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, 2020), 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, 2020) 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.

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.

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.

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.

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.

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.