Evidence-Based Practice

For children with an autism spectrum disorder (ASD), the research literature is clear about the importance of using the best available evidence and professional judgement to systematically address learning and behavior support needs, while also respecting the strengths and preferences of the individual and the family. The use of data collection and progress monitoring assures that interventions are effective in helping children 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 practice model. View the START Evidence-Based Practice Handout.

Schools also need to use evidence-based practice at a building and classroom level. START has created both a building level assessment tool and a classroom level tool for educators and administrators to use when evaluating the implementation of practices 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-Revised (CETA-R) tool is utilized by teachers to assess whether EBP are in place at the classroom level.

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National Resources for Evidence Based Practices