Evidence-Based Practice

For students with autism spectrum disorder (ASD), the research literature is clear about the importance of using evidence-based practices and professional judgement to systematically address learning and behavior support needs, while also respecting the strengths and preferences of the individual and the family. Collecting and evaluating student data assures that interventions are effective in helping students to develop social, behavioral, adaptive, and academic skills. If schools are going to meet the complex needs of students with ASD and improve long-term outcomes, it is necessary to follow an evidence-based decision-making model. View the START Evidence-Based Practice Handout.

Schools need to use evidence-based practices at a building and classroom level. START has created both a classroom level tool and a building level assessment tool for educators and administrators to use when evaluating the implementation of practices in their building. The Classroom Environment and Teaching Assessment-Revised (CETA-R) tool is utilized by teachers to assess whether evidence-based practices are in place at the classroom level. 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 a tool used by building teams to improve building level supports for students.

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National Resources for Evidence Based Practice

Page last modified January 25, 2022