American Psychological Association. (2006). APA Presidential Task Force on Evidence-Based Practice. Evidence-based practice in psychology. American Psychologist., 61(4), 271–285. https://doi.org/10.1037/0003-066X.61.4.271.
Article
Google Scholar
American Speech-Language-Hearing Association. (2004). Evidence-based practice in communication disorders: an introduction [Technical Report]. www.asha.org/policy.
Ayres, A. J. (2005). Sensory integration and the child: Understanding hidden sensory challenges. Los Angeles: Western Psychological Services.
Google Scholar
Biglan, A., & Ogden, T. (2019). The evolution of evidence-based practices. European Journal of Behavior Analysis, 9(1), 81–95. https://doi.org/10.1080/15021149.2008.11434297.
Article
Google Scholar
Brown, L. (2011). Identity and hypocrisy: a second argument against person-first language, November 28. Available at http://www.autistichoya.com/2011/11/identity-and-hypoc-risy-second-argument.html (accessed March 15, 2020).
Case-Smith, J., Weaver, L. L., & Fristad, M. A. (2015). A systematic review of sensory processing interventions for children with autism spectrum disorders. Autism, 19(2), 133–148.
Article
Google Scholar
Chambless, D. L., & Hollon, S. D. (1998). Defining empirically supported therapies. Journal of Consulting and Clinical Psychology, 66(1), 7–18. https://doi.org/10.1037/0022-006X.66.1.7.
Article
PubMed
Google Scholar
Cochrane, A. L. (1972). Effectiveness and efficiency: Random reflections of health services. London: Nuffield Provincial Hospitals Trust.
Google Scholar
Cox, A., & Sam, A. (n. d.). Selecting an evidence-based practices. Autism Focused Intervention Resources and Materials. https://afirm.fpg.unc.edu/selecting-ebp
Davies, P. (1999). What is evidence-based education? British Journal of Education, 47(2), 108–121. https://doi.org/10.1111/1467-8527.00106.
Article
Google Scholar
Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., et al. (2012). Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics, 125(1), e17–e23. https://doi.org/10.1542/peds.2009-0958.
Article
Google Scholar
Frost, L., & Bondy, A. (2002). The picture exchange communication system training manual (2nd ed.). Pyramid Educational Products: Newark.
Google Scholar
Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C. R., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149–164. https://doi.org/10.1177/001440290507100202.
Article
Google Scholar
Golan, O., & Baron-Cohen, S. (2006). Systemizing empathy: Teaching adults with Asperger syndrome or high-functioning autism to recognize complex emotions using interactive multimedia. Development and Psychopathology, 18(2), 591–617. https://doi.org/10.1017/S0954579406060305.
Article
PubMed
Google Scholar
Gray, C. (2000). The new social story book. Future Horizons: Arlington.
Google Scholar
Gray, C. A., & Garand, J. D. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8(1), 1–10. https://doi.org/10.1177/108835769300800101.
Article
Google Scholar
Greene, C. J., Morland, L. A., Durkalski, V. L., & Frueh, B. C. (2007). Noninferiority and equivalence designs: Issues and implications for mental health research. Journal of Traumatic Stress, 21(5), 433–439. https://doi.org/10.1002/jts.20367.
Article
Google Scholar
Gregori, E., Wendt, O., Gerow, S., Peltier, C., Genc-Toursun, D., Lory, C., & Gold, Z. S. (2020). Functional communication training for adults with autism spectrum disorder: A systematic review and quality appraisal. Journal of Behavioral Education, 29(1), 42–63. https://doi.org/10.1007/s10864-019-09339-4.
Article
Google Scholar
Guldberg, K. (2017). Evidence-based practice in autism educational research: Can we bridge the research and practice gap? Oxford Review of Education, 43(2), 149–161. https://doi.org/10.1080/03054985.2016.1248818.
Article
Google Scholar
Hopkins, I. M., Gower, M. W., Perez, T. A., Smith, D. S., Amthor, F. R., Wimsatt, F. C., & Biasini, F. J. (2011). Avatar assistant: Improving social skills in students with an ASD through a computer-based intervention. Journal of Autism and Developmental Disorders, 41(11), 1543–1555. https://doi.org/10.1007/s10803-011-1179-z.
