![]() We invite you to browse our website to discover more free educational resources such as those available in our Autism – A Closer Look section. The cost per manual is $24.95 (includes shipping and handling). National Autism Center (NAC) final reports include: Findings and Conclusions: National Standards Project, Phase 2 (2015) Results of. ![]() To purchase a printed copy of the manual, please visit our online bookstore. FREE RESOURCE!Īn Educator’s Manual to Evidence-based Practice and Autism, 2nd Edition is available as a PDF. The updated manual also features results of the National Standards Project, Phase 2, including information about the 14 Established Interventions for children and adolescents that have the most research support, produce beneficial outcomes, and are known to be effective. Each chapter sets a course for advancing the efforts of school systems to engage in evidence-based practice for their students on the autism spectrum. The National Standards Project resulted in two reports that identify the strength of evidence supporting a broad range of interventions that target the core and associated characteristics of ASD. This invaluable resource includes the current state of research findings, professional judgment and data-based clinical decision making, values and preferences of families, and capacity building. To assist school professionals as they strive to help these students reach their potential, the National Autism Center has updated its autism manual for educators – Evidence-Based Practice and Autism in the Schools. In order to achieve this goal, evidence-based practice is essential in the schools. Findings and conclusions: National standards project, Phase 2. These principles provide a framework for teachers and parents to work alongside students on the autism spectrum to plan, implement and evaluate strategies that can be embedded and implemented in the class program and are effective in supporting the specific needs of individual students on the autism spectrum.Schools today face the challenge of providing appropriate services to a diverse and increasingly numerous student population diagnosed with autism spectrum disorder. firm conclusions from the results (NAC, 2015, p. An analysis of this research reveals four principles of best practice for schools and educators working with students on the autism spectrum: provision of a supportive and structured learning environment for staff and students consistent provision of child-centered and evidence-based curriculum and instruction multidisciplinary engagement and collaboration and meaningful communication and collaboration between families and schools. More promising are studies which have highlighted elements of effective practice in education programs. Our review focused on the Headquarters (HQ) NAC Program. This has created a research-to-practice gap for educators working with students on the autism spectrum in inclusive school settings. The Review assessed the adequacy and effectiveness of the National Aircraft Certification’s (NAC) approach to certifying aeronautical products 4, including design, implementation and oversight of its delegation program. Findings and conclusions: National standards project Phase 2. However, only a few have investigated the applicability of these strategies in inclusive school environments or specifically employed strategies to address academic needs. NAC National Autism Centre, MBD multiple-baseline design. A number of studies have focused on determining the evidence base of specific practices for students on the autism spectrum. ![]() Moreover, educators and parents must sort through the plethora of information and reports of interventions and treatments claiming to treat or cure autism in order to determine what strategies will best support their children or students. The rising number of students diagnosed with autism spectrum disorder (ASD) in schools, and the unique characteristics of these students, has led many educators and parents to question the types of programs and strategies that are most effective in supporting them to achieve within school climates and curriculum of the early 21st century.
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