RUNNING HEAD: EDUU 676: Signature Assignment 1

Signature Assignment

Ashli Gold

EDUU 676: Intro to Evidence Based and Research Based Strategies and Interventions in ASD

Brandman University

April 29, 2018

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Introduction

Although Autism is a spectrum disorder in the truest sense -- every individual on the

ASD spectrum experiences Autism, and the world, in a different way -- extensive research has

been done in order to determine best practices for facilitating the education of students with

ASD. There is, in fact, such a wealth of information available, that it can be daunting and may be

difficult to know where to begin. This paper aims to discuss several evidence-based practices

(EBPs) that are proven to be effective tools when teaching students with Autism. It will examine

effective use and design of physical space, how to determine which EBPs are suited to an

individual student, how to effectively collaborate with relevant stakeholders in implementing

EBPs, and give a comprehensive description of several EBPs.

Designing and Structuring Successful Learning Environments

Since all individuals with ASD experience some form of sensory integration deficits, one

of the first steps that an IEP team must take in preparing an Autism-friendly classroom is to

examine the physical learning environment (AFIRM). For example, the learning environments

should be well structured and defined for their individual purposes as well as providing students

with free access to accommodations, assistive technologies, and personal belongings. Such a

structured environment allows for streamlined transitions in addition to promoting independence

among the students (Mcallister & Maguire, 2012). The students in the classroom may have taken

a while to learn the procedures and how to access materials for class, the students should be able

to access technologies independently.

Students in a sensory-friendly classroom should be made aware of the daily schedule and

alerted ahead of time to changes in the daily schedule. Staff should provide clear and consistent

expectations with transitions and other unstructured times. Clearly posted schedules, paired with
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visual supplements, are helpful to students with ASD who have difficulty with memory,

transition, and conceptualizing time, and can mitigate any frustration that may arise from these

(Ganz, 2007). Since students with ASD often have auditory processing deficits, understanding

time, and memory, visual schedules are also very useful. Individual and portable schedules can

be very helpful for students who transition to general education classrooms to aid them in

following their schedules even without the visual reminders in the special education classroom

(Ganz, 2007).

Additionally, thought should be paid to the layout of the classroom, so as not to create a

possible blindspot where some students may be temporarily out of view of staff. Clear sight lines

are invaluable as staff who have a clear view of the students can see if a student is becoming

agitated and can offer assistance before the student escalates (Mcallister & Maguire, 2012). Even

one observable blind spot in the classroom, may be sufficient for an agitated student to escalate.

Finally, it is important that the staff in a sensory-friendly classroom create a safe and

warm learning environment and the positive personal relationships. This will help the students

to feel comfortable with all staff and followed instructions with minimal prompting. This

positive rapport may also have an impact on the efficacy of classroom procedures.

Determining Behavioral, Sensory, and Social Needs of Students with ASD

When identifying the needs of a student with ASD, there are four key steps that will help

the IEP team to decide which EBP to use. They are: (1) identify and define target behavior: this

refers to the behavior the team would like to change. For this step, the more measurable and

observable the behavior, the better.

(2) collect baseline data: this refers to both the frequency (how often) and duration (how long) of

the target behavior. Understanding what the behavior looks like, when and where it occurs, and
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how often it happens, will inform the team in choosing realistic outcomes. (3) establish a goal or

outcome: this should be discussed by the student’s IEP team and the goal or outcome should be

noted in the student’s IEP, and (4) select an EBP: once these steps have been carried out, the

team can select the EBP that they feel is most appropriate for addressing the student’s need

(What do educators need to know about EBPs for children with autism?).

The process of choosing an EBP cannot be completed in a vacuum. In order to insure the

highest probability of success, all members of the student’s IEP team must be involved the

process. Fortunately, there are several ways that this can be done. One of the most immediate

ways that collaborative process can be encouraged is to include teachers aides and other

professionals working closely with the student in the initial monitoring of the student’s

adherence to, understanding of, and the outcomes of using the selected EBP. Especially in the

early implementation, when the student may need immediate feedback, redirecting, and

reminders to monitor her behaviors. Additionally, the teacher should reach out to the SLP and

mental health counselor, and any other stakeholders, for any input they may have about potential

pitfalls or areas to explore when it comes to the EBP. This step is vital, as the implementation of

an EBP should be agreed upon by the IEP team and the final goal or outcome should be noted in

the student’s IEP. Finally, and arguably most importantly, the team should include the student

herself, when possible, to explain the process and help find the most appropriate reinforcer for

her that will be most likely to encourage buy-in and full participation in the process. The student

should also be included in any follow up conversations regarding the efficacy of the EBP (What

do educators need to know about EBPs for children with autism?).

Evidence-Based Practices (EBPs) for Meeting Needs of Students with ASD

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As was mentioned in the previous section, the final step in determining the appropriate

EBP is to choose one that fits the needs of the student as determined by the IEP team. This

seemingly simple step can seem overwhelming considering there are 27 EBPs, many of which

can address student need over multiple areas. Below are three EBPs which have been specially

selected based on a common area of need for many students with ASD.

EBPs for Sensory Needs

Students with ASD often experience “sensory overload” and can have difficulty

discriminating important sensory information from unimportant information. This causes many

difficulties for students, not least among them is being able to read and independently follow a

schedule. Therefore, the EBP suggested to meet sensory needs is visual support.

