Why Are EBPs Important?
Using evidence-based practices helps ensure that educational and intervention decisions are based on research rather than opinions or trends. EBPs increase the likelihood that autistic individuals receive effective supports while reducing the use of interventions that lack scientific evidence.
Benefits of EBPs
-
Supported by scientific research
-
Improve student outcomes
-
Promote consistency across home, school, and community
-
Help educators and families make informed decisions
-
Reduce reliance on ineffective interventions
The Role of Research
Researchers conduct carefully designed studies to determine whether interventions are effective. Organizations like the National Clearinghouse on Autism Evidence and Practice review hundreds of studies before identifying a practice as evidence-based. This process helps professionals and families choose interventions with the strongest research support.
Individualized Supports
There is NO one-size-fits-all intervention for autism. Effective intervention should be based on each individual's:
-
Strengths
-
Interests
-
Communication abilities
-
Support needs
-
Developmental level
-
Family priorities
-
Personal goals
Individualized planning helps ensure interventions are meaningful, respectful, and appropriate
Early Intervention
Why This Topic Matters
Early intervention has been one of the most meaningful topics learned throughout this course. Research consistently shows that providing evidence-based supports during the early years can significantly improve communication, social interaction, adaptive behavior, and learning outcomes. Early identification allows children to receive services during a critical period of brain development when learning occurs rapidly.
How It Will Influence My Professional Practice
As a preschool intervention specialist, understanding the importance of early intervention reinforces the need to identify developmental concerns as early as possible. It also highlights the importance of collaborating with families and multidisciplinary teams to ensure children receive appropriate supports. This knowledge will continue to guide instructional planning and family partnerships throughout my career.
Common Evidence-Based Practices
(with examples below)
Early Speech-Language Therapy
-
Helps children develop communication and language skills.
-
Supports verbal and nonverbal communication, including the use of gestures or AAC devices.
-
Improves understanding of language and the ability to express wants, needs, and ideas.
-
Example: A speech-language pathologist teaches a child to request a favorite toy using words, picture cards, or a speech-generating device.
Parent Coaching
-
Teaches parents strategies to support learning during everyday routines.
-
Encourages families to practice communication, play, and social skills at home.
-
Promotes consistency between home and therapy settings.
-
Example: A therapist demonstrates how a parent can encourage turn-taking while playing with blocks or reading a favorite book.
Naturalistic Developmental Interventions
-
Teaches skills during everyday activities and play.
-
Follows the child's interests to create meaningful learning opportunities.
-
Encourages communication, social interaction, and independence in natural environments.
-
Example: A teacher encourages a child to request bubbles before blowing them or to ask for another turn while playing on the playground.
Visual Supports
-
Uses pictures, schedules, symbols, or written cues to improve understanding.
-
Helps children follow routines, complete tasks, and transition between activities.
-
Reduces anxiety by making expectations clear.
-
Example: A visual schedule shows the order of the school day, such as circle time, centers, snack, and recess.
Play-Based Instruction
-
Uses play to teach communication, social, cognitive, and motor skills.
-
Encourages learning through enjoyable, meaningful activities.
-
Builds problem-solving, imagination, and peer interaction.
-
Example: A teacher uses pretend play in a toy kitchen to teach requesting, sharing, and taking turns with classmates.
Social Communication Supports
-
Helps children learn social skills needed for everyday interactions.
-
Teaches conversation skills, eye gaze, turn-taking, understanding emotions, and responding to others.
-
Supports successful relationships with peers and adults.
-
Example: A student practices greeting classmates, asking to join a game, or using a social story to learn appropriate behavior during lunch or recess.
Transition Resources
Transition Planning
Transition planning prepares autistic individuals for adulthood by developing skills needed for employment, postsecondary education, independent living, self-advocacy, and community participation. Beginning transition planning early helps students identify their strengths, interests, and future goals while connecting them with appropriate services and supports.
Employment/Transition Process
AFIRM Transition Modules
Supports:
-
workplace readiness
-
self-determination
-
employment skills
Raising Children Network
-
​Casual or part-time jobs
-
advice finding suitable jobs
-
job applications, resume, cover letters
-
job interviews
-
balancing work, school, and other activities
SPARK for Autism – Rocky Road: The Career Paths of Autistic Adults
This article discusses the employment experiences of autistic adults and highlights the challenges many face when entering and maintaining the workforce. It explains that barriers such as communication differences, sensory sensitivities, limited workplace supports, and difficulty navigating social expectations can affect employment outcomes. At the same time, the article emphasizes that many autistic adults are highly educated and possess valuable skills and strengths that can contribute to successful careers when appropriate accommodations and inclusive workplaces are available. The article encourages employers and communities to recognize autistic individuals' abilities and provide the supports needed for long-term employment success (Sarris, 2025).
Advantages
-
Provides research-based information on employment outcomes for autistic adults.
-
Includes real-life experiences that make the information relatable.
-
Highlights both the challenges and strengths of autistic employees.
-
Encourages workplace inclusion and reasonable accommodations.
-
Useful for transition planning, career exploration, and employment preparation.
Limitations
-
Focuses primarily on employment after high school rather than broader transition topics such as independent living or postsecondary education.
-
Some statistics may be discouraging without additional discussion of successful support strategies.
-
Readers may benefit from pairing this resource with transition planning guides that provide practical steps for career preparation.
Making a Smooth Transition to Adulthood, with Autism
Story Example:
Although the road to adulthood can be bumpy for people with autism, Joseph Beno has moved smoothly from high school to employment and owning a car.
