Facilitating Evidence-Based Practice for Students with ASD

A Classroom Observation Tool for Building Quality Education

by Christina R. Carnahan, Ed.D. University of Cincinnati Ohio and
K. Alisa Lowrey, Ph.D. University of Southern Mississippi Hattiesburg

Table of Contents

1. Understanding the Learning and Behavioral Needs of Students With ASD
2. Laws Every Leader Needs to Know: A Look at Legislation, Regulations, Case Law, and Individuals With ASD
3. Evidence-Based Practices for Students With ASD: How Will I Know It When I See It?
4. The Evidence-Based Classroom Observation Tool for Creating Building and District-Level Capacity
5. Developing and Leading Collaborative Practices

Introduction

“I’ll know it when I see it, but right now, I don’t have a clue what ‘it’ is.” This statement reflects the need for clarity in supporting students with autism spectrum disorder (ASD). The goal of this book and the Evidence-Based Practice Classroom Observation Tool (EBP COT) is to provide leaders in today’s schools with a systematic approach for building quality educational experiences for students with ASD.

The Big Ideas in This Book

• The belief that all individuals with ASD have the capacity to learn and engage meaningfully is central to this book. School leaders play a critical role in ensuring positive outcomes.
• Federal legislation requires schools to provide quality programming for students with ASD; thus, understanding these requirements is essential for leaders.
• Specific evidence-based practices are necessary for students with ASD to succeed, highlighting the importance of school leaders in supporting implementation.
• A collaborative leadership approach is foundational for implementing evidence-based practices across schools.

Autism, Law, and the Role of School Leaders

The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 mandates quality instruction for students with ASD in the least restrictive environment (LRE). Understanding the needs and practices that support students with ASD is key for school leaders to create effective educational programming.

ASD Is a Brain-Based Disorder

The American Psychological Association's criteria emphasize that ASD is a neurological condition that influences learning and behavior throughout the school day. Students with ASD often experience high levels of anxiety, have difficulty with transitions, and face challenges with memory and attention. Understanding these differences is crucial for designing supportive educational environments.

Evidence-Based Practices: The Foundation for Quality Programming

Evidence-based practices are crucial for promoting academic and social success for students with ASD. The National Professional Development Center (NPDC) on ASD has identified numerous evidence-based practices essential for creating effective learning environments.

Leadership and Collaboration in Quality Programming

Significant change in school environments requires both district-level policies and active engagement at the school and classroom levels. School leaders play a key role in motivating staff and creating positive conditions for teaching.

The EBP COT

The EBP COT includes three categories: environmental, instructional, and communication supports. It is designed not as an evaluation tool but as a resource to support teachers and professionals in implementing evidence-based practices effectively.

Suggestions for Educational Leaders

The EBP COT serves as a collaborative tool for school leaders to support both new and experienced educators through various strategies, fostering professional development and addressing unique environments for students with ASD.

Suggestions for Preservice and Practicing Professionals

Utilizing the EBP COT, educators can plan environments and continually reflect on their teaching practices, leading to improved outcomes for their students with ASD.

Suggestions for Families

For families, the EBP COT can facilitate discussions with school personnel about the supports their children need, especially during transitions between grades or settings.

What This Book Has to Offer

This book will guide educational leaders in understanding the cognitive profile of individuals with ASD and the evidence-based practices that support their learning needs. Each chapter will provide critical knowledge and reflection questions for continual growth and understanding.