Article Review: Evidence-Based Practices and Students with Autism Spectrum Disorders

by Lee Ann Melchor

University of Central Florida and

Middle School ASD Seclusion Teacher

note: A full copy of this article and the successful interventions referenced in the article can be found at https://depts.washington.edu/pdacent/Publications/Simpson/Simpson2.pdf

With the passing of both IDEA and NCLB, several restructuring efforts to identify the role of the parent and increase parental involvement have been made. In 2001, NCLB sought to ensure that children with disabilities have a fair and equal opportunity to participate in obtaining a high-quality education as that of their non-disabled peers. To measure this, providing standards-based curriculum and measuring annual yearly progress (AYP) became the expectation for all students.

For children with ASD, this is becoming increasingly challenging. In recent years, the increased prevalence of those diagnosed with ASD has increased. Unlike other disabilities, educators and parents of children with the life-long disability of ASD face the additional challenge of not knowing the root cause of the child's disability as well as no universally accepted course of successful treatment (Simpson, 2005). Parents of children with ASD, are often desperate to find both a cause of their child's disability and cure. Unfortunately, there are many individuals and companies that prey upon the vulnerability of the parents by promising extraordinary and often unproven results. These unproven methods have encouraged unhealthy, unrealistic and often improbable expectations and have impeded the field of ASD (Simpson, 2005).

Over the last decade, there has been little information available as to what works. This is greatly hampered by the lack of agreement between professionals and educators on how to best identify and effectively evaluate and measure effective practices. Under NCLB, an attempt has been made to identify programs that are scientifically based by research “that involves the application of rigorous, systematic and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs” (NCLB, 2002). Shortly thereafter, the U.S. Department of Education awarded $18.5 million to the What Works Clearinghouse to assess and identify effective programs.

Despite these measures, there has not been adequate progress made in the field of ASD. Primarily, the wide range of symptoms among those diagnosed with ASD make it difficult to pinpoint effective methods as a method that may work for one individual may not necessarily work for another. It is also difficult to define how results will be measured as many of the results are based upon the observer’s perception, rather than scientifically based data collected.

For parents, this can be very confusing. Websites, testimonials, vitamin makers, the media and even supposed educational and medical companies all promise miracle cures. Simpson recommends parents and professionals become better consumers of intervention methods for children of ASD by utilizing 3 important questions: (1) What are the efficacy and anticipated outcomes that align with a particular practice, and are the outcomes in harmony with the needs of the student? (2) What are the potential risks associated with the practice, and (3) What are the most effective means of evaluating a particular method or approach? (Simpson, 2005).

In short, Simpson encourages professionals and parents to identify the specific, individual needs of the child. Next, determine what common goal they hope to achieve. Like in an I.E.P., parents and professionals should identify goals that are realistic, clearly defined and able to measured and obtained. Parents and professionals should also evaluate the risk to the child and the emotional and financial risk to the family unit. Finally, parents and professionals should determine how results will be measured, rather than relying on their feelings and attitudes.

So, what does work? Simpson and his team identified several interventions and treatments for children with ASD. Within the skill based category: ABA therapy, discrete trial training, LEAP and pivotal response training all meet the standard of scientifically based practices. Medications and other medically based interventions were not included in the evaluations possibly as the medications primarily treat the symptoms such as behavioral disorders and aggression, rather than overall ASD disorder.

In summary, the field of ASD is dependent upon identifying effective methods, treatments and interventions. This is critical not only to the field of ASD, but also to reduce the amount children with ASD are exposed to questionable and ineffective treatments.

References:

Simpson, R., et al (2005). Evidence Based Practices and Students with Autism Spectrum Disorders. Focus on Autism and Other Developmental Disorders, 20(3), 140-149.

No Child Left Behind Act of 2001. 20 U.S.C. 70, 6301 (2002).