Article
PubMed
Google Scholar
Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165–180. https://doi.org/10.1177/001440290507100203.
Article
Google Scholar
Horner, R. H., & Odom, S. L. (2014). Constructing single-case research designs: Logic and options. In T. R. Kratochwill & J. R. Levin (Eds.), Single-case intervention research: Methodological and data-analysis advances (pp. 27–52). Washington: American Psychological Association.
Chapter
Google Scholar
Ingersoll, B., & Dvortcsak, A. (2019). The Project ImPACT manual for parents. New York: Guilford.
Google Scholar
Kaiser, A. P., & Roberts, M. Y. (2013). Parent-implemented enhanced milieu teaching with preschool children who have intellectual disabilities. Journal of Speech, Language, and Hearing Research, 56(1), 295–309. https://doi.org/10.1044/1092-4388(2012/11-0231.
Article
PubMed
Google Scholar
Kasari, C., Kaiser, A., Goods, K., Nietfeld, J., Mathy, P., Landa, R., et al. (2014). Communication interventions for minimally verbal children with autism: A sequential multiple assignment randomized trial. Journal of the American Academy of Child and Adolescent Psychiatry, 53(6), 635–646. https://doi.org/10.1016/j.jaac.2014.01.019.
Article
PubMed
PubMed Central
Google Scholar
Kasari, C., & Smith, T. (2013). Interventions in schools for children with autism spectrum disorder: Methods and recommendations. Autism, 17(3), 254–267. https://doi.org/10.1177/1362361312470496.
Article
PubMed
Google Scholar
Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings (2nd ed.). Oxford University Press: Oxford.
Google Scholar
Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2016). Which terms should be used to describe autism? Perspectives from the UK autism community. Autism, 20(4), 442–462. https://doi.org/10.1177/1362361315588200.
Article
PubMed
Google Scholar
Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments for autism: Communication, social, and academic development. Brookes: Paul H.
Google Scholar
Lai, M., Anagnostou, E., Wiznitzer, M., Allison, C., & Baron-Cohen, S. (2020). Evidence-based support for autistic people across the lifespan: Maximising potential, minimising barriers, and optimising the person–environment fit. Lancet Neurology, 19, 434–451. https://doi.org/10.1016/S1474-4422(20)30034-X.
Article
PubMed
Google Scholar
Laugeson, E. A., & Frankel, F. (2010). Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual. Routledge.
Lazarus, A. A., & Beutler, L. E. (1993). On technical eclecticism. Journal of Counseling & Development, 71(4), 381–385. https://doi.org/10.1002/j.1556-6676.1993.tb02652.x.
Article
Google Scholar
Lord, C., Traolach, T. S., Charman, T., Cusack, J., Dumas, G., Frazier, T., et al. (2020). Autism spectrum disorder. Nature Reviews, 6(5), 1–23. https://doi.org/10.1038/s41572-019-0138-4.
Article
Google Scholar
Maenner, M. J., Shaw, K. A., Baio, J., Washington, A., Patrick, M., DiRienzo, M., Christensen, D. L., Wiggins, L. D., Pettygrove, S., Andrews, J. G., Lopez, M., Hudson, A., Baroud, T., Schwenk, Y., White, T., Rosenberg, C.R., Lee, L.-C., Harrington, R. A., Huston, M., … Dietz, P. M. (2020). Prevalence of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2016. MMWR Surveillance Summary, 69(4), 1–12. https://doi.org/10.15585/mmwr.ss6904a1
Martinez, C. K., Betz, A. M., Liddon, C. J., & Werle, R. L. (2016). A progression to transfer RIRD to the natural environment. Behavioral Interventions, 31(2), 144–162. https://doi.org/10.1002/bin.1444.
Article
Google Scholar
McAuley, L., Pham, B., Tugwell, P., & Moher, D. (2000). Does the inclusion of grey literature influence estimates of intervention effectiveness reported in meta-analyses?. Lancet, 135, 1228–1231. https://doi.org/10.1016/S0140-6736(00)02786-0.
