Supporting individuals with developmental disabilities such as autism, as well as their caregivers and service providers, is central to the work of FPG. Understanding developmental trajectories and the impact of a developmental disability on the individual, family, and broader community informs both theory and practice. High-quality intervention across the age range can ensure that individuals with developmental disabilities and their families fully participate in their community in ways that are meaningful to them. FPG investigators have identified central features of high-quality intervention, such as family-focused programming, early childhood inclusion, and the use of identified evidence-based practices. They lead the field in translating scientific knowledge into practical information for teachers and service providers, and actively join their colleagues from implementation science in promoting adoption and use of effective intervention practices in schools, homes, and community settings.
Featured FPG News Story
FPG Review of 30 Years of Autism Research Points to New Best Practices and Trends | FPG investigators, who lead the National Clearinghouse on Autism Evidence and Practice, have completed an updated systematic review of literature related to interventions for individuals with autism spectrum disorder, uncovering new information on what practices produce positive outcomes for children and youth through age 22.
All children and young adults require support from caregivers during times of stress and uncertainty, such as those we are facing now because of COVID-19. Coping with the unknown and navigating school closures, abrupt changes in routines, loss of connections with teachers and friends, and fear around contracting the virus are burdens for all, and caregivers play an important role in helping children and young adults understand the changes and process their related feelings. Individuals with autism may need additional support to process the news and adapt to the many changes.
Self‐determination is critical during adolescence and has been linked to positive educational outcomes in individuals with disabilities. Few studies have characterized the measurement of self‐determination in adolescents with autism spectrum disorder.