Evidence-based practices are those that have significant and convincing empirical efficacy and support. In 2005, Richard Simpson with co-authors, published Autism Spectrum Disorders: Interventions and Treatments for Children and Youth. This book identified practices that are evidence-based practices, promising practices, practices with limited support and practices that are not recommended. According to Simpson and colleagues, evidence-based practices, to date, include Applied Behavior Analysis (ABA), Discrete Trial Instruction (DTI), Pivotal Response Training (PRT), and Learning Experiences: An Alternative Program for Preschoolers and parents (LEAP).
Applied Behavior Analysis (ABA) emphasizes proactive, preventative approaches while also providing effective strategies for intervening after a behavior has occurred. The methodology involves an ongoing comprehensive analysis of the individual's environment, which encompasses adaptive meaningful curriculum, appropriate instructional activities and positive classroom structure to increase desired behaviors. Specific instructions in functional skills match a student's strengths and weaknesses (Simpson, 2005).
Discrete Trial Instruction (DTI) is used when a student needs to learn a skill, but needs the information taught in small repeated steps. It can be utilized during an adult to student, one-to-one teaching situation. Data collection is also an important part of the DTI format. The data collection process supports decision-making when planning the student's program. Data is collected on a planned schedule in order to determine specific information about skill acquisition. The data should provide the teacher with information about beginning skill levels, progress, problems, acquisition, generalization and movement to the next skill level. The steps of discrete trial instruction include gaining the child's attention, then presenting the child with an instruction. The instruction is then followed by a prompt, if needed, to elicit the child to make a correct response. The teacher then provides reinforcement.
Pivotal Response Training (PRT) targets behaviors to be taught in natural environments using items that are age appropriate and reinforcing to the child. A principle area of intervention concentration is communication. Children are taught to respond to multiple cues and stimuli, improve motivation, increase self management capacity and increase self initiations. A structures session includes:
PRT has been used extensively to improve play skills such as manipulative play and symbolic play (Simpson, 2005). For example, PRT could be used to teach a child to appropriately use a train on a train track. Language in this intervention could include making the train noise prior to intersections, identifying train colors, and making familiar verbalizations such as "all aboard" and "choo choo" sounds.
Learning Experiences Alternative Program (LEAP) seeks to develop social and emotional growth, enhance language and communication abilities, increase independence in work and play activities, facilitate choice making, increase capacity to cope with transitions and improve behavior and improve overall cognition abilities. LEAP facilitates the development of functional skills, independent play and work skills, social interaction skills, language skills, and adaptive behavior. Children, ages three to five, attend LEAP pre-schools on weekdays for 15 hours a week, year-round. Student ratios are typically three students with autism to 10 typically developing children. Typically developing peers are taught social scripts such as getting your friends attention. It is through the interaction of the peers, family, and staff that children with ASD receive the benefit (Simpson, 2005).
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