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Course Overview

Evidence-Based Practices 1

January 8, 2024 - May 4, 2024

Research supports the effectiveness of certain interventions with individuals with ASD, also known as evidence-based practices (EBP). By completing this online course, you will learn some of the most commonly used EBPs with individuals with ASD. This is the first of two courses on EBPs using the AIM modules.

  • Registration Instructions
  • Course registration is a two-step process: 1) Register on AIM and 2) Register and pay on Ashland University's system. Once you have completed this two-step process, this course will be available to you on AIM at the start of the semester, January 8, 2024.

    If you have questions about this course or the registration process, please contact the course instructor, Teresa Crowson at teresa_crowson@ocali.org.
  • Registration Details
  • Course registration open December 18, 2023 - April 5, 2024
  • 1-Credit course costs $225 paid to Ashland University
  • Login to Register
Course Modules

Antecedent-Based Interventions (ABI)

Estimated Time to Complete: 2 hours

Antecedent-based interventions (ABI) comprise an evidence-based practice derived from applied behavior analysis (ABA) and are used to address both interfering (e.g., disruptive, repetitive, stereotypical) and on-task behaviors. By definition, the principle of ABI describes a relationship between a behavior and an antecedent stimulus; that is, an event or condition that occurs before or as a behavior appears. This module will provide information on ABI strategies.

Differential Reinforcement

Estimated Time to Complete: 2 hours

Differential reinforcement of other behaviors (DRO) means that reinforcement is provided for desired behaviors, while inappropriate behaviors are ignored. This module will provide information on differential reinforcement.

Discrete Trial Training - Updated

Estimated Time to Complete: 1 1/2 hours

Discrete trial training (DTT) is a method based on the principle of breaking behavior down into small (discrete) steps that have a clear beginning, middle and end. This is called a "single teaching unit." Trials are often repeated several times and the child is rewarded for answering correctly. DTT can be done in classrooms or homes. It can even be done in the community. When DTT is implemented in multiple environments, generalization is more likely to occur. This module will provide information on the evidence-based intervention, DTT.

Peer-Mediated Instruction and Intervention (PMII)

Estimated Time to Complete: 2 hours

Social impairment is one of the most predominant features of autism spectrum disorders (ASD). Individuals with ASD may have fewer opportunities to engage in social interactions to practice and acquire social and play skills. Peer-mediated instructional approaches can address these concerns by teaching children and youth with ASD new social skills and increasing social opportunities within natural environments, often a primary goal of families. This module explains the evidence-based intervention, Peer-Mediated Instruction and Intervention (PMII).

Self-Management - Updated

Estimated Time to Complete: 2 hours

Self-management is a term used to describe the process of achieving personal autonomy so that individuals can live and work independently within any environment. Self-management interventions help children and youth with autism spectrum disorder (ASD) learn to independently regulate their behaviors and respond appropriately at home, in school, at work, and in their community. Self-management interventions are not only evidenced-based but can be used to target skills in all domains. This includes language/communication, social, sensory, behavioral, academic, and adaptive. Teaching self-management is a foundational skill that can make it easier to teach learners with ASD a variety of new skills. This module will provide information on what self-management is and identify a variety of interventions for teaching and using self-management.


Statement on Person and Identity First Language

OCALI works hard to create an inclusive culture. We understand that people find strength in their identity, so OCALI may use person-first language, identity-first language, or a combination of the two at different times based on the person or audience. By having respect for the different perspectives that empower the people we serve, we promote greater access and understanding to make peoples’ lives better and to inspire change in our communities.

Social Narratives

Estimated Time to Complete: 1 hour

Social narratives are visually represented stories that describe social situations and socially appropriate responses or behaviors to help individuals with autism spectrum disorder (ASD) understand social situations in a new way and to help them to acquire and use appropriate social skills. The term social narratives may be defined as a specific strategy (see guidelines below) but also as a group of additional interventions that are similar in that they address social understanding but differ in the specific procedures utilized. In this module we will first describe the specific ten-step strategy to creating social narratives that address a specific behavior concern. We will then provide a brief overview of other social narrative strategies.

Time Delay - Updated

Estimated Time to Complete: 2 hours

Many individuals with autism spectrum disorders (ASD) become dependent on prompts from adults. Prompt dependence limits a learner's ability to generalize the use of skills to new situations, activities, and with a variety of individuals. Time delay, an evidence-based intervention, is particularly effective at preventing prompt dependence. Time delay is a response-prompting procedure that focuses on fading the use of prompts during instructional activities. This module provides information on time delay.

Evidence-Based Practices 1 Course Post-Assessment

Post-assessment for Evidence-Based Practices 1 course.