Evidence-Based Practices for Cognitive and Neurological Characteristics

Cognitive-behavioral intervention is one of the evidence-based practices for individuals with autism. Cognitive-behavioral intervention focuses on the child’s ability to solve problems and regulate his or her emotions. Individuals with autism spectrum disorder who also suffer from other mental health issues, including anxiety, sadness, or attention deficit hyperactivity disorder, may benefit from cognitive behavioral therapy (Hassenfel Children’s Hospital). It teaches the individual to change their attitudes or actions to stay away from unpleasant feelings. The professional will let the individual with autism understand the relationships and influences between his or her thoughts, feelings, and behaviors. The individual with autism will be taught different techniques to alter thinking and react differently in certain situations to transform unpleasant feelings or harmful habits.

Another piece of evidence-based evidence for cognitive skills is task analysis. Learning new skills or behaviors is frequently difficult for students with ASD, particularly when such activities are complex or involve several elements, and these behaviors may be broken down and taught using task analysis (Sam & AFIRM Team, 2015). Activities or abilities that require several stages, including tying shoes, grocery shopping, writing a paper, or cooking, are known as chained behaviors. Team members collaborate with the learner to methodically educate each step when chained actions are divided into smaller parts. The learner will progressively gain greater independence in applying the target skill or behavior as they master the individual steps.

Evidence-Based Practices for Communication Characteristics

Functional Communication Training, or FCT, is one of the evidence-based practices for developing communication skills in individuals with autism. Children who exhibit difficult behaviors might benefit from Functional Communication Training (FCT), which teaches them new techniques for communicating that require little to no effort (Loftus, 2023). Functional Communication Training (FCT) provides individuals on the spectrum with meaningful and alternate means of expressing their needs, wants, and feelings. It is based on the understanding that problematic behaviors stem from a lack of communication. The first step for FCT is identifying the challenging behavior of individuals with ASD. The next step is to identify a more desirable way to communicate as a replacement for the challenging behavior using visuals, gestures, and other nonverbal communication. 

The other most commonly used EBP for individuals with ASD is the Picture Exchange Communicating System, or PECS. The teaching of functional communication is the main objective of PECS. Studies have indicated that individuals using PECS develop their speech. Based on the study of Alsayedhassan et. al. (2020), the results suggest that parents may teach their kids to use PECS to independently request desired objects or activities if they receive the proper instruction and feedback. By instructing parents, who serve as the primary PECS trainers for their children, on how to use the technique, the current study shows the effectiveness of PECS in helping individuals learn to communicate.
 
Evidence-Based Practices for Social Characteristics 

Social narratives are one of the evidence-based practices for social skills for individuals with autism. Social narratives are short stories with a variety of scenarios. These narratives can be written and read by teachers or other specialists working with individuals on the spectrum. The goal of these social narratives is to help individuals with ASD demonstrate acceptable actions and identify the proper things to say in a certain social situation. According to the Texas Statewide Leadership for Autism (2013), in creating social narratives, you should consider appropriate guidelines in writing them, like identifying the social situation, the behavior that you, the child, need to display in a specific setting, and the level of the individual's needs and functioning.
Another evidence-based practice for autism is social skills training, or SST. Any adult-directed teaching aimed at improving social skills is referred to as social skills training. Training in social skills is an effective way to address behavior, play, social, communication, and cognitive outcomes (National Professional Development Center on ASD, 2016). Social skill training usually takes place in one of two formats: individually or in groups of four. It may also involve supported practice in a classroom. In addition, by helping their child practice social skills at home and by reinforcing the social skills they observe their child practicing with classmates and teachers, parents and family members may play a crucial role in promoting the learning of social skills at home.
 
Evidence-Based Practices for Behavior Characteristics

One evidence-based practice for the development of positive behavior is through modeling. Modeling involves individuals with ASD observing appropriate behavior in a social setting (Ed.gov., 2016). Furthermore, when the individual with ASD has been given guidance and is attempting to utilize the behavior, modeling may be used as a prompt to provide them with additional help. The teacher and other professionals with individuals under the spectrum can demonstrate the proper behavior expected of them in varied settings, and these can be reinforced at home with the parents and other members of the family. 
Response, interruption, and redirection is another evidence-based practice to support the behaviors and skills of individuals with ASD. RIR is most frequently used for students with ASD who display significant disruptive behaviors, especially those that are stereotyped and repeated. When an interfering behavior is happening, provide a prompt, remark, or other distraction to draw the learner's attention away from the activity and reduce it. RIR is most likely sustained by sensory reinforcement (National Professional Development Center on ASD, 2010). Because instructors and practitioners stop students from participating in disruptive behaviors and redirect them to more suitable, alternative behaviors, RIR is especially helpful with sensory-maintained behaviors.

Evidence-Based Practices for Sensory Characteristics

A technique for teaching students with autism spectrum disorders (ASD) that methodically applies the scientific principles of applied behavior analysis (ABA) is called pivotal response training (Vismara & Bogin, 2009). PRT strengthens student initiative and interests and is especially useful for fostering play, language, social behaviors, and communication. Empirical research has demonstrated that one sort of ABA intervention strategy that helps autistic children improve their communication abilities is pivotal response treatment. It has been shown that this intervention has a favorable effect on other domains, such as behavior and sensory processing, that the approach has not particularly addressed (Alshirawi, et. al., 2018).
Structured play groups are another evidence-based practice to address the sensory needs of individuals with ASD. Structured play groups of children, including typically developing children, who meet regularly over time to participate in defined play activities and structured routines within a designated space are known as SPG groups. These groups are led by adults who, in their clearly defined roles, use evidence-based practices (EBPs) like prompting and reinforcement to support the target child's behavior and skill use during playtime. Individuals with autism may be provided with sensory activities that best fit their needs while interacting with other peers.