Evidence-Based Practice (EBP)

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According to the Statewide Autism Resources and Training Project (START), evidence-based practices are comprised of four key components:

  1. Identifying and implementing empirically supported interventions from the research literature.
  2. Incorporating input from families and individuals on the spectrum when selecting practices.
  3. Collecting data on the effectiveness of practices and making decisions based on that data.
  4. Using professional judgment when selecting, implementing, and evaluating practices.

If schools are going to meet the complex needs of students with ASD and improve long term outcomes, it is necessary to implement EBP in a consistent, systematic, and efficient manner. One way to do this is through evaluating what practices are implemented at a building level and a classroom level.

START has created both a building level assessment tool and a classroom level tool for educators and administrators to use when evaluating implementation of EBP in their building. The Universal Supports Assessment and Planning Tool (USAPT) is a self-assessment and goal-setting tool for school systems to use to identify areas of strength and areas for improvement. The USAPT is the primary tool used by START coaches to work with teams to improve building level supports for students.The Classroom Environment and Teaching Assessment (CETA) tool is utilized by teachers to assess whether EBP are in place at the classroom level.

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