Article
Google Scholar
Nathan, P. E., & Gorman, J. M. (Eds.). (2007). A guide to treatments that work (3rd ed.). OxfordUniversity Press. https://doi.org/10.1093/med:psych/9780195304145.001.0001
National Autism Center. (2009). National standards report. Randolph, MA: Author https://www.nationalautismcenter.org/reports/
National Autism Center. (2015). Findings and conclusions: National standards project, phase 2. Randolph, MA: Author. https://www.nationalautismcenter.org/national-standards-project/results-reports/
Odom, S. L., Boyd, B. A., Hall, L. J., & Hume, K. (2010a). 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.
Article
PubMed
Google Scholar
Odom, S. L., Brantlinger, E., Gersten, R., Horner, R., Thompson, B., & Harris, K. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137–148. https://doi.org/10.1177/001440290507100201.
Article
Google Scholar
Odom, S. L., Boyd, B., Hall, L., & Hume, K. A. (2014). Comprehensive treatment models for children and youth with autism spectrum disorders. In F. Volkmar, R. Paul, S. Rogers, & K. Pelphrey (Eds.), Handbook of autism and pervasive developmental disorders (4th ed., Vol. 2, pp. 770–778). Wiley. https://doi.org/10.1002/9781118911389.hautc42
Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010b). Evidence-based practices for children and youth with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 54(4), 275–282. https://doi.org/10.1080/10459881003785506.
Article
Google Scholar
Odom, S., Hume, K., Boyd, B., & Stabel, A. (2012). Moving beyond the intensive behavior treatment versus eclectic dichotomy: Evidence-based and individualized programs for learners with ASD. Behavior Modification, 36(3), 270–297. https://doi.org/10.1177/0145445512444595.
Article
PubMed
Google Scholar
Parsons, S., & Karsari, C. (2013). Schools at the centre of educational research in autism: Possibilities, practices and promises. Autism, 17(3), 251–253. https://doi.org/10.1177/1362361313483624.
Article
PubMed
Google Scholar
Paynter, J., Luskin-Saxby, S., Keen, D., Fordyce, K., Frost, G., Immus, C., et al. (2020). Brief report: Perceived evidence and use of autism intervention strategies in early intervention providers. Journal of Autism and Developmental Disorders, 50(10), 1088–1094. https://doi.org/10.1007/s10803-019-04332-2.
Article
PubMed
Google Scholar
Pierce, N. P., O’Reilly, M. F., Sorrells, A. M., Fragale, C. L., White, P. J., Aguilar, J. M., & Cole, H. A. (2014). Ethnicity reporting practices for empirical research in three autism-related journals. Journal of Autism and Developmental Disorders, 44(7), 1507–1519. https://doi.org/10.1007/s10803-014-2041-x.
Article
PubMed
Google Scholar
Richardson, W. S., Wilson, M. C., Nishikawa, J., & Hayward, R. S. A. (1995). The well-built clinical question: A key to evidence-based decisions. ACP Journal Club, 123, A12-13. https://doi.org/10.7326/ACPJC-1995-123-3-A12.
Article
PubMed
Google Scholar
Rogers, S. J., & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child & Adolescent Psychology, 37(1), 8–38. https://doi.org/10.1080/15374410701817808.
Article
Google Scholar
Sackett, D. L., Rosenberg, W. M. C., Muir Gray, J. A., Haynes, R. B., & Richardson, W. S. (1996). Evidence based medicine: What it is and what it isn’t. British Medical Journal, 312(7023), 71–72. https://doi.org/10.1136/bmj.312.7023.71.
Article
PubMed
PubMed Central
Google Scholar
Sam, A. M., Cox, A. W., Savage, M. N., Waters, V., & Odom, S. L. (2020a). Disseminating information on evidence-based practices for children and youth with autism spectrum disorder: AFIRM. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-019-03945-x.
Article
PubMed
PubMed Central
Google Scholar
Sam, A.M., Odom, S.L., Tomaszewski, B., Perkins, Y., & Cox, A. W. (2020). Employing evidence-based practices for children with autism in elementary schools. Journal of Autism and Developmental Disorders, (2020). Online prepublication. https://doi.org/10.1007/s10803-020-04706-x
Sandbank, M., Bottema-Beutel, K., Crowley, S., Cassidy, M., Dunham, K., Feldman, J. I., et al. (2020). Project AIM: Autism intervention meta-analysis for studies of young children. Psychological Bulletin, 146(1), 1–29. https://doi.org/10.1037/bul0000215.
