Evidence-Based Practice and Autism Spectrum Disorder
This chapter presents key research on the use of evidence-based practice for children with autism spectrum disorder (ASD). The chapter is divided into two primary sections. In the first half of the chapter, evidence-based practice is defined, followed by
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Evidence-Based Practice and Autism Spectrum Disorder
Abstract This chapter presents key research on the use of evidence-based practice for children with autism spectrum disorder (ASD). The chapter is divided into two primary sections. In the first half of the chapter, evidence-based practice is defined, followed by a discussion of the classification of practice and types of evidence for students with ASD. The importance of evidence-based practice and the research on complementary and alternative medicines for children with ASD are examined. Guidelines are then presented for parents and professionals to consider when selecting practices and interventions for their children with ASD. The second half of the chapter highlights research on the use of effective school practices and programs for students with ASD in schools settings. The research on effective school practices and interventions is outlined followed by a discussion of key legislative, pedagogical, and organisational initiatives that help to shape inclusive school programs for students with ASD.
© Springer Science+Business Media Singapore 2017 A. Webster et al., Empowering Parents of Children with Autism Spectrum Disorder, DOI 10.1007/978-981-10-2084-1_3
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Evidence-Based Practice and Autism Spectrum Disorder
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In recent years, increasing media attention has focused on the increased prevalence of autism spectrum disorder (ASD) as well as the challenges faced by individuals with ASD and their parents. As a result, more information than ever before is being offered in a variety of mediums regarding possible causes, interventions, and treatments for individuals with ASD. Consequently, parents and professionals may feel confronted by an excess of information about interventions that claim to “treat”, “recover”, or even “cure” their child with ASD. Faced with such a plethora of often conflicting and contradictory information, parents and professionals must be able to evaluate these interventions and programs to determine which are most likely to help and support their child at a particular point in time. Moreover, as their child develops, parents must continue to re-evaluate the information on offer in order to choose options and strategies that will meet their child’s changing needs as they grow and encounter new learning and social environments and challenges. This becomes particularly necessary once their child enters school, and the parent is
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Evidence-Based Practice for Children with ASD
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required not just to make decisions about what programs and interventions will help their child, but also must know and advocate for effective practices that will enable their child to progress and achieve within the complex environments and demands of primary and secondary school programs.
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Evidence-Based Practice for Children with ASD What Is Evidence-Based Practice?
Current government policies such as the Individuals with Disabilities Education Improvement Act of 2004 in the United States and the Helping Children with Au
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