Overview of National Professional Developmental Center ASD 2014 Report on Evidence Based Practices (Tables 7-8)*

Full Report available at http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/2014-EBP-Report.pdf

* Adapted from: Wong, C., Odom, S. L., Hume, K. Cox, A. W., Fettig, A., Kucharczyk, S., Schultz, T. R. (2013). Evidence-based practices for children, youth, and young
adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based
Practice Review Group.

Page 1 of 2
Evidence Based Practice and Abbreviated
Definition
Evidence by Developmental Domain and Age (years)
Social Comm. Beh. Joint
Attn.
Play Cog. School
Ready
Acad. Motor Adapt. Voc. Mental
Health
0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

Antecedent Based Intervention (ABI): Arrangement of
events preceding an interfering behavior to prevent or
reduce occurrence























Cognitive Behavioral Intervention (CBI): Instruction
on cognitive processes leading to changes in behavior





Differential Reinforcement of Alternative,
Incompatible, or Other Behavior (DRA/I/O):
Consequences provided for desired behaviors that reduce
the occurrence of interfering behaviors











Discrete Trial Teaching (DTT): Instructional process of
repeated trials, consisting of instruction, response, and
consequence











Exercise (ECE): Antecedent based physical exertion to
reduce interfering behaviors or increase appropriate
behaviors



Extinction (EXT): Removal of existing reinforcement in
order to reduce an interfering behavior









Functional Behavior Assessment (FBA): Systematic
protocol designed to identify contingencies that maintain
an interfering behavior





Functional Communication Training (FCT):
Replacement of an interfering behavior with
communication that accomplishes the same function









Modeling (MD): Demonstration of a desired behavior
that results in skill acquisition through learner imitation



Naturalistic Intervention (NI): Intervention strategies
that occur with the learners typical settings and routines

Parent-Implemented Intervention (PII): Parent
delivered intervention learned through a structured parent
training program









Peer-Mediated Instruction and Intervention (PMII):
Typically developing peers are taught strategies that
increase social learning opportunities in natural
environments







Picture Exchange Communication System (PECS):
Systematic 6 phase protocol teaching the exchange of
pictures between communicative partners

Overview of National Professional Developmental Center ASD 2014 Report on Evidence Based Practices (Tables 7-8)*
Full Report available at http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/2014-EBP-Report.pdf

* Adapted from: Wong, C., Odom, S. L., Hume, K. Cox, A. W., Fettig, A., Kucharczyk, S., Schultz, T. R. (2013). Evidence-based practices for children, youth, and young
adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based
Practice Review Group.

Page 2 of 2
Evidence Based Practice and Abbreviated
Definition
Evidence by Developmental Domain and Age (years)
Social Comm. Beh. Joint
Attn.
Play Cog. School
Ready
Acad. Motor Adapt. Voc. Mental
Health
0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

0
-
5

6
-
1
4

1
5
-
2
2

Pivotal Response Training (PRT): Pivotal learning
variables guide intervention implemented in settings that
build on learner interests and initiative

Prompting (PP): Verbal, gestural, or physical assistance
that supports skill acquisition









Reinforcement (R+): A response occurring after a
behavior resulting in an increased likelihood of future
reoccurrence of the behavior











Response Interruption/Redirection (RIR): Use of
prompts or distracters during an interfering behavior that
diverts attention and reduces the behavior

Scripting (SC): A verbal or written model of a skill or
situation that is practiced before use in context















Self Management (SM): Instruction on discrimination
between appropriate and inappropriate behaviors and
accurate self-monitoring and rewarding of behaviors





Social Narratives (SN): Descriptions of social situations
with examples of appropriate responding









Social Skills Training (SST): Direct instruction on social
skills with rehearsal and feedback to increase positive peer
interaction.









Structured Play Group (SPG): Adult lead small group
activities that include typically developing peers and use
prompting to support performance



Task Analysis (TA): The process of breaking a skill into
small steps that are systematically chained together





Technology-Aided Instruction and Intervention
(TAII): Intervention using technology as a critical feature



















Time Delay (TD): Delaying a prompt during a practice
opportunity in order to fade the use of prompts





Video Modeling (VM): A video recording of a targeted
skill that is viewed to assist in learning









Visual Support (VS): Visual display that supports
independent skill use.