Recommendations

When to Begin Intervention?
          Because children's brains are continuously developing, it is important for teachers to
          begin intervention at an early age.
Where Intervention Should Take Place?
          Interventions should begin at home, and continue in the school setting.
What Curriculum or Skills to Select?
         In addition to having a conceptual structure and offering implementation details, the  
          chosen curriculum should be longitudinal, horizontally integrated.
(Hall, pg. 58-60).

Selecting Evidence-Based Strategies

Educators should considering the following questions when selecting an intervention:

1.) What is the intervention supposed to do?
2.) What is the impact of the method on the individual's general quality of life?
3.) Will the intervention detract from the overall educational and treatment program?
4.) Have its effects been tested in controlled experiments using direct observation? Has the research included children with autism spectrum disorders? Have those results been published in peer-reviewed journals?
5.) Can these methods be maintained in the long term with appropriately trained personnel and other resources?
(Hall, pg. 70)

The National Standards Project: Addressing the Need for Evidence-Based Guidelines for Autism Spectrum Disorders

nac-nsp-report_1_.pdf
nsp2_1_.pdf

          Theoretical Approaches &
                       Key Concepts
1.) Applied Behavior Analysis (ABA): The use of evidence-based practices and principles, as well as, various forms of reinforcement to promote meaningful and positive change in behavior
(Hall, pg. 76)
 2.) Developmental and Social-Relational: Based on the developmental and social-relational approaches of fostering continuous play between peers and adults; children lead the activity and adults respond to child initiations in a responsive manner
(Hall, pg. 121)
3.) Cultural Approaches: Based on the importance of educators being self-aware and sensitive to families with diverse backgrounds; educators should incorporate diverse educational practices that promote self-identity and ethnic identity
(Hall, pg. 152-153)