Article 2: EBPs for Children, Youth, and Young Adults with ASD by William Schleicher https://padlet.com/schleicher4/ccyt8e6onknnnts8 en-us 2022-09-04 03:29:19 UTC 2022-09-13 02:37:54 UTC hello@padlet.com Directions schleicher4 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2281752154 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.]]> 2022-09-04 03:31:47 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2281752154 Directions schleicher4 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2281752225 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.]]> 2022-09-04 03:32:02 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2281752225 Directions schleicher4 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2281752283 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.]]> 2022-09-04 03:32:14 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2281752283 Katelyn McRandal katelynmcrandal522 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2285476109 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. ]]> 2022-09-07 00:06:21 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2285476109 Katelyn McRandal katelynmcrandal522 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2285484582 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.]]> 2022-09-07 00:15:13 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2285484582 Katelyn McRandal katelynmcrandal522 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2285494283 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. ]]> 2022-09-07 00:24:33 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2285494283 Summary https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2285542806 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.]]> 2022-09-07 01:05:44 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2285542806 Megan Beigay Summary https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2285546115 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?)]]> 2022-09-07 01:08:33 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2285546115 Megan Beigay Description of EBP's bei3641 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2285581316 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.]]> 2022-09-07 01:34:11 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2285581316 Megan Beigay Resources bei3641 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2285608518 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.]]> 2022-09-07 01:56:23 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2285608518 Megan Beigay Summary bei3641 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2287209491  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.]]> 2022-09-07 22:58:34 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2287209491 Summary- Ashley Pop pop99530 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2287251475 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. ]]> 2022-09-07 23:57:41 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2287251475 Description of EBPs and their Impact- Ashley Pop pop99530 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2287266276 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. ]]> 2022-09-08 00:13:51 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2287266276 Resources- Ashley Pop pop99530 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2287281515 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. ]]> 2022-09-08 00:27:14 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2287281515 joh02497 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2287359901 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.]]> 2022-09-08 01:29:43 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2287359901 joh02497 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2287373539 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. ]]> 2022-09-08 01:40:26 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2287373539 Outside Resources joh02497 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2287388126 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. ]]> 2022-09-08 01:52:52 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2287388126 Summary-Hunter Saieva hunterleigh https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2288865442 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. 

]]> 2022-09-08 21:09:50 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2288865442 Description of EBPs-Hunter Saieva hunterleigh https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2288866208 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. 

]]> 2022-09-08 21:10:52 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2288866208 Resources-Hunter Saieva hunterleigh https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2288885896 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. 

]]> 2022-09-08 21:39:19 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2288885896 EBP Study- Sarah North serenity_146 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290752718 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.]]> 2022-09-10 17:15:11 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290752718 EDPs in article- Sarah North serenity_146 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290755944 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.]]> 2022-09-10 17:22:10 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290755944 Structured Play & serenity_146 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290760205 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.

]]> 2022-09-10 17:31:21 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290760205 Summary - Stephanie Bialoboki bia3880 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290886049 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.  

]]> 2022-09-11 01:02:04 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290886049 Descriptions - Stephanie Bialoboki bia3880 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290886585 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.

]]> 2022-09-11 01:04:07 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290886585 Resources - Stephanie Bialoboki bia3880 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290887320 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. 

]]> 2022-09-11 01:06:25 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290887320 Summary- Becky Mohney rkeller732 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290937729 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. ]]> 2022-09-11 03:48:16 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290937729 EPBs in the article- Becky Mohney rkeller732 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290954632 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. ]]> 2022-09-11 04:52:05 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290954632 Summary & Purpose - S. Smith ShaleeshaS https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290955214 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. 

]]> 2022-09-11 04:54:28 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290955214 Descriptions of EBPs - S. Smith ShaleeshaS https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290955732 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. 

]]> 2022-09-11 04:56:04 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290955732 Resources - S. Smith ShaleeshaS https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290956833 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. 



]]> 2022-09-11 04:59:59 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2290956833 Summary - Marissa Dunn marissarae101 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291169476 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. 

]]> 2022-09-11 14:18:47 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291169476 EBPs and the Impact they have- Marissa Dunn marissarae101 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291181457 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. 

]]> 2022-09-11 14:38:21 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291181457 Resources - Marissa Dunn marissarae101 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291193043 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.]]> 2022-09-11 14:56:42 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291193043 Jennifer Ford fordj3 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291225088 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.]]> 2022-09-11 15:42:36 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291225088 Jennifer Ford fordj3 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291232431 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.]]> 2022-09-11 15:53:25 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291232431 Alli Kuklar Summary kuk4691 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291233155 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. ]]> 2022-09-11 15:54:23 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291233155 Jen Ford fordj3 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291240429 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/

]]> 2022-09-11 16:04:49 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291240429 shantelgubanish https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291243890 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. 

]]> 2022-09-11 16:10:51 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291243890 Description of EBPs- Alli Kuklar kuk4691 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291254732 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.]]> 2022-09-11 16:27:01 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291254732 2 Resources- Alli Kuklar kuk4691 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291264922 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. ]]> 2022-09-11 16:42:18 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291264922 Ashley Tirado Summary tir8518 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291277553 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.]]> 2022-09-11 17:02:18 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291277553 Ashley Tirado tir8518 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291292936 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.]]> 2022-09-11 17:27:25 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291292936 shantelgubanish https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291297633 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. 

