This course provided such great insight into autism spectrum disorders (ASD) and evidence-based practices (EBP), so many of which I already utilize in practice, yet throughout the course each EBP was thoroughly and clearly identified and explained and expanded upon. Through participation in AFIRM modules, students were able to immerse themselves in how EBP's apply directly to the field of Special Education. The resources gained through this coursework were immeasurable.

What key constructs, skills, or relevant information covered in this class was significant or resonated most with me?

I cannot narrow it down to a single construct or skill or relevant piece of information, as I found every bit of information not only relevant, but imperative and fundamental to my current and future practice. Learning how evidence-based practices ensure that our students are provided the best possible supports and interventions was not only assuring but motivating. Recognizing that so many of the EBP's covered throughout the course are methods which I have personally utilized for years, was eye-opening. As I am new to this program, and not new to Special Education, discovering that some of the practices that I have engaged in actually have names and a methodology to them was enlightening. Of the list below of Evidence-Based Practices, I have utilized nearly all of them. I find that all of them in some way hold great application to instructional methodology in a Special Education classroom, whether students present with low-functioning autism (LFA) or high-functioning autism (HFA). The goal is to learn what your students need and recognize how each learns in a different way, and then find the best practice with which to teach them the most you can. Engagement is the key to how we apply any of the below EBP's. All of them in some way hold application for academic skills and social and/or behavioral skills.

• Antecedent-based Intervention (ABI)

• Cognitive Behavioral Intervention (CBI)

• Differential Reinforcement (DR) Previously Differential Reinforcement of Alternative, Incompatible, or Other Behavior

• Discrete Trial Teaching (DTT)

• Exercise (ECE)

• Extinction (EXT)

• Functional Behavior Assessment (FBA)

• Functional Communication Training (FCT)

• Modeling (MD)

• Naturalistic Intervention (NI)

• Parent-implemented Intervention (PII)

• Peer-mediated Instruction and Intervention (PMII)

• Picture Exchange Communication System (PECS)

• Pivotal Response Training (PRT)

• Prompting (PP)

• Reinforcement (R+)

• Response Interruption/Redirection (RIR)

• Scripting (SC)

• Self-management (SM)

• Social Narratives (SN)

• Social Skills Training (SST) Previously Social Skills Groups Structured Play Group (SPG)

• Task Analysis (TA)

• Technology-aided Instruction and Intervention (TAII)** Previously Computer Aided Instruction and Speech Generating Devices

• Time Delay (TD)

• Video Modeling (VM)

• Visual Support (VS)

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