Evidence-Based Practices for Supporting Individuals with Autism Spectrum Disorder

About the Authors Laura C. Chezan is an associate professor of Special Education in the Darden College of Education and Professional Studies at Old Dominion University. She received her doctorate at the University of South Carolina and is a Board Certified Behavior Analyst-Doctoral. Her research interests focus on social-communication interventions for individuals with autism spectrum disorder, positive behavior support, and postsecondary education for individuals with autism spectrum disorder and other developmental disabilities. She has co-authored book chapters and published peer-reviewed articles in scholarly journals in the field of education and behavior analysis. Dr. Chezan has also presented at local, state, and national conferences on topics related to communication and behavioral interventions for individuals with autism spectrum disorder and other developmental disabilities. She serves as an Associate Editor for Preventing School Failure and as an editorial board member for several scholarly journals. Dr. Chezan is a recipient of the Sara and Rufus Tonelson Award for Excellence in Teaching, Research, and Service from Old Dominion University and the Star Reviewer Award from the Journal of Behavioral Education. Katie Wolfe is an associate professor of Special Education in the Department of Educational Studies at the University of South Carolina. She received her doctorate in Disability Disciplines and Applied Behavior Analysis at Utah State University. She is a Board-Certified Behavior Analyst-Doctoral who has worked with children with autism spectrum disorder for over 15 years. She conducts research on behavioral interventions to promote language and communication in children with autism spectrum disorder, on methods of training practitioners to make data-based instructional decisions, and on the visual analysis of single-case research data. Dr. Wolfe has published chapters and peer-reviewed articles in scholarly journals related to these interests and serves on the editorial board of 5 peer-reviewed journals in the fields of applied behavior analysis and special education. She regularly presents at national conferences and conducts workshops related to interventions for children with autism spectrum disorder and related disabilities. Erik Drasgow is a professor of Special Education and Chair of the Department of Educational Studies at the University of South Carolina. He has been in the field of special education for more than 30 years. Dr. Drasgow has published in such journals as the Journal of Applied Behavior Analysis, Behavior Modification, and Focus on Autism and Other Developmental Disabilities. His research and personnel preparation efforts have been funded by the U.S. Department of Education. He has conducted workshops and given presentations across the country in his areas of expertise and has provided technical assistance for more than 35 years to families, teachers, related practitioners, and paraprofessionals.

Table of Contents

Contributors

Preface

Chapter 1. Quality of Life

Laura C. Chezan and Erik Drasgow

Chapter 2. Characteristics of Learners with Autism Spectrum Disorder

Katie Wolfe, Meka N. McCammon, and Aaron R. Check

Chapter 3. Assessment for Instructional Planning

Laura C. Chezan and Erik Drasgow

Chapter 4. Evidence-Based Practice: Finding the Right Treatment that Works

Susan M. Wilczynski, Abby Magnusen, Shawnna Sundberg, and Ben Seifert

Chapter 5. Implementation of Evidence-Based Practices

Rose A. Mason, Emily Gregori, Jennifer Elaine Smith, Amanda Austin, and Hannah Crosley

Chapter 6. Progress Monitoring and Data-Based Decision Making

Katie Wolfe, Meka N. McCammon, and Aaron R. Check

Chapter 7. Ethics and Evidence-Based Practice: An Important Partnership for Meaningful Outcomes

Ilene S. Schwartz, Elizabeth M. Kelly, and Kaitlin Greeny

Chapter 8. Evidence-Based Practices to Enhance Social Competence

Jeff Sigafoos, Amarie Carnett, Mark F. O’Reilly, and Giulio E. Lancioni

Chapter 9. Evidence-Based Practices to Teach Academic Skills

Veronica P. Fleury, Jenny R. Root, Kelly Whalon, Emily Stover, and Alice Williams

Chapter 10. Evidence-Based Practices to Address Problem Behavior

Mandy Rispoli, Catharine Lory, Eric Shannon, and Charissa Voorhis

Chapter 11. Evidence-Based Practices for Secondary Transition Planning and Supports for Youth with Autism Spectrum Disorder

Anthony J. Plotner, Valerie L. Mazzotti, Stephen M. Kwiatek, Wen-hsuan Chang, Aaron Check, Abigail Mojica, and Charles Walters

Chapter 12. Collaborative Partnerships: Parents and Families

Hedda Meadan and Jamie N. Pearson

Chapter 13. Collaborative Partnerships: How and Why to Foster Professional Collaborations?

Jennifer M. Asmus, Lindsay M. McCary, & Taylor P. Dorlack

Chapter 14. Final Remarks

Katie Wolfe, Laura C. Chezan, and Erik Drasgow