Embedded Files
Visit these sites for information regarding Best Practice for children with Autism and other differences in learning. Sites include a variety of free modules, concrete strategies, and information regarding evidence based practice and functional behavior assessments.
DPI DISABILITY SPECIFIC RESOURCES
Dedicated sections featuring comprehensive resources tailored to support students with various disabilities. This collection is designed to provide valuable information, tools, and strategies to address the unique needs of your students. Explore and discover how these resources can support your teaching and their learning.
TRAINING & MORE
The IRIS Center creates a host of materials and resources about evidence-based instructional and intervention practices. Developed in collaboration with nationally recognized researchers and education experts, these instructional resources—modules, case study units, activities, and a number of Web-based tools—are created for use in college instruction, professional development activities, and independent learning opportunities for practicing educators.
AFIRM modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.
Louise Southern Presentation ECS Fall 2025 Best Practice For Students with Disabilities
EVIDENCE BASED PRACTICE
Includes descriptions for the 28 EBPs. Each of the hyperlinks go to the National Professional Development Center (NPDC) on Autism at University of North Carolina. Each link opens a webpage that includes the evidence base for the intervention. The associated "brief" includes an implementation checklist for using the EBP with fidelity.
High-Leverage Practices | High-Leverage Practices
HLPs are organized into four domains: Collaboration, Data-Driven Planning, Instruction in Behavior and Academics, and Intensify and Intervene as Needed. Each domain has pillars and embedded practices infused with culturally inclusive pedagogies.
This site will provide the initial grounding and thinking for how professionals can think about HLPs, reorient toward the most essential (pillar) practices, and demonstrate how the remaining HLPs (embedded) practices function to support implementation. HLPs are meant for ALL educators to support all students hence resources are provided for a variety of roles of those implementing practices.
The National Clearinghouse on Autism Evidence and Practice
The National Clearinghouse on Autism Evidence and Practice (NCAEP) is a continuation of the systematic review completed by the National Professional Development Center on Autism Spectrum Disorders (NPDC).
INTERVENTION PROGRAMS
Advancing Social Communication and Play
ASAP stands for Advancing Social-Communication and Play: An Intervention Program for Autistic Preschoolers. This intervention program is designed to help teachers, therapists and others foster the development of important communication and play skills in young autistic children, including joint attention and symbolic play skills.
The Project Core implementation model is aimed at helping teachers provide students with significant cognitive disabilities and complex communication needs with access to a flexible Universal Core vocabulary and evidence-based instruction to teach them to use core vocabulary via personal augmentative and alternative communication (AAC) systems.
TEACCH Autism Training Program
The University of North Carolina TEACCH Autism Program is a University-based system of community regional centers that offer a set of core services along with unique demonstration programs meeting the clinical, training, and research needs of autistic individuals, their families, and professionals across North Carolina. TEACCH, founded by Dr. Eric Schopler in 1972, is a model for other programs around the world.
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