User:ScholarlyEndeavors/sandbox/Creating a Wiki Page: Foundational Academic Evidence-Based Interventions for Students with ASD

'Overview of Academic-Based Interventions:' In 2012, The Centers for Disease Control suggested that every 1 in 88 children in the United States are diagnosed with Autism Spectrum Disorder. A pervasive developmental disorder, autism was first coined as a term by Lorna Wing, and was added as a separate category under Public Law 101-476 back in 1990. Having a clear criteria for diagnosis, with multiple degrees of variance, individuals with autism are likely to display the following characteristics including: impairments in communication, speech and language, as well as repetitive, stereotyped activities. Along with developmental delays, individuals with ASD often present with problems sleeping, eating, using the bathroom, and controlling self-directed aggressions. On the opposite end of the spectrum exists individuals with little to no delays in cognition and communication classifying this group as having Aspberger's Syndrome, a disorder named after the German physician Hans Apberger shortly after the II World War.

What are Academic-Based Interventions?

Originating in the field of medicine, Academic-based Interventions as defined by the American Psychological Association (2001), defined evidence-base interventions as the integration of the best available research paired with clinical expertise in the context of [individual] characteristics, cultures, and preferences. Commonly used academic-evidence-based approaches include but are not limited to: discrete trial teaching, time-delay, differential reinforcement, self-management, video modeling, exercise, prompting, task analysis, functional behavioral analysis, naturalistic intervention, structured play, as well as augmented alternative communication.

The benefits of academic evidence-based interventions such as prompting with physical guidance with the adult fading from behind, gradually guides students towards independence so that students are eventually able to generalize these interventions to other settings. Applying these interventions paired with the appropriate approach in uncontrolled settings such as home builds self-advocacy in students with ASD. The ability to advocate for one's self eventually leads to the necessary skill of self-determination, a skill students will ASD will need beyond the walls of the classroom. For additional resources and support, please reference the following articles.

References: Dillion, S. & Adams, P. (2016). Evaluating exercise as evidence-based practice for individuals with autism spectrum disorder. Frontiers in Public health, 48(5), 172-1802. Retrieved from http://www.ncbi.hlm.nih.gov/pmc/articles/PMC523813.

Randall, M. & Egberts, K.J. (2018). Diagnostic tests for autism disorder in preschool children. National Library of Medicine, (24)7, 3-33. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/30075057.

Prevalance and characteristics of ASD among children 8 years. (2018). Morbidity and Mortality Weekly Report-Surveillance and Summaries, 65(15), 1-23. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6237390. ScholarlyEndeavors (talk) 22:14, 23 December 2018 (UTC)