Evidence-Based Practices

Research-validated interventions for individuals with ASD

 

What is an Evidence-Based Practice?

According to the National Professional Development Center on Autism Spectrum Disorder (NPDC), an evidence-based practice (EBP) is an instructional or intervention method — or group of methods — that has been supported by sufficient research demonstrating it leads to positive outcomes for children, adolescents, and/or adults with autism.

The National Clearinghouse on Autism Evidence and Practice (NCAEP) has identified 28 evidence-based practices for individuals with ASD through rigorous review of peer-reviewed literature. Using EBPs ensures that limited instructional time, energy, and resources are invested in strategies with the strongest proven impact.

Primary source for this list: Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, Ş., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team. Full report: ncaep.fpg.unc.edu

Each practice below links to its step-by-step training module on AFIRM (Autism Focused Intervention Resources & Modules), the companion site UNC built to help practitioners plan, use, and monitor these EBPs: afirm.fpg.unc.edu

CAPTAIN EBP Chart with Definitions: https://www.captain.ca.gov/documents/EBP-chart-with-defs.pdf — A concise at-a-glance chart of evidence-based practices with brief definitions, published by the California Autism Professional Training and Information Network (CAPTAIN).

Cognitive & Neurological EBP

Cognitive Behavioral Intervention (CBI) CBI teaches individuals to identify connections between thoughts, feelings, and behaviors. Used effectively for anxiety, emotional dysregulation, and rigidity. Adapts well for varying cognitive levels with visual supports and structured protocols.

Computer-Assisted Instruction (CAI) CAI uses interactive software to deliver systematic, individualized academic instruction. Digital formats reduce social demands while providing immediate feedback — particularly effective for building literacy, numeracy, and cognitive flexibility in learners with ASD. (Classified by NCAEP under the broader Technology-Aided Instruction & Intervention category.)

Task Analysis Breaks multi-step cognitive and functional tasks into small sequential steps taught explicitly in order. Reduces executive functioning demands and supports independence by making abstract processes concrete and manageable.

References & Resources

Behavioral EBP

Discrete Trial Training (DTT) A structured ABA-based method that breaks skills into small steps and uses repeated trials with prompting and reinforcement. Highly effective for teaching new skills and reducing challenging behaviors when implemented with fidelity.

Prompting & Prompt Fading Systematic use of physical, gestural, or verbal prompts helps learners perform target behaviors. A structured fading plan ensures prompts are withdrawn as the learner gains independence, preventing prompt dependency.

Token Economy A structured reinforcement system where individuals earn tokens for demonstrating target behaviors, which are later exchanged for preferred items or activities. Token economies increase motivation, build self-regulation, and improve on-task behavior in classroom and clinic settings.

References & Resources

  • AFIRM Module — Discrete Trial Training (DTT)
  • AFIRM Module — Prompting (PP) and Time Delay (TD) (a common prompt-fading procedure)
  • AFIRM Module — Reinforcement (R), the category under which token economies fall
  • Ayllon, T., & Azrin, N. (1968). The token economy: A motivational system for therapy and rehabilitation. Appleton-Century-Crofts. (Foundational text establishing token economies as a behavioral intervention.)

Communication EBP

Picture Exchange Communication System (PECS) PECS is a structured AAC approach that teaches individuals to exchange picture cards to communicate needs and wants. Supported by extensive research for early communicators and those with minimal verbal output.

Naturalistic Intervention (NI) Communication goals are embedded into preferred activities and routines rather than isolated drills. NI uses natural reinforcers and child-initiated moments to promote spontaneous, functional language and improve generalization.

Functional Communication Training (FCT) FCT replaces problem behaviors that serve a communicative function (e.g., aggression to escape a task) with an appropriate communicative response. Combining FBA with FCT produces lasting reductions in challenging behavior and meaningful gains in communication.

References & Resources

Sensory EBP

Antecedent-Based Interventions (ABI) ABIs modify the environment before a problem behavior occurs — including sensory accommodations — to prevent sensory overload and support engagement. Includes visual schedules, environmental arrangement, and task modification.

Exercise & Movement Integration Structured physical activity and scheduled movement breaks reduce sensory-driven behaviors, improve arousal regulation, and increase on-task behavior. Particularly effective when used proactively before high-demand or overstimulating activities.

Visual Supports Visual schedules, first-then boards, and environmental labels reduce anxiety related to unpredictability. For sensory-sensitive individuals, visual clarity about transitions and expectations decreases the overwhelm of processing verbal information in challenging sensory environments.

References & Resources

Social EBP

Peer-Mediated Instruction (PMII) Trained neurotypical peers facilitate structured social interactions with students with ASD. PMII builds naturalistic social skills within inclusive settings and improves initiation, response, and social engagement outcomes.

Social Narratives (Social Stories™) Individually written stories describe a social situation, relevant cues, and expected responses from multiple perspectives. Developed by Carol Gray, Social Narratives improve social understanding, reduce anxiety, and support self-regulation across settings.

Video Modeling (VM) Learners watch videos of a model (peer, adult, or themselves) demonstrating a target social behavior before attempting it. VM is highly effective for teaching play skills, conversational turn-taking, and greetings, with strong generalization to natural settings.

References & Resources

  • AFIRM Module — Peer-Based Instruction & Intervention (PBII)
  • AFIRM Module — Social Narratives (SN)
  • Carol Gray's official Social Stories™ site: carolgraysocialstories.com — origin, criteria, and sample stories
  • Gray, C., & Garand, J. (1993). Social Stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8(1), 1–10. (First formal journal description of Social Stories.)
  • AFIRM Module — Video Modeling (VM)
  • Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264–287.

 

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