Wong, et al. identified through a review of literature on evidence-based practices to utilize with students with ASD. They identified 27 interventions that that address single skills and goals for student with ASD. These 27 practices were determined to be Evidence-Based, focused-intervention practices that are part of the building blocks for educational programming for students with ASD (2015).
The purpose of EBP's are to reduce challenging behaviors and to increase desired behaviors (Rahn, et al., 2017). They can be preventative practices to reduce behavioral challenges.
EBP's do have their limitations and are not effective with every student with ASD (Flannery & Wisner-Carlson, 2020). EBP's that are implemented need to take in account each individual and their unique needs.
27 Evidence Based Practices
Antecedent-based intervention (ABI)
Cognitive behavioral intervention (CBI)
Differential reinforcement of alternative, incompatible, or other behavior (DRA/I/O)
Discrete trial training (DTT)
Exercise (ECE)
Extinction (EXT)
Functional behavior assessment (FBA)
Functional communication training (FCT)
Modeling (MD)
Naturalistic intervention (NI)
Parent-implemented intervention (PII)
Peer-mediated instruction and intervention (PMII)
Picture exchange communication system (PECS)
Pivotal response training (PRT)
Prompting (PP)
Reinforcement (R+)
Response interruption/redirection (RIR)
Scripting (SC)
Self-management (SM)
Social narratives (SN)
Social skills training (SST)
Structured play groups (SPG)
Task analysis (TA)
Technology-aided instruction and intervention (TAII)
Time delay (TD)
Video modeling (VM)
Visual supports (VS)
(Wong, et al., 2015)
In order to address repetitive behaviors of students with ASD, Boyd, et al. identified several interventions and strategies:
early intervention
prompting
reinforcement
visual supports
increase flexible thinking and decrease inflexible patterns
These types of interventions help the student to engage in their environment and target specific lagging skills. Targeting inflexible patterns and rigidity support students with ASD learn how to adjust more easily (2012).