Article
PubMed
Google Scholar
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.
Shattuck, P. T., Rast, J. E., Roux, A. M., Anderson, K. A., Benevides, T., Garfield, T., McGhee, G., Hassrick, E., & Kuo, A. (2018). National autism indicators report: High school students on the autism spectrum. Life Course Outcomes Program, A.J. Drexel Autism Institute, Drexel University. https://drexel.edu/autismoutcomes/publications-and-reports/publications/National-Autism-Indicators-Report-High-School-Students-on-the-Autism-Spectrum/
Simpson, R. L. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(3), 140–149. https://doi.org/10.1177/10883576050200030201.
Article
Google Scholar
Siri, K., & Lyons, T. (2014). Cutting edge therapies for autism (4th ed.). Skyhorse Publishing.
Smith, T. (2013). What is evidence-based behavior analysis? The Behavior Analyst, 36(1), 7–33. https://doi.org/10.1007/bf03392290.
Article
PubMed
PubMed Central
Google Scholar
Smith, T., Groen, A. D., & Wynn, J. W. (2000). Randomized trial of intensive early intervention for children with pervasive developmental disorder. American Journal on Mental Retardation, 105(4), 269–285. https://doi.org/10.1352/0895-8017(2000)105%3c0269:RTOIEI%3e2.0.CO;2.
Article
PubMed
Google Scholar
Stahmer, A. C., Suhrheinrich, J., Reed, S., Schreibman, L., & Bolduc, C. (2011). Classroom pivotal response teaching for children with autism. New York: Guilford Press.
Google Scholar
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yucesoy-Ozkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team. https://ncaep.fpg.unc.edu/sites/ncaep.fpg.unc.edu/files/imce/documents/EBP%20Report%202020.pdf
Strain, P. S., & Bovey, E. H. (2011). Randomized, controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders. Topics in Early Childhood Special Education, 31(3), 133–154. https://doi.org/10.1177/0271121411408740.
Article
Google Scholar
Turner, K. M., Markie-Dadds, C., & Sanders, M. R. (2010). Practitioner’s manual for primary care triple P. Triple P International Pty. https://www.triplep.net/glo-en/the-triple-p-system-at-work/training-and-delivery/resources/
Urbanowicz, A., Nicolaidis, C., den Houting, J., Shore, S. M., Gaudion, K., Girdler, S., & Savarese, R. J. (2019). An expert discussion on strengths-based approaches in autism. Autism in Adulthood, 1(2), 82–89. https://doi.org/10.1089/aut.2019.29002.aju.
Article
Google Scholar
U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), State Nonfiscal Survey of Public Elementary and Secondary Education,”2000–01 and 2015–16. https://nces.ed.gov/programs/coe/indicator_cge.asp#info
Watling, R., & Hauer, S. (2015). Effectiveness of Ayres Sensory IntegrationR and sensory-based interventions for people with autism spectrum disorder: A systematic review. American Journal of Occupational Therapy, 69(5), 6905180030p.1–11. https://doi.org/10.5014/ajot.2015.018051
West, E. A., Travers, J. C., Kemper, T. D., Liberty, L. M., Cote, D. L., McCollow, M. M., & Brusnahan, L. L. (2016). Racial and ethnic diversity of participants in research supporting evidence-based practices for learners with autism spectrum disorder. Journal of Special Education, 50(3), 151–163. https://doi.org/10.1177/0022466916632495
What Works Clearinghouse. (2020). What Works Clearinghouse standards handbook, version 4.1. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/wwc/Docs/referenceresources/WWC-Standards-Handbook-v4-1-508.pdf
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J. B., Fleury, V. P., & Schultz, T. R. (2014). Evidence-based practices for children, youth, and young adults with autism spectrum disorder. The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group. https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., et al. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951–1966. https://doi.org/10.1007/s10803-014-2351-z.
Article
PubMed
Google Scholar