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ERIC Number: EJ1083498
Record Type: Journal
Publication Date: 2016-Jan
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1053-4512
Evidence-Based Practice for Teachers of Children with Autism: A Dynamic Approach
Lubas, Margaret; Mitchell, Jennifer; De Leo, Gianluca
Intervention in School and Clinic, v51 n3 p188-193 Jan 2016
Evidence-based practice related to autism research is a controversial topic. Governmental entities and national agencies are defining evidence-based practice as a specific set of interventions that educators should implement; however, large-scale efforts to generalize autism research, which are often single-subject case designs, may be a setback in the field. Children on the autism spectrum can experience a very broad range of difficulties with social interactions, managing behaviors, and communicating; similarly, they may experience a wide range of comorbidities. In addition, different environmental considerations come into play for each child. Such challenges to generalizing research are important to acknowledge so that research will be used to inform, not to dictate, the interventions that educators select. The process of identifying and implementing evidence-based practices for children with autism spectrum disorders is a dynamic one that requires educators to adapt interventions to meet students' individual needs.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A