]]> 2022-09-11 17:35:30 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291297633 Resources-Ashley Tirado tir8518 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291305439 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.]]> 2022-09-11 17:47:47 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291305439 Chelsea Rudolph https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291309497 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.]]> 2022-09-11 17:53:55 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291309497 Summary- Michaela Martin mar9335 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291309637 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. ]]> 2022-09-11 17:54:11 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291309637 shantelgubanish https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291319624
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. ]]> 2022-09-11 18:09:30 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291319624 Chelsea Rudolph https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291323592 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. ]]> 2022-09-11 18:15:58 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291323592 Chelsea Rudolph https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291330381 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. ]]> 2022-09-11 18:27:20 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291330381 EBPs within the article- Michaela Martin mar9335 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291331210 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. ]]> 2022-09-11 18:28:46 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291331210 Michaela Martin Resources mar9335 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291340773 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. ]]> 2022-09-11 18:45:30 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291340773 Summary and Purpose-Cailin Orlowski cailinorlowski https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291347339 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.

]]> 2022-09-11 18:57:01 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291347339 EBPs-Cailin Orlowski cailinorlowski https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291347628 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. 

]]> 2022-09-11 18:57:25 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291347628 Outside Resources-Cailin Orlowski cailinorlowski https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291347951 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.]]> 2022-09-11 18:58:02 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291347951 Summary-Amber Ripley https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291385889 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. ]]> 2022-09-11 20:06:07 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291385889 mer2016 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291404502 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. ]]> 2022-09-11 20:41:51 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291404502 mer2016 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291411175 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. ]]> 2022-09-11 20:54:48 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291411175 EBPs and impact-Amber Ripley ripleyamber https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291411963 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.]]> 2022-09-11 20:56:17 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291411963 mer2016 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291416204 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 ]]> 2022-09-11 21:04:12 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291416204 Resources-Amber Ripley ripleyamber https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291435418 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.

]]> 2022-09-11 21:48:28 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291435418 Purpose and Summary - Allie Musiak mus19943 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291443048 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.

]]> 2022-09-11 22:06:40 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291443048 EBPs and the Impact - Allie Musiak mus19943 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291448025 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.

]]> 2022-09-11 22:17:08 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291448025 Summary-Angelique Savior asavior https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291463181 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.]]> 2022-09-11 22:38:37 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291463181 EBP Resources mus19943 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291464283 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.

]]> 2022-09-11 22:41:16 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291464283 Summary Matt Vitalbo mvitalbo https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291467377 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. ]]> 2022-09-11 22:47:51 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291467377 Describe EBPs Matt Vitalbo mvitalbo https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291470671 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. ]]> 2022-09-11 22:55:05 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291470671 Two Resources Matt Vitalbo mvitalbo https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291473973 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. 


]]> 2022-09-11 23:03:23 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291473973 asavior https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291496909 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.

]]> 2022-09-11 23:49:21 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291496909 Nick Taylor Summary 5bfmds9pwm https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291508192 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.]]> 2022-09-12 00:10:56 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291508192 asavior https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291516947 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.

]]> 2022-09-12 00:24:07 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291516947 Nick Taylor EBPs in the article 5bfmds9pwm https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291521862 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.]]> 2022-09-12 00:29:51 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291521862 Summary Gabrielle Fronzaglio https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291535249 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. ]]> 2022-09-12 00:51:11 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291535249 Ashley Umana uma7630 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291539259 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.]]> 2022-09-12 00:57:24 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291539259 Nick Taylor outside resources 5bfmds9pwm https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291541376 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.
]]> 2022-09-12 01:00:33 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291541376 Describe the EBPs Gabrielle Fronzaglio https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291545696 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. ]]> 2022-09-12 01:05:47 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291545696 Ashley Umana uma7630 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291551196 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.]]> 2022-09-12 01:13:41 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291551196 Outside Sources Gabrielle Fronzaglio https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291551405 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. ]]> 2022-09-12 01:14:05 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291551405 Ashley Umana uma7630 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291557494 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.

]]> 2022-09-12 01:23:26 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291557494 ESP https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291561963 2022-09-12 01:29:27 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291561963 EBP and impact https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291578113 2022-09-12 01:50:51 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291578113 Two Sources https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291595680 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.

]]> 2022-09-12 02:13:41 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291595680 EBP Article https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291605688 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. ]]> 2022-09-12 02:25:24 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291605688 EPBs resources rkeller732 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291625576 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. ]]> 2022-09-12 02:49:59 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291625576 Summary - Paige Schwass sch63881 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291639278 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. ]]> 2022-09-12 03:07:13 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291639278 EBPs within the article and their impact on individuals with ASD sch63881 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291649598 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.]]> 2022-09-12 03:20:04 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291649598 Paige Schwass Resources sch63881 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291657536 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.]]> 2022-09-12 03:30:23 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2291657536 Summary-Sarah Olsen ols4709 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2293415842 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.]]> 2022-09-13 02:08:48 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2293415842 Describe the EBPs within the article and their impact on individuals with ASD- Sarah Olsen ols4709 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2293434763 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.]]> 2022-09-13 02:22:58 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2293434763 2 Articles-Sarah Olsen ols4709 https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2293455306 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.)]]> 2022-09-13 02:37:54 UTC https://padlet.com/schleicher4/ccyt8e6onknnnts8/wish/2293455306