goal of a student with ASD. Comprehensive treatment models have an impact on individuals with ASD because they strengthen their deficits. Their deficits can be increased, decreased, or extinguished through comprehensive treatment models. Focused intervention practices have an impact on individuals with ASD because they  are practices that are operationally defined and address specific learner outcomes. They are focused around one skill. So, if a student is non-verbal, we would used a focused intervention practice to further assist this individual that is non-verbal.

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The purpose of this study was to review and select recent studies that identify and meet the criteria to be successful evidence based practices concerning ASD focused intervention. The article reviewed studies that were recent (for the time of the study's release) and focused on behavior, development, or education. The ages involved in these studies ranged from birth to 22 (school age for students with ASD). The study described their criteria to review these studies and found that because EBPs are being held to higher standards in the more recent studies, these focused interventions were more legitimate than in the previous review of studies.

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The purpose of this article was to review published peer-reviewed articles to identify evidence-based practice for interventions for toddlers, preschool-age, and school-age children with autism. The articles chosen for review had to include individuals with autism between the ages of birth to 22. The articles that were reviewed had to include only interventions that focused on behavior, development, and/or education. This review found a trend in the studies where the authors used a combination of EBPs that focused on a specific behavioral issue or a goal for an individual.

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https://www.youtube.com/watch?v=eEmwYPp9eBw

This source is a informational video on what EBPs are safe and effective.

This video can help aid me in my work with individuals with ASD because it will help me determine which practices are going to work, are appropriate, and are scientifically proven to be effective. Considering that EBPs are scientifically studied, this will provide me with different EBPs to implement on my individuals with different problematic behaviors.

https://www.youtube.com/watchv=Cjc6wDLxOgQ

This source is a informational video on

Evidence-based Autism Interventions and how to get professionals and parents on the same page.

This video can help aid me in my work with individuals with ASD because communication with parents is important for the development of a child with ASD. We all want to be on the same page without confusion. It is important that the parents are consistently informed on the development of their child. Parents need to be informed of their child's progress, behaviors, improvement, or setbacks in the educational setting.

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Science Spotlight: Evidence-Based Treatments for Autism

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The EBPs the study focused on had to meet certain qualifications to be included in this study. The study had to address development, behavior, or academics. The studies had to involve settings such as at home or in public schools, rather than highly specific locations. The majority of participants were ages 6-11, with few addressing children aged 0-3 or older children. Only 27 studies met the criteria for being EBPs. These studies used the fundamentals of ABA to conduct their study. A majority of these studies showed improvements in social skills for the participants, and the use of technology to aid in developing skills showed merit in many of the studies.

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The authors of the article found 27 EBP interventions. There were 6 new EBPs identified. Prompting, reinforcement, technology, time delay, and video modeling were EBPs that were identified to have a higher rate of use among multiple interventions. These EBPs have a positive impact when used with individuals with autism. Prompting is used when learning a new behavior and can eventually be faded as the individual makes progress toward their goal. Reinforcement is the biggest component for interventions for individuals with autism. Reinforcement motivates the individuals to complete a difficult task. It is important to motivate individuals with autism so they can succeed. Without motivation, they will likely refuse to complete a difficult task. Technology can be used to give individuals with autism a voice. Some individuals do not have the ability to communicate. AACs (augmentative and alternate communication) are a type of technology that allows those that can't verbally communicate, communicate. Time delay teaches individuals with autism learn how to mand (request) for items independently. It allows for a smooth transition of prompt fading. Video modeling is a great way for individuals with autism learn how to do something expected. They are able to see a task being completed by a person instead of using visual steps.

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https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6832622/
This is an article that discusses technology and how it interacts and aids people with autism. The study describes how there is a rush of new studies involving technology and ASD, and revealed that there is a strong connection between technology and teaching students with ASD. This is important for my profession because finding interesting and efficient ways to teach and interact with students with ASD is crucial to improve their learning.

https://www.readingrockets.org/article/evidence-based-teaching-practices-autism-spectrum-disorder-asd
This article is a very quick read and explains the 27 EBPs in a way that is easy for anyone to understand. I think this article is useful in the profession of special education because it can be a resource used to help parents, classroom aids, or general ed teachers to expand their knowledge of practices.

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The Impact of Technology on People with Autism Spectrum Disorder: A Systematic Literature Review

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People with autism spectrum disorder (ASD) tend to enjoy themselves and be engaged when interacting with computers, as these interactions occur in a safe and trustworthy environment. In this paper, we present a systematic literature review on the state ...

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https://theautismhelper.com/use-time-delay-prompt/

This is a very helpful article that teaches the steps for correctly implementing a time delay to fade prompting. This is a great resource for parents, teachers, and therapists. I use time delay for my client for several of his programs. It has helped him learn how to independently mand for items that he wants.

https://youtu.be/I2POD4DSR8Q

This is a video about video modeling. It shows how to make a video for your students/clients and shows a child successfully completing a task from a video model. I have not used video modeling yet with my clients, but it is something I will definitely use as soon as one of my clients has a target that would be appropriate for video modeling. Video modeling can allow a client/student to work on a task when the therapist is not there. It can also help parents work on the task with their child as the video model shows what has to be done.

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So this week we've been talking all about prompts and the overarching theme is how important it is to utilize prompts correctly and then fade them out. One effective way we can fade prompts is using a time delay. A time delay inserts a set amount of time between the natural or teaching cue and our prompt.

