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Direct linkOdom, Samuel L.; Hall, Laura J.; Morin, Kristi L.; Kraemer, Bonnie R.; Hume, Kara A.; McIntyre, Nancy S.; Nowell, Sallie W.; Steinbrenner, Jessica R.; Tomaszewski, Brianne; Sam, Ann M.; DaWalt, Leann – Journal of Autism and Developmental Disorders, 2021
Commemorating the 40th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief…
Descriptors: Intervention, Children, Youth, Autism
Wong, Connie; Odom, Samuel L.; Hume, Kara A.; Cox, Ann W.; Fettig, Angel; Kucharczyk, Suzanne; Brock, Matthew E.; Plavnick, Joshua B.; Fleury, Veronica P.; Schultz, Tia R. – Journal of Autism and Developmental Disorders, 2015
The purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. ("Prev Sch Fail" 54:275-282, 2010b, doi:10.?1080/?1045988100378550?6). In the…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Children
Cook, Bryan G.; Odom, Samuel L. – Exceptional Children, 2013
Establishing a process for identifying evidence-based practices (EBPs) in special education has been a significant advance for the field because it has the potential for generating more effective educational programs and producing more positive outcomes for students with disabilities. However, the potential benefit of EBPs is bounded by the…
Descriptors: Special Education, Disabilities, Outcomes of Education, Instructional Effectiveness
Odom, Samuel L. – Topics in Early Childhood Special Education, 2009
A primary effort in early intervention and early childhood special education (EI/ECSE) is to use science to discover the most effective approaches for promoting positive outcomes for infants and young children with disabilities and their families. Syntheses of the literature are identifying practices having empirical support, but a gap still…
Descriptors: Early Intervention, Disabilities, Young Children, Early Childhood Education
Peer reviewedOdom, Samuel L.; Strain, Phillip S. – Journal of Early Intervention, 2002
This study examined the strength of evidence from single-subject research underlying the Council for Exceptional Children's Division of early Childhood Recommended Practices. A review of 184 articles (1990- 1998) found the literature provided positive, and in some cases very strong, evidence for the effectiveness of practices from the…
Descriptors: Disabilities, Early Childhood Education, Early Intervention, Educational Practices
Peer reviewedOdom, Samuel L.; Brown, William H.; Frey, Timothy; Karasu, Necdet; Smith-Canter, Lora Lee; Strain, Phillip S. – Focus on Autism and Other Developmental Disabilities, 2003
A review of 37 single subject design studies examined evidence-based practices for young children with autism. Practices with well established evidence of effectiveness were adult-directed teaching and differential reinforcement. Emerging and effective practices included peer-mediated interventions, visual supports, self-monitoring, and family…
Descriptors: Autism, Early Childhood Education, Educational Practices, Instructional Effectiveness
Peer reviewedOdom, Samuel L.; And Others – Journal of Early Intervention, 1995
This paper describes the process used by the Division for Early Childhood of the Council for Exceptional Children for identifying recommended practices in early intervention/early childhood special education. Work groups in 14 areas identified practices that were then validated by a national sample of professionals and family members. Use of the…
Descriptors: Disabilities, Early Childhood Education, Early Intervention, Educational Practices
Peer reviewedOdom, Samuel L.; And Others – Exceptional Children, 1994
This study assessed the judgments of 131 preschool special education teachers on the acceptability, feasibility, and current use of child-specific, peer-mediated, and environmental arrangement intervention strategies for promoting social interaction skills of young children with disabilities. Teachers found all three types of interventions…
Descriptors: Classroom Environment, Disabilities, Early Intervention, Educational Practices
Peer reviewedOdom, Samuel L. – Topics in Early Childhood Special Education, 1987
The role of theory-based research in early childhood special education is examined, including the relevance of such research at different phases of teachers' careers. It is recommended that professional education provide teachers with skills to construct personalized theories of effective educational practices and to evaluate their theories.…
Descriptors: Disabilities, Early Childhood Education, Educational Practices, Educational Theories
Peer reviewedOdom, Samuel L. – Journal of Early Intervention, 1994
This response to an article comparing guidelines for developmentally appropriate practice from the fields of early childhood education and early intervention/special education stresses the importance of recognizing the uniqueness of both disciplines and of getting recommended practices into actual practice. (DB)
Descriptors: Child Development, Developmentally Appropriate Practices, Disabilities, Early Childhood Education
Peer reviewedMcLean, Mary E.; Odom, Samuel L. – Topics in Early Childhood Special Education, 1993
This article compares recommended practices identified by the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Similarities and differing emphases are noted in the areas of inclusion, family involvement, assessment, program planning, curriculum and intervention strategies, service…
Descriptors: Delivery Systems, Disabilities, Early Childhood Education, Early Intervention
Download full textOdom, Samuel L.; McLean, Mary E. – 1993
This paper introduces a document that presents a set of indicators that the Council for Exceptional Children's Division for Early Childhood recommends for early intervention and early childhood special education (EI/ECSE) programs for infants and young children with special needs and their families. The indicators selected are research-based or…
Descriptors: Disabilities, Early Childhood Education, Early Intervention, Educational Assessment
Odom, Samuel L.; McLean, Mary E. – 1996
This book's 15 chapters elaborate on specific educational practices in early intervention and early childhood special education, recommended by a task force of the Council for Exceptional Children's Division of Early Childhood. The selected practices were identified through a process involving analysis of expert opinions, professional consensus,…
Descriptors: Adaptive Behavior (of Disabled), Cognitive Development, Communication Skills, Curriculum Development
