Answer the following question:
1. Why is it important for ASD educators to stay current on evidenced-based practices in ASD education?
Respond to student discussion:
(Elim) While prevalence of Autism Spectrum Disorder (ASD) is increasing, new understandings of the disorder is constantly being developed. Our overall understanding of how to support students with ASD and their families are improving and educators need to stay current on evidence-based practices and strategies to continue to provide that support. Each student is unique and it takes time to get to know a student with ASD and know what strategies fit best with each individual student. Some may respond better to strategies that have been used for decades while others may respond better to new strategies available. We never know until we try. Keeping up with new evidence-based strategies can ensure that educators are providing the best support with the best interventions that are supported by thorough research.
The COMPASS framework mentioned in our course text is the first time I’ve heard of this model for helping individuals with ASD reach optimal outcomes. It’s amazing that such a resource exists that combines over 80 years of experience and collaboration from parents, teachers, administration, and other related support specialists. That’s a great wealth of knowledge that’s summarized for readers. Collaboration efforts such as the COMPASS is what improves our efforts to develop, implement, monitor programs, and improve IEPs for students with ASD while our understanding of the disorder improves through research. A great reminder from the authors encourages each students’ support team to be informed and access research-based interventions in order to individualize strategies for each student with ASD (Ruble, Dalrymple, & McGrew, 2014, p. 3).
Ruble, L. A., Dalrymple, N. J., & McGrew, J. H. (2014). Collaborative Model for Promoting Competence and Success for Students with ASD (1st ed.). XanEdu.
(Amber) IDEA mandates the development of comprehensive education plans for students with ASD, which is met through required elements of the IEP (Ruble, Dalrymple, & McGrew, 2012). For students with ASD, development of the IEP can be guided through the utilization of evidence-based practices, all of which can target a core deficit of students with ASD. Using evidence-based practices ensures the development of goals, objectives, and services that are sensitive to the specific needs of students with ASD (social, communication, behavior, functional needs, etc.). Generalization and maintenance of skills in these areas is also increased. Through the use of specific evidence-based strategies, ASD educators can also ensure fidelity of implementation, as all educators should be using the strategies that have previously been identified as effective for individuals with ASD through empirical evidence.
Ruble, L., Dalrymple, N. J., & McGrew, J. H. (2012). Collaborative model for promoting competence and success for students with ASD. New York: Springer.
Read “DSM-5 Diagnostic Criteria” from the Autism Speaks website.