Online Module Development of Evidence-Based Practices for Learners With Autism Spectrum Disorder

Autism spectrum disorder (ASD) is an increasingly visible and prevalent disorder. The increased numbers of children with ASD receiving services from the public schools has created a pressing need for information and training about effective instruction and intervention. By law, teaching practice must be based on evidence of effectiveness, and researchers have identified evidence-based practices for children and youth with ASD. This information, in turn, has been translated into online modules that have been used as part of a training process for promoting special education teachers’ use of evidence-based practices (EBPs) for students with ASD. However, as the intervention literature continues to grow and new interventions are developed; creating, revising, and updating modules to provide current information about EBPs is essential.

The goals of this project are: (1) to develop online modules that translate the 27 EBPs for children and youth with ASD identified in a recent review of the intervention literature into engaging self-learning modules and resources, and (2) to monitor, revise, and evaluate completed modules for use, quality, usefulness, and relevance by monitoring access by learners, reviewing evaluation by users, and soliciting feedback that can contribute to needed revisions. The online modules will include specific steps for implementation, fidelity checklists, case studies, application learning strategies suitable for an adult learner audience for each practice and will be posted on the AFIRM website. Access to these learning materials will be free.

FPG Project Staff:
Samuel L. Odom, Principal Investigator
Ann W. Cox, Co-Principal Investigator
Ann M. Sam, Investigator
Funding Agency: Vanderbilt University
Funding Period: 10/01/2014 - 09/30/2016
Award Amount: $398,000
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