Employing Evidence-Based Practices for Children with Autism in Elementary Schools

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Abstract

The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year.

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Most cited references 43

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Controlling the False Discovery Rate: A Practical and Powerful Approach to Multiple Testing

Yoav Benjamini, Yosef Hochberg (1995)

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Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2016

Matthew J Maenner, Kelly Shaw, Jon Baio … (2020)

Problem/Condition Autism spectrum disorder (ASD). Period Covered 2016. Description of System The Autism and Developmental Disabilities Monitoring (ADDM) Network is an active surveillance program that provides estimates of the prevalence of ASD among children aged 8 years whose parents or guardians live in 11 ADDM Network sites in the United States (Arizona, Arkansas, Colorado, Georgia, Maryland, Minnesota, Missouri, New Jersey, North Carolina, Tennessee, and Wisconsin). Surveillance is conducted in two phases. The first phase involves review and abstraction of comprehensive evaluations that were completed by medical and educational service providers in the community. In the second phase, experienced clinicians who systematically review all abstracted information determine ASD case status. The case definition is based on ASD criteria described in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Results For 2016, across all 11 sites, ASD prevalence was 18.5 per 1,000 (one in 54) children aged 8 years, and ASD was 4.3 times as prevalent among boys as among girls. ASD prevalence varied by site, ranging from 13.1 (Colorado) to 31.4 (New Jersey). Prevalence estimates were approximately identical for non-Hispanic white (white), non-Hispanic black (black), and Asian/Pacific Islander children (18.5, 18.3, and 17.9, respectively) but lower for Hispanic children (15.4). Among children with ASD for whom data on intellectual or cognitive functioning were available, 33% were classified as having intellectual disability (intelligence quotient [IQ] ≤70); this percentage was higher among girls than boys (40% versus 32%) and among black and Hispanic than white children (47%, 36%, and 27%, respectively). Black children with ASD were less likely to have a first evaluation by age 36 months than were white children with ASD (40% versus 45%). The overall median age at earliest known ASD diagnosis (51 months) was similar by sex and racial and ethnic groups; however, black children with IQ ≤70 had a later median age at ASD diagnosis than white children with IQ ≤70 (48 months versus 42 months). Interpretation The prevalence of ASD varied considerably across sites and was higher than previous estimates since 2014. Although no overall difference in ASD prevalence between black and white children aged 8 years was observed, the disparities for black children persisted in early evaluation and diagnosis of ASD. Hispanic children also continue to be identified as having ASD less frequently than white or black children. Public Health Action These findings highlight the variability in the evaluation and detection of ASD across communities and between sociodemographic groups. Continued efforts are needed for early and equitable identification of ASD and timely enrollment in services.

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Evidence based medicine: what it is and what it isn't

D L Sackett, W. Rosenberg, J A M. Gray … (1996)

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Author and article information

Contributors

Ann M. Sam:

ORCID: https://orcid.org/0000-0003-3808-445X

ann.sam@unc.edu

Samuel L. Odom:

ORCID: http://orcid.org/0000-0003-1745-7915

slodom@unc.edu

Brianne Tomaszewski:

ORCID: https://orcid.org/0000-0003-0074-1442

brianne.tomaszewski@med.unc.edu

Yolanda Perkins: yolanda.perkins@unc.edu

Ann W. Cox: ann.cox@unc.edu

Journal

Journal ID (nlm-ta): J Autism Dev Disord

Journal ID (iso-abbrev): J Autism Dev Disord

Title: Journal of Autism and Developmental Disorders

Publisher: Springer US (New York )

ISSN (Print): 0162-3257

ISSN (Electronic): 1573-3432

Publication date (Electronic): 19 September 2020

Publication date PMC-release: 19 September 2020

Publication date (Print): 2021

Volume: 51

Issue: 7

Pages: 2308-2323

Affiliations

GRID grid.10698.36, ISNI 0000000122483208, Frank Porter Graham Child Development Institute, , University of North Carolina at Chapel Hill, ; 517 S. Greensboro Street, CB 8040, Carrboro, NC 27510 USA

Author information

Ann M. Sam https://orcid.org/0000-0003-3808-445X

Samuel L. Odom http://orcid.org/0000-0003-1745-7915

Brianne Tomaszewski https://orcid.org/0000-0003-0074-1442

Article

Publisher ID: 4706

DOI: 10.1007/s10803-020-04706-x

PMC ID: 8189952

PubMed ID: 32949315

SO-VID: c562aadb-49b6-40c8-9ed0-8c1442d7e399

License:

Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

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Funding

Funded by: FundRef http://dx.doi.org/10.13039/100005246, Institute of Education Sciences;

Award ID: R324A150047

Award Recipient : Samuel L. Odom

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ScienceOpen disciplines: Neurology

Keywords: evidence-based practices,autistic students,elementary schools,teacher implementation

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ScienceOpen disciplines: Neurology

Keywords: evidence-based practices, autistic students, elementary schools, teacher implementation

Employing Evidence-Based Practices for Children with Autism in Elementary Schools

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Most cited references 43

Controlling the False Discovery Rate: A Practical and Powerful Approach to Multiple Testing

Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2016

Evidence based medicine: what it is and what it isn't

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