Evidence-Based Practices and Students With Autism Spectrum Disorders

By R. Simpson. 2005

405 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/84c4de2ca3fbdfe7d3bb2614b69565a63536239e

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Citations in the corpus

Using Video Modeling Delivered Through iPods to Teach Vocational Tasks to Young Adults With Autism Spectrum Disorders (2012, background): “Investigating and studying what practices and interventions are effective with this population is important not only for young adults with ASD but also their families, employers, service providers, and society in general (Simpson, 2005).”
Academic Achievement Profiles of Children with High Functioning Autism and Asperger Syndrome: A Review of the Literature (2009, neutral): “As aforementioned, researched-based academic interventions for this population of students are sparse (Simpson, 2005).”
Distance Education Support for Students With Autism Spectrum Disorder and Complex Needs During COVID-19 and School Closures (2020, background): “…across a range of skills areas, repeated practice across environments, environmental arrangements and supports to facilitate interactions and independent performance of daily routines, and function-based assessment and treatment of problem behavior (Pennington et al., 2016; Simpson, 2005).”
Social and Vocational Skills Training Reduces Self-reported Anxiety and Depression Among Young Adults on the Autism Spectrum (2011, background): “Further, empirical evaluations of interventions are seriously lacking despite the greater demand for evidence-based best practice (Simpson 2005).”
Interventions for Children With Autism Spectrum Disorders in Inclusive School Settings (2012, neutral): “Because children with ASD are often able to recall material after limited or brief exposure, one attribute of social scripts may be the reliance on memorization (Boutot; Simpson, 2005).”
Evaluation of a Personal Digital Assistant as a Self-Prompting Device for Increasing Multi-Step Task Completion by Students with Moderate Intellectual Disabilities (2010, neutral): “It is important to select methods of instruction that match the needs of the individual students (Simpson, 2005).”
Enhancing Social and Transition Behaviors of Persons with Autism through Activity Schedules: A Review (2008, neutral): “, mental retardation) respond better when behaviors are predictable and presented sequentially in a step-by-step manner (e.g., Heflin & Simpson, 1998; Quill, 1995; Simpson, 2005).”
Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder (2015, methodology): “Ongoing Measurement of Progress Effective practices must be systematically and objectively verified through data collected (Simpson 2005a, b), and the research-based NBDIs provide methods for systematic data collection on child progress in order to track child progress.”
Planning Instruction and Self-Regulation Training: Effects on Writers with Autism Spectrum Disorders (2010, background): “This design is considered particularly effective for students with ASD and is in fact recommended over group designs due to the limited sample sizes of students with ASD with similar characteristics (Simpson, 2005).”
Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package (2011, background): “Pivotal Response Treatment (PRT) is one such naturalistic behavioral approach that has been deemed as an established (National Autism Center, 2009) and scientifically based (Simpson, 2005) intervention for children with autism.”
A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders (2007, background): “The drive for effective programming and the elusive quest for a “cure” have created great controversy in the field of autism and have provided an environment that is fertile ground for untested, ineffectual, and sometimes harmful intervention strategies (Heflin & Simpson, 1998; Simpson, 2005).”
A Comprehensive Review and Meta-Analysis of the Social Stories Literature (2011, background): “Social StoryTM instruction is one teaching strategy currently used to increase skills and knowledge among students with disabilities (Kuoch & Mirenda, 2003; Simpson, 2005).”
Racial and Ethnic Diversity of Participants in Research Supporting Evidence-Based Practices for Learners With Autism Spectrum Disorder (2016, background): “These include the recommendations for helping professionals become better consumers of intervention methods for students with ASD reported by Simpson (2005), the National Standards Report by the NAC (2009, 2015), the EBPs review by Odom, ColletKlingenberg, Rogers, and Hatton (2010), and the report…”