Evaluating Evidence-Based Instruction for Children with Asperger Syndrome

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Abstract

This chapter examines reliable approaches to the instruction of students who have an Asperger syndrome (AS) diagnosis. Evidence-based instruction and treatment are preferred to approaches based on informal data, such as interviews, single classroom observations of the student, and case studies without controlled experimental design. Judgments about the efficacy of particular models of instruction must be based on evidence. This chapter presents an educational model that relies on reporting extensive data on each child. For an example of a report that reviews data and describes one adolescent student’s progress, please see the Appendix at the end of this chapter.