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SPECIAL EDUCATION PORTFOLIO
(AUTISM SPECTRUM DISORDERS & HIGH INCIDENCE DISABILITIES)

EDUCATIONAL ADMINISTRATION PORTFOLIO

EDUCATIONAL ADMINISTRATION, SPECIAL EDUCATION, HIGH INCIDENCE DISABILITIES, AUTISM SPECTRUM DISORDERS, EMOTIONAL BEHAVIORAL DISORDERS, INTELLECTUAL DISABILITIES, RESOURCE SUPPORT & CURRICULUM DEVELOPMENT, BEHAVIOR INTERVENTION, GENERAL EDUCATION, AVIAN-ASSISTED INTERVENTION, APPLIED BEHAVIOR ANALYSIS, PROGRAM EVALUATION, EVIDENCE-BASED PRACTICES, ANIMAL ASSISTED THERAPY & INTERVENTION

EVIDENCE-BASED PRACTICES FROM DATA

Determining EBP's from Data:

What are Evidence-Based Practices (EBP)?

While many interventions for autism exist, only some have been shown to be effective through scientific research. Interventions that researchers have shown to be effective are called evidence-based practices. The National Professional Development Center uses rigorous criteria to determine whether a practice is evidence-based. Currently, the Center has identified 24 evidence-based practices. Please note that every identified practice is not necessarily appropriate for every learner. Practices are most effective when carefully matched to a learner’s specific needs and characteristics.

When attempting to determined the best EBP for intervention or support, it is important to examine data in order to determine which interventions may be the most effective to mitigate deficits and increase success. An examination of data indicators that provide strengths and weaknesses in specific areas will aid professionals in determining which EBP will be most helpful. The data above provides an example of an individual who scored a high average in Visual Spatial, and therefore such an individual would respond well to visual supports and video modeling.

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To be considered an evidence-based practice for individuals with ASD, efficacy must be established through peer-reviewed research in scientific journals using:

- Randomized or quasi-experimental design studies. Two high quality experimental or quasi-experimental group design studies,

- Single-subject design studies. Three different investigators or research groups must have conducted five high quality single subject design studies, or

- Combination of evidence. One high quality randomized or quasi-experimental group design study and three high quality single subject design studies conducted by at least three different investigators or research groups (across the group and single subject design studies).

High quality randomized or quasi-experimental design studies do not have critical design flaws that create confounds to the studies, and design features allow readers/consumers to rule out competing hypotheses for study findings. High quality in single subject design studies is reflected by a) the absence of critical design flaws that create confounds and b) the demonstration of experimental control at least three times in each study.

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