Evidence-Based Practice for Teachers of Children With Autism: A Dynamic Approach

Margaret Lubas, Jennifer Mitchell, Gianluca De Leo

Research output: Contribution to journalReview article

7 Scopus citations

Abstract

Evidence-based practice related to autism research is a controversial topic. Governmental entities and national agencies are defining evidence-based practice as a specific set of interventions that educators should implement; however, large-scale efforts to generalize autism research, which are often single-subject case designs, may be a setback in the field. Children on the autism spectrum can experience a very broad range of difficulties with social interactions, managing behaviors, and communicating; similarly, they may experience a wide range of comorbidities. In addition, different environmental considerations come into play for each child. Such challenges to generalizing research are important to acknowledge so that research will be used to inform, not to dictate, the interventions that educators select. The process of identifying and implementing evidence-based practices for children with autism spectrum disorders is a dynamic one that requires educators to adapt interventions to meet students’ individual needs.

Original languageEnglish (US)
Pages (from-to)188-193
Number of pages6
JournalIntervention in School and Clinic
Volume51
Issue number3
DOIs
StatePublished - Jan 1 2016

Keywords

  • autism
  • disabilities
  • evidence-based practice
  • teachers

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

Fingerprint Dive into the research topics of 'Evidence-Based Practice for Teachers of Children With Autism: A Dynamic Approach'. Together they form a unique fingerprint.

  • Cite this