How you use a time delay:

When utilizing a time delay, start with a zero second (i.e. no) time delay - so it will basically be like errorless teaching. For the first few trials, give the prompt right away so the student knows how to respond. Then after several trials, increase the time delay. For example, you may start with 2 seconds. If the student does not respond within 2 seconds - provide the prompt. If the student responds before the 2 seconds, provide loads of reinforcement. Once the student is successful and responding under the 2 seconds for several trials, increase the time delay. Now wait until 4 seconds to provide the prompt. Continue on. If the student does not respond with the 4 second time delay, move back to the 2 second time delay.

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Using Time Delay to Fade Prompting - The Autism Helper

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Resources, tips, and materials to help you, help children with autism

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Yorke, I., White, P., Weston, A., Rafla, M., Charman, T., & Simonoff, E. (2018). The association between emotional and behavioral problems in children with autism spectrum disorder and psychological distress in their parents: A systematic review and meta-analysis. Journal of Autism and Developmental Disorders, 48(10), 3393–3415. https://doi.org/10.1007/s10803-018-3605-y
This would fall under the EPB of parent teaching (PII). I think this article is important because it is not focusing solely on what parents may not be doing correctly with their child having ASD but focusing on the effects ASD has on parents and potential outcomes of interventions for their children. Unlike a visible or objectively "testable" condition, behaviors, many having complex overlapping functions exist with ASD. These functions cannot be seen be are assessed many times. When functions cannot be determined or when interventions cannot show effectiveness, parents will often blame themselves (from my experience) and professionals may find themselves tempted to also contribute that causes to parenting.

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Mckeithan, G. K., & Sabornie, E. J. (2017). Interventions for secondary students with high functioning autism in general education settings: A Descriptive Review. Exceptionality, 27(2), 81–100. https://doi.org/10.1080/09362835.2017.1359607

I selected this article because it has a focus on HFA and the social emotional factors at work particularly when a child reaches secondary education levels. The intervention of CBI is one that can be helpful for these children as anxiety at this age can be crippling for the child/teen if interventions are not implemented. This also connects with the EBP of Self Management as the transfer of skills are essential for the child to gain the independence they are naturally developing towards at this age. The article addresses the social interactions and interventions which can be very needed by the child and may be different than what was past learned at earlier ages. SST (age appropriate) is an interventions discussed for this age group having HFA.

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https://files.eric.ed.gov/fulltext/ED605907.pdf
This resource is about structured play groups. Why they are important, why they are EBPs and then how to implement them. Being an elementary teacher I'm always looking for ways to include everyone and the structure of how to implement a SPG was really nice to refer to.
https://autismclassroomresources.com/video-modeling-what-is-it-and-why-use-i/
This is an article and videos on Video Modeling. Video modeling can be a very powerful tool to teach students a variety of things. From self help skills like how to brush your teeth to how to act in different situations. For example, It is really beneficial to be able to see what happens in a restaurant before having to enter the restaurant.

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The purpose of this study is to review evidence-based practice (EBP) studies. This article thoroughly reviews EBPs that focus on children and youth with ASD. This study looks at a vast amount of articles in order to look closely at the article that is considered an EBP. This study explores the articles for a variety of purposes including the age groups that were studied, what the practice targets, and more.

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EBPs within the article and their impact on individuals with ASD

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EBPs within the article and their impact on individuals with ASD

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There were 27 EBPs that were focused on within this study. All of the EBPs listed in the article have an impact on individuals with ASD. Many of these EBPs fall under the umbrella of social, communication, and behavior. This article is significant for individuals with ASD because it takes a closer look at studies and what needs to be researched more in the field.

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https://www.appliedbehavioranalysisprograms.com/faq/social-skills-training/
This first resource explains in depth what SST (social skills training) is and how to implement it not only in the school setting but in the home setting. This article clarifies what social skills can be taught and how they can be taught.

https://files.eric.ed.gov/fulltext/ED605907.pdf
This is a full packet overview of SPGs (structured play groups). It is a great resource for people that are not familiar with SPGs! It gives step-by-step instructions and implementation strategies.

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The purpose of this article is to explain the value and purpose of certain Evidence Based Practices used for people with Autism Spectrum Disorder.  This study focuses on 2 specific ones: Comprehensive Treatment Models and focused interventions.

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Describe the EBPs within the article and their impact on individuals with ASD- Sarah Olsen

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Describe the EBPs within the article and their impact on individuals with ASD- Sarah Olsen

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Comprehensive Treatment models provide the framework to impact a child with ASD developmentally and support general learning in the areas that people with ASD usually struggle in. This framework supports the learning of a person with ASD in the areas of communication, behaviors and social competence. The second EBS is focused interventions. Focused interventions support the development in one specific skills for the student. These are typically shorter interventions. They focus on learner development specifically designed to support learning outcomes for that specific student.

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The following article would aid in my studies because it discussed multiple concepts regarding comprehensive treatment models for learners with autism: (Odom, S. L., Boyd, B. A., Hall, L. J., & Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of autism and developmental disorders, 40(4), 425–436. https://doi.org/10.1007/s10803-009-0825-1)

This article would also be useful because it discusses the most useful and appropriate interventions for detection, diagnoses, and treatment of ASD.(Salvadó-Salvadó, B., Palau-Baduell, M., Clofent-Torrentó, M., Montero-Camacho, M., & Hernández-Latorre, M. A. (2012). Modelos de intervencion global en personas con trastorno del espectro autista [Comprehensive models of treatment in individuals with autism spectrum disorders]. Revista de neurologia, 54 Suppl 1, S63–S71.)