Characteristics of Effective Interventions
| Features of Practice . | Common Characteristics of Empirically Supported Interventions . |
|---|---|
| Assessment and goals | Systematically assess skills |
| Include input of family (shared decision-making) | |
| Select individualized measurable goals and instructional procedures on the basis of objective assessment of each child | |
| Use assessment-based, empirically supported instructional methods to build, generalize, and maintain skills and reduce problem behaviors | |
| Instructional methods | Address core symptoms in social communication and restricted and repetitive behaviors as well as skill deficits |
| Provide a student/teacher ratio low enough to address the child’s individualized goals | |
| Interventions should be by providers who are properly trained and should maintain fidelity with the treatment approach selected | |
| Ensure that multiple providers work collaboratively | |
| Services and supports | Individualize services and support |
| Make use of the child’s interests and preferences in determining reinforcement systems | |
| Incorporate preferred activities to increase engagement in activities | |
| Environment | Provide a structured learning environment that helps children anticipate transition between activities, including a predictable routine and visual activity schedules |
| Organize workspaces to minimize distraction and promote task completion | |
| Limit access to things that may distract a student | |
| The environment should promote opportunities for the student to initiate communication and interact with peers | |
| Behavioral management | Implement a functional behavioral analysis to identify the reasons why challenging behaviors occur and develop a behavior improvement plan based on this assessment (IDEA-mandated approach) |
| Teach children more appropriate responses using the behavior improvement plan | |
| Progress | Systematically measure and document the individual child’s progress |
| Adjust instructional strategies as necessary to enable acquisition of target skills | |
| Family support | Involve and educate families so they can use the behavioral strategies at home and in the community |
| Transition planning | Plan for transitions in school settings and to adulthood (eg, from home-based early intervention to preschool services, preschool to elementary school, elementary school to middle school, middle school to high school, high school to work or postsecondary education, and home to community living) |
| Features of Practice . | Common Characteristics of Empirically Supported Interventions . |
|---|---|
| Assessment and goals | Systematically assess skills |
| Include input of family (shared decision-making) | |
| Select individualized measurable goals and instructional procedures on the basis of objective assessment of each child | |
| Use assessment-based, empirically supported instructional methods to build, generalize, and maintain skills and reduce problem behaviors | |
| Instructional methods | Address core symptoms in social communication and restricted and repetitive behaviors as well as skill deficits |
| Provide a student/teacher ratio low enough to address the child’s individualized goals | |
| Interventions should be by providers who are properly trained and should maintain fidelity with the treatment approach selected | |
| Ensure that multiple providers work collaboratively | |
| Services and supports | Individualize services and support |
| Make use of the child’s interests and preferences in determining reinforcement systems | |
| Incorporate preferred activities to increase engagement in activities | |
| Environment | Provide a structured learning environment that helps children anticipate transition between activities, including a predictable routine and visual activity schedules |
| Organize workspaces to minimize distraction and promote task completion | |
| Limit access to things that may distract a student | |
| The environment should promote opportunities for the student to initiate communication and interact with peers | |
| Behavioral management | Implement a functional behavioral analysis to identify the reasons why challenging behaviors occur and develop a behavior improvement plan based on this assessment (IDEA-mandated approach) |
| Teach children more appropriate responses using the behavior improvement plan | |
| Progress | Systematically measure and document the individual child’s progress |
| Adjust instructional strategies as necessary to enable acquisition of target skills | |
| Family support | Involve and educate families so they can use the behavioral strategies at home and in the community |
| Transition planning | Plan for transitions in school settings and to adulthood (eg, from home-based early intervention to preschool services, preschool to elementary school, elementary school to middle school, middle school to high school, high school to work or postsecondary education, and home to community living) |
Adapted from Smith T, Iadarola S. Evidence base update for autism spectrum disorder. J Clin Child Adolesc Psychol. 2015;44(6):897–922; Myers SA, Pipinos II, Johanning JM, Stergiou N. Gait variability of patients with intermittent claudication is similar before and after the onset of claudication pain. Clin Biomech (Bristol, Avon). 2011;26(7):729–734; and Myers SM. Management of autism spectrum disorders in primary care. Pediatr Ann. 2009;38(1):42–49.