Visual support allows for the use of a visual display that promotes use of independent

skills. Specifically, the visual support can take the form of a visual schedule. By posting visual

schedules throughout the room (as well as schedules held by each individual student), the aim is

to alleviate difficulties with transitions and keep students informed on what will be expected

throughout the day (Hume, 2009). This not only promotes student autonomy, but also allows

learning time to run smoothly as each student will eventually know where they will be

throughout the day and what they will be doing once they get there (Crosland & Dunlap, 2012).

EBPs for Behavior Needs

There are several EBPs that address behavioral needs of students with ASD. The strategy

that will be examined in this section is self-management. Self-management refers to a number of

strategies that can be used to help students engage in appropriate or desired behavior. Through
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the use of these strategies students become more aware of their behaviors and how to distinguish

between appropriate and inappropriate behaviors, a very important skill for students who

typically have a difficult time understanding social norms and rules.

According the the AFIRM brief, self-management:

“...systematizes self-regulation strategies for learners with ASD. Self-

management meets the evidence-based practice criteria with 10 single case design
studies. The practice has been effective with learners in preschool (3-5 years) to
high school learners (15-22 years). Studies included in the 2014 EBP report
detailed how self-management can be used effectively to address: social,
communication, behavior, school readiness, play, vocational, and academic
outcomes” (AFIRM).

In order for self-management to be successful, the student must be able to model and

explain the appropriate target behavior, but they may not independently do so consistently and

appropriately. Using self-management allows the student to be very self-reflective and to

understand the connection between appropriate behavior and academic and social success

(AFIRM).

EBPs for Social Needs

In addition to experiencing difficulties in the area of sensory processing and behavior,

many students with ASD experience deficits in social functioning. In order to address this area,

this section will explore the reinforcement EBP. Reinforcement is a response occurring after a

behavior resulting in an increased likelihood of future reoccurrence of the behavior (AFIRM).

This EBP can take many forms and may be tailored to the individual interests and motivators of

the target student. For the purposes of this section, reinforcement will be examined in its form as

a token economy. According to the National Autism Society, behavioral packages, such as token

economies, have been proven effective for individuals with ASD from ages 0-21. Further, the

National Autism Society defines a token economy as, “a form of behavior modification designed
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to increase desirable behavior and decrease undesirable behavior with the use of tokens.

Individuals receive tokens immediately after displaying desirable behavior. The tokens are

collected and later exchanged for a meaningful object or privilege.” (Evidence-based practice

and autism in the schools: a guide to providing appropriate interventions to students with autism

spectrum disorders, 2011). Token economies can be individualized to meet the reinforcement

needs of all ages and can work well with students in a high school setting.

Students benefit from both the longer term reinforcement of receiving access to a

preferred item or activity if goals are met, but they also have the immediate positive feedback of

receiving a token when appropriate behavior is observed ("Positive vs Negative Reinforcement",

2009). This immediate feedback is important since ASD can impact an individual's executive

functioning skills, which include the ability to maintain “attention, or organizing their thoughts

and actions. Executive Functioning difficulties can also be associated with poor impulse control”

("Symptoms", 2013). Holding a long term goal in mind, such as performing a task enough times

to earn a prize at the end of the day or week can be a challenge to a student with ASD. However,

if the token is rewarding to earn through the use of positive reinforcement, it can become

valuable for the token economy as well.

Conclusion

Through the use of evidence-based practices and a collaborative approach to education,

stakeholders and team members supporting students with ASD have an array of tools and

supports at their disposal. By faithfully and consistently implementing EBPs, the team will help

their students navigate the world of primary and secondary schools, as well as transition
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programs in a way that will help facilitate short term success and, hopefully, provide for the use

of transferable skills that the student can take with them and use for the rest of their lives.
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References

AFIRM. (n.d.). Retrieved March 07, 2018, from http://afirm.fpg.unc.edu/

Classroom Design for Living and Learning with Autism. (n.d.). Retrieved March 26,

2018, from http://www.designshare.com/index.php/articles/classroom_autism/

Crosland, K., & Dunlap, G. (2012). Effective Strategies for the Inclusion of Children

With Autism in General Education Classrooms. Behavior Modification, 36(3), 251-269.

doi:10.1177/0145445512442682

Ganz, J. B. (2007). Classroom Structuring Methods and Strategies for Children and

Youth with Autism Spectrum Disorders. Exceptionality, 15(4), 249-260.

doi:10.1080/09362830701655816

Hume, K. (2009, July 28). Visual Schedules: How and Why to Use Them in the

Classroom. Retrieved March 26, 2018, from

https://www.education.com/reference/article/visual-schedule-classroom-autism-ASD/

Mcallister, K., & Maguire, B. (2012). Design considerations for the autism spectrum

disorder-friendly Key Stage 1 classroom. Support for Learning, 27(3), 103-112.

doi:10.1111/j.1467-9604.2012.01525.x

National Autism Society, Evidence-based practice and autism in the schools: A guide to

providing appropriate interventions to students with autism spectrum disorders. (2011).

Positive vs Negative Reinforcement.. (2009, July 12). Positive vs Negative Reinforcement.

Retrieved April 13, 2018, from

https://www.youtube.com/watch?v=wfraBsz9gX4&feature=youtu.be

Symptoms. (2013, March 21). Retrieved April 13, 2018, from

https://www.autismspeaks.org/what-autism/symptoms
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What do educators need to know about EBPs for children with autism? (n.d.). Retrieved

from https://iris.peabody.vanderbilt.edu/module/asd2/cresource/q1